Other Education Commons^™

Cheating In The Digital Age: Do Students Cheat More In Online Courses?, George R. Watson, James Sottile

Educational Foundations and Technology

With the assistance of the Internet and related technologies, students today have many more ways to be academically dishonest than students a generation ago. With more and more Internet based course offerings, the concern is whether cheating will increase as students work and take tests away from the eyes of instructors. While the research on academic dishonesty in general is quite extensive, there is very limited research on student cheating in online courses. This study of 635 undergraduate and graduate students at a medium sized university focused on student cheating behaviors in both types of classes (on-line and face to …

Spirituality And Spiritual Self-Care: Expanding Self-Care Deficit Nursing Theory, Mary Louise White

Wayne State University Dissertations

The purpose of this study was to extend the theory of self-care deficit nursing by including specific constructs of religion, spirituality, and spiritual self-care practices within the structure suggested by Orem's self-care deficit nursing theory. Based on an extensive literature review, practice experience, and a discovery theory-building approach, a new mid-range theory called White's theory of spirituality and spiritual self-care (WTSSSC) was developed. To begin to test this mid-range theory, empirical indices of many of the main concepts were identified from prior studies and one new instrument (the Spiritual Self-Care Practice Scale) was developed. Hypothesized relationships among the main concepts …

Nebline, January 2010

NEBLINE Newsletter Archive from Nebraska Extension in Lancaster County

Feature: Tips for Positive Interactions with Tweens

Farm Views

Horticulture

Food & Fitness

Home & Family Living

Environmental Focus

Urban Agriculture

4-H & Youth

Community Focus

Extension Calendar

Nutrition Education Program

Family and Community Education (FCE) Clubs

and other extension news and events

Annual Report Special Pullout Section

Partners In The Parks: Field Guide To An Experiential Program In The National Parks (First Edition), Joan Digby, Bill Atwill, Angela Calise, James Clarke, Rebecca Cole-Will, Rony Enriquez, Greg Fahy, Sarah L. Fann, Pavel Goriacko, Andy Grube, Kathleen King, Matt Nickerson, Joy Ochs, Elizabeth O’Donnell, C. P. Price, Heather Thiessen-Reily

National Collegiate Honors Council Monographs

When Joan Digby first proposed taking collegiate honors students into our national parks, I jumped at the chance. Within minutes of reading her email, I not only responded with an enthusiastic “Yes!” but went so far as to volunteer the resources of the Southern Utah University Honors Program to get things started. Nestled among 5 national parks in southwestern Utah, I felt our campus would be a natural focal point for the kind of program Joan envisioned. Within weeks we had laid the groundwork for a proof-of-concept pilot project at nearby Bryce Canyon National Park. Little did I know at …

The Same, But Different: Salary Scales, Progression Arrangements And Duties In Institutes Of Technology (Iots) And Universities, Kevin Lalor

Articles

No abstract provided.

Revelations Of Adaptive Technology Hiding In Your Operating System, Kathleen P. King

Department of Leadership, Policy, and Lifelong Learning

Pre-publication version of a chapter about the assistive technology tools and resources available for free in Windows OS and Mac OS. Introducing higher education faculty to free resources, features and programs which they can recommend to their students or perhaps use for themselves (for instance for fading eyesight or hearing). In addition, the chapter briefly shares strategies and examples of how they might be used.

The book will have an entire chapter dedicated to assistive technology as well. This is a popularized assistive technology chapter for generalist, NON special education, faculty to become acquainted with readily available and free resources. …

An Analysis Of Teacher Distribution Across Districts And Schools In The Detroit Metropolitan Area, Christina Susanne Krispien

Wayne State University Dissertations

The demand that today's schools shall produce better educational outcomes of their pupils is stronger than ever before, especially in front of the background of our globalized, competitive world. Past and current research has supported the hypothesis that the teacher is the most important ingredient in the educational process. As the Detroit metropolitan area, consisting of the three counties of Macomb, Oakland, and Wayne, provides a diversified picture of academic achievement and community background and a number of charter schools (public school academies), research regarding the distribution of teachers with certain desirable attributes across a student population distinguished by achievement, …

An Assessment Of Factors Influencing Student Enrollment Within The Southern Union Conference Of Seventh-Day Adventist Secondary Schools, Olivia Dianne Beverly

Wayne State University Dissertations

ABSTRACT

AN ASSESSMENT OF FACTORS INFLUENCING STUDENT ENROLLMENT WITHIN THE SOUTHERN UNION CONFERENCE OF SEVENTH-DAY ADVENTIST SECONDARY SCHOOLS

by

OLIVIA D. BEVERLY

December, 2010

Advisor: Dr. Sharon Elliott

Major: Curriculum and Instruction

Degree: Doctor of Philosophy

Secondary schools operating within the Southern Union Conference of Seventh-day Adventist are experiencing severe enrollment fluctuations and some instances declines. These trends and patterns have set off alarms within the Southern Union Adventist educational establishment and in some quarters have even raised the specter of whether some schools have long-term sustainability or survivability.

As a consequence of this enrollment dilemma, this research was designed …

Preface, Volume 28 (2010), Linda B. Nilson

To Improve the Academy: A Journal of Educational Development

Preface to volume 28 (2010) of To Improve the Academy: A Journal of Educational Development, by Linda B. Nilson of Clemson University.

Acknowledgments, Volume 28 (2010), Linda B. Nilson

To Improve the Academy: A Journal of Educational Development

Acknowledgments for volume 28 (2010) of To Improve the Academy: A Journal of Educational Development, by Linda B. Nilson of Clemson University.

Ethical Guidelines For Educational Developers

To Improve the Academy: A Journal of Educational Development

Ethical guidelines for educational developers, prepared by Mintz, Smith, and Warren, January 1999. Revised March 1999, September 1999, and March 2000.

Developing Competency Models Of Faculty Developers: Using World Café To Foster Dialogue, Debra Dawson, Judy Britnell, Alicia Hitchcock

To Improve the Academy: A Journal of Educational Development

Recent research by Chism (2007); Sorcinelli, Austin, Eddy, and Beach (2006); and Taylor (2005) speaks to the critical roles that faculty developers play in ensuring institutional success. Yet we have not as a profession identified the specific competencies necessary for success at different career stages. Our research generated these competencies for three faculty developer positions—entry-level, senior-level, and director—within a teaching and learning center. We used World Café, a collaborative discussion-based technique, to engage developers in building a matrix of competencies for each position and in determining how these competencies could be demonstrated.

A Conceptual Framework For Higher Education Faculty Mentoring, Pamela S. Lottero-Perdue, Steve Fifield

To Improve the Academy: A Journal of Educational Development

There is considerable variability in conceptions of faculty mentoring in higher education. Rather than view this diversity as a problem, we see it as a potential resource that can inform design, implementation, and evaluation of faculty mentoring. To learn from this diversity, we review the literature on facuity mentoring in higher education to create a conceptual framework of mentoring. The conceptual framework is a tool that program administrators, participants, and evaluators can use to adapt mentoring to the unique needs of particular faculty and institutions.

A Model For Putting A Teaching Center In Context: An Informal Comparison Of Teaching Centers At Larger State Universities, Wesley H. Dotson, Daniel J. Bernstein

To Improve the Academy: A Journal of Educational Development

An informal comparative analysis of teaching centers at larger state universities around the United States was conducted as part of a self-initiated ten-year review of our center. We compared centers along several dimensions, among them programs, resources, and size. This chapter offers our methods, results, and general impressions of the process as an example for others who might decide to conduct a similar analysis.

Promoting Dialogue And Action On Meta–Professional Skills, Roles, And Responsibilities, Michael Theall, Bonnie B. Mullinix, Raoul A. Arreola

To Improve the Academy: A Journal of Educational Development

Collecting and using information about faculty skills can serve as an organizational development activity to guide faculty evaluation and professional development policy and practice with the goal of leading to improved teaching and learning. This chapter presents findings from a study with international, local, quantitative, and qualitative components. Readers are encouraged to explore data patterns and consider courses of action that these imply, and to reflect on the potential usefulness of the Meta-Profession model for furthering reflection, dialogue, and action on development and evaluation processes on their own campus.

Macgyvers, Medeas, And Bionic Women: Patterns Of Instructor Response To Negative Feedback, Allison P. Boye, Suzanne Tapp

To Improve the Academy: A Journal of Educational Development

Few studies have examined instructor responses to negative feedback and their interplay with gender, but faculty developers must be cognizant of and sensitive to the needs of the instructors with whom they work. This chapter identifies six general patterns of response among male and female instructors to negative feedback from students and consultants, based on survey results, interviews, and observations. A combination of empathy, resources, and time is the key to understanding and responding to those patterns and meeting the needs of individual instructors. Further, comparisons across gender reveal interesting differences related to language use, internalization versus externalization of feedback, …

Conversations About Assessment And Learning: Educational Development Scholarship That Makes A Difference, Sue Fostaty Young, Susan Wilcox

To Improve the Academy: A Journal of Educational Development

To facilitate deeper understanding of teachers’ assessment practices, we undertook an educational development inquiry with college and university faculty. Our conversations with instructors about their assessment practices highlighted the complex relationship between teachers’ beliefs about teaching, their institutional contexts, and their experiences of teaching. The project gave us valuable opportunities to examine our interactions with faculty and enabled us to identify approaches to educational development that help postsecondary faculty understand and improve their practice.

Class Size: Is Less More For Significant Learning?, John Zubizarreta

To Improve the Academy: A Journal of Educational Development

Mixed as it might be, educational research suggests that engaged students are more effectively stimulated and fulfilled in the small class. Of course, students can thrive in large classes if discipline, course level, teacher characteristics, goals, methods, assessment strategies, and outcomes work together to inspire and produce significant learning. The small class environment does not by itself necessarily ensure higher level learning, but studies indicate that if faculty and institutions want to promote and support the active learning pedagogies, mentoring, reflection, feedback, and personal relationships that result in deep and lasting learning, then less is more.

Weaving Promising Practices For Inclusive Excellence Into The Higher Education Classroom, María Del Carmen Salazar, Amanda Stone Norton, Franklin A. Tuitt

To Improve the Academy: A Journal of Educational Development

Higher education is faced with an increasingly diverse student body and historic opportunities to foster inclusive excellence, meaning a purposeful embodiment of inclusive practices toward multiple student identity groups. Although the benefits of inclusive excellence are well established, college faculty often cite barriers to promoting it in classrooms, and this creates an opening for faculty developers to support them in weaving promising practices for inclusive excellence into their teaching. This chapter highlights the practices of inclusive faculty and the methods faculty developers can use to promote inclusive excellence along five dimensions: (1) intrapersonal awareness, (2) interpersonal awareness, (3) curricular transformation, …

Communication Climate, Comfort, And Cold Calling: An Analysis Of Discussion-Based Courses At Multiple Universities, Tasha J. Souza, Elise J. Dallimore, Eric Aoki, Brian C. Pilling

To Improve the Academy: A Journal of Educational Development

One of the challenges in discussion facilitation is creating a climate that allows multiple voices to be heard. Although the practice of calling on students whose hands are not raised has been used to engage the entire class in discussions, many believe that cold calling sabotages the communication climate and makes students extremely uncomfortable. This study examines the impact of cold calling on student comfort and communication climate. The results suggest that when instructors choose to cold-call, they must create a supportive communication climate to ensure student comfort. This study challenges the assumption that cold calling makes students uncomfortable.