Higher Education and Teaching Commons^™

#Networkedglobe: Making The Connection Between Social Media And Intercultural Technical Communication, Laura Anne Ewing

USF Tampa Graduate Theses and Dissertations

Preparing students of technical communication in the twenty-first century means training them to rhetorically utilize a wide variety of online tools. Technical communicators are now required to employ social media applications on a daily basis to communicate with clients, consumers, colleagues, and other organizations. These online modes have also opened the door to global communication wider and continue to present opportunities and challenges to technical communicators worldwide. Using Japan as a model, this dissertation sought to demonstrate a rhetorical exigency for teaching intercultural social media communication strategies to future technical communicators in the United States. The goal of this dissertation …

What I Taught My Stem Instructor About Teaching: What A Deaf Student Hears That Others Cannot, Annemarie Ross, Randy K. Yerrick

Journal of Science Education for Students with Disabilities

Overall, science teaching at the university level has remained in a relatively static state. There is much research and debate among university faculty regarding the most effective methods of teaching science. But it remains largely rhetoric. The traditional lecture model in STEM higher education is limping along in its march toward inclusion and equity. The NGSS and Common Core reform efforts do little to help university science teachers to change their orientation from largely lecture-driven practice with laboratory supplements. While it is impossible to address all diverse student groups, the need for accommodations tend to be overlooked. As a Deaf …

Nancy Acevedo-Gil Tssa Winter 2014, Nancy Acevedo-Gil

Teaching Skills Study Awards (TSSA) Reports

Enhances faculty's teaching by attending a conference devoted to university teaching, a high-impact practice, evidence-based practice or a newly developing teaching practice.

Thomas Corrigan Tssa Fall 2014, Thomas Corrigan

Teaching Skills Study Awards (TSSA) Reports

Enhances faculty's teaching by attending a conference devoted to university teaching, a high-impact practice, evidence-based practice or a newly developing teaching practice.

Alexandru Roman Tssa Fall 2014, Alexandru Roman

Teaching Skills Study Awards (TSSA) Reports

Enhances faculty's teaching by attending a conference devoted to university teaching, a high-impact practice, evidence-based practice or a newly developing teaching practice.

Faculty Formative Self-Reflection Tools And Best Practices, Lisa Martino

Publications

Formative self-reflection helps bridge the gap for our growing diverse student population and aids differentiated learning. The self-reflection practice is instrumental in making personal connections necessary to bridge that gap. It also provides an opportunity to adjust current and future courses to improve student learning outcomes. In this session, participants will collaborate and design formative self-reflection questions with at least one diversity question to assist in this process. Then, appropriate data collecting mediums for various academic subjects will be discussed. Each participant will take home a Formative Self-Reflection Guide that can be easily modified for any course at any level.

Sjsu Erfa Board Minutes, November 2, 2015, San Jose State University, Emeritus And Retired Faculty Association

SJSU ERFA Minutes

SJSU ERFA Executive Board Minutes

November 2, 2015

Learning From Finland: A Book Review, John M. Winslade

Journal of Critical Issues in Educational Practice

A review of Pasi Sahlberg’s (2015) Finnish Lessons 2.0: What can the world learn from educational change in Finland (2^nd Edn.).

Fast And Fruitful: Effective Writing Assessment For Determining The Success Of New Initiatives, Eileen K. Camfield

University Writing Programs Staff Articles and Papers

Many writing program administrators experience a familiar conundrum: heed the cries for fast assessment results or engage in the lengthy and complicated process that meaningful review of student learning seems to entail? Such was my plight in the 2013–2014 academic year when my university deployed a new strategy for supporting incoming developmental writers. Beginning that fall, students whose writing-SAT (SAT-W) scores were between 450 and 500 were enrolled in a course known as Seminar Plus Studio (SPS), an interdisciplinary class that included a weekly supplemental 100-minute studio aimed at delivering targeted writing instruction, practice, and feedback. Instructors for these sections …

The Effects Of Professional Development On Online Adjunct Faculty Job Satisfaction In A Community College Setting, Marie Ferguson

Doctoral Dissertations and Projects

This quantitative causal comparative research study, guided by Herzberg’s (1964) Two Factor Theory of Motivation, and conducted with 106 online adjunct faculty members teaching at a community college in a Southeastern state, examined the effects of four types of professional development (PD) training for online instruction (i.e., fully online, fully face-to-face, blended [online and face-to-face], and none) on online adjunct faculty members’ levels of motivation and hygiene job satisfaction. Data were analyzed using two one-way MANCOVAs. The first one-way MANCOVA addressed the first research question, which inquired if there were significant differences across online instruction PD training groups on the …

A Needs Analysis For Social Media At A Southern Postsecondary Campus, Sheri Burnett

Morehead State Theses and Dissertations

A capstone submitted in partial fulfillment of the requirements for the degree of Doctor of Education in the College of Education At Morehead State University by Sheri Burnett on October 26, 2015.

Antonieta Gallegos-Ruiz Cd Summer 2015, Antonieta Gallegos-Ruiz

Innovative Course Redesign Grant Reports

Supports faculty to redesign or develop a course in ways that implement high-impact, evidence-based, and/or innovative teaching strategies to improve student learning.

A Mixed-Methods (Quantitative-Qualitative) Study To Identify The Perceived Level Of, Zeky Zardo

Dissertations

Different approaches to developing leaders have been established through various forms of self-assessment, action learning, and education and training activities (Smither et al., 2005). The existing body of research on the impact and success of college and university leadership development programs focuses heavily on undergraduate leadership programs and not graduate-level programs such as the Master of Business Administration (MBA) or the doctorate. The purpose of this mixed-methods (quantitative–qualitative) study was to identify the perceived level of transformational leadership skill development by students enrolled in a doctoral program in organizational leadership. In addition, it was the purpose of this study to …

21st Century Internships: Engaging Academically And Experientially Prepared First And Second Year College Students, Cynthia Simon, Mary C. Black

CAS Internship Office Faculty Presentations

In this age of technology and early career planning, high school students are increasingly engaged in academically rigorous internships. However, they often must wait several years before being allowed to participate in college internships. This PowerPoint presentation highlights the secondary internship best practice credentials, challenges the high school to college internship gap, and concludes with ideas to help stakeholders troubleshoot, design, pitch, and implement 200-level credit-bearing internship programs for first and second year college students.

Sjsu Erfa Board Minutes, October 5, 2015, San Jose State University, Emeritus And Retired Faculty Association

SJSU ERFA Minutes

SJSU ERFA Executive Board Minutes

October 5, 2015

First-Generation Students And Advising, Kimberly A. Murphy

Center for Faculty Enrichment

First-Generation Students and Advising – Friday 10/2 8:30-9:30am in Wilson Center

For first-generation students, going to college is uncharted territory. Many first-generation college students turn to their academic advisors for the support needed to succeed in college. In this session, we will share foundational information about first-generation students and an overview of common challenges facing these students. In addition, we will develop strategies and tools that can be used in your advising work with first-generation students.

How Are Teachers Using Primary Sources To Meet Common Core Literacy Standards In English/Language Arts, Social Studies, And Science?, Mark Newman, Sophie Degener, Xiuwen Wu

NCE Research Residencies

The implementation of Common Core standards has affected the instructional strategies of many teachers. Among other things, the standards require active student engagement, learning along a progressive sequence of higher proficiency, and heavy use of informational texts, especially primary sources. This study evaluates the impact that Common Core literacy standards have had on the proven primary source-based strategies and practices of five teachers.

Podia And Pens: Dismantling The Two-Track System For Legal Research And Writing Faculty, Kristen K. Tiscione, Amy Vorenberg

Law Faculty Scholarship

At the 2015 AALS Annual Meeting, a panel was convened under this title to discuss whether separate tracks and lower status for legal research and writing (“LRW”) faculty make sense given the current demand for legal educators to better train students for practice. The participants included law professors, an associate dean, and a federal judge.2 Each panelist was asked to respond to questions about the “two-track” system—a shorthand phrase for the two tracks of employment at many law schools whereby full-time LRW faculty are treated differently than tenured and tenure-track faculty. The panelists represented differing views on the topic. This …

The Role Of Mentor Teachers In The National College Of Education, Adaptive Cycles Of Teaching (Nce Act) And The Improvement Of The Nce Act, Ruth Freedman, Madi Phillips, Diane Salmon

NCE Research Residencies

This paper reports research on a practicebased curriculum, the Adaptive Cycles of Teaching (ACT), supported by a cloudbased technology that enables coaching and feedback to preservice teacher candidates as they engage in classroom instruction. Specifically, the research explored mentor teachers’ perspectives on the benefits and limitations of the ACT literacy model and if mentors’ own literacy instruction practices improved through their involvement with ACT. Ten mentor teachers (grades 16) were interviewed. Interviews were transcribed and thematically coded to address the research questions. Findings indicated that mentors had a positive view of the ACT literacy model, and saw an impact on …

Faculty Members’ Perceptions Regarding The Role Of Assessment In Developmental Writing Courses, Doreen Danielson

All Theses And Dissertations

The purpose of this study was to explore teaching faculty members’ perceptions regarding how they design and implement writing assessments to evaluate Student Learning Outcomes in developmental English/writing courses. The study identified teaching faculty members’ pedagogical beliefs about the purposes of writing assessment and instructors’ attention to Student Learning Outcomes when designing assessment plans in developmental English/writing courses at a California community college. Using Moustakas’ (1994) phenomenological approach, the study drew data from interviews with full-time faculty members at a Central Valley community college in California. Focusing on the participants’ experiences and perceptions about the purposes of assessment in developmental …