Social and Behavioral Sciences Commons^™

Creating Meaningful Engagement In Academic Libraries Using Principles Of Intergroup Dialogue, Ione T. Damasco

Books and Book Chapters by University of Dayton Faculty

As a form of social justice education, intergroup dialogue (IGD) was originally developed in the 1980s at the University of Michigan as a critical-dialogical method and has since been implemented at many universities around the United States in curricular and co-curricular programs. IGD can function as a way of bringing students from different social identity groups together in sustained, facilitated learning experiences in order to advance social justice, equity, and peace. IGD combines the cognitive work of critically examining the intersections of social identity and power relations with the affective work of individual reflection and group interaction in specifically designated …

Questionnaire Design: How To Ask The Right Questions Of The Right People At The Right Time To Get The Information You Need, William F. Moroney, Joyce Anne Cameron

Books and Book Chapters by University of Dayton Faculty

This book explores how a well-designed questionnaire is customer-focused, simplifying the process for the respondent and thereby increasing both validity and response rates. It is recommended for use by psychologists, sociologists, political scientists, marketers, and other professionals.

Questionnaires, like any well-designed interface, should be intuitive. This manual provides a fool-proof approach to questionnaire design for practitioners, marketers, and researchers with little or no formal training. It provides practical instruction regarding what to do and how to do it and supports these instructions with real-world examples and findings from scientific studies. An augmenting website contains additional guidance, examples, a case study, …

A Student Journal To Celebrate, Preserve, And Improve Beginning Undergraduate Writing, Ann E. Biswas, Maureen E. Schlangen, Heidi Gauder

Books and Book Chapters by University of Dayton Faculty

At the end of each semester, composition instructors at the University of Dayton (UD) collected portfolios of student writing for the annual program assessment, encouraging their students to return the following semester to pick up their folders of work. However, the stacks of unclaimed portfolios that piled up in faculty offices each year was an indication that students cared little about what they had written, perhaps believing no one beyond their instructor was interested in reading their writing now or in the future. Nevertheless, academic scholars have recognized that student writing improves—as do a sense of ownership and pride in …