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Articles 61 - 68 of 68
Full-Text Articles in Education
10 Strategies For Engaging Learners With Ipads And Other Mobiles, Carrie Lewis Miller, Michael Manderfeld, Elizabeth Harsma
10 Strategies For Engaging Learners With Ipads And Other Mobiles, Carrie Lewis Miller, Michael Manderfeld, Elizabeth Harsma
Online Teaching Resources
This document outlines 10 strategies for engaging your learning with the iPad. These strategies are designed around the assumption that students have an iPad or another mobile device that can be utilized effectively. This is not a how-to document; we simply describe some of the types of activities and strategies that may be useful in your course.
Designing A First-Year Composition Course For Non-Native Speakers, Mary Gustin
Designing A First-Year Composition Course For Non-Native Speakers, Mary Gustin
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A CETL Capstone Project by Mary Gustin on how she used "A Self-Directed Guide to Designing Courses for Significant Learning" by Dr. L. Dee Fink to improve her first year composition course for non-native speakers of English.
Eng 101 Rubric, Minnesota State University, Mankato
Eng 101 Rubric, Minnesota State University, Mankato
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Grading rubric for English 101 assignment.
Faculty And Student Qualitative Analysis Report, Jacob Wessels, Daniel Houlihan
Faculty And Student Qualitative Analysis Report, Jacob Wessels, Daniel Houlihan
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No abstract provided.
Faculty Needs Assessment: Part 2, Jacob Wessels, Daniel Houlihan
Faculty Needs Assessment: Part 2, Jacob Wessels, Daniel Houlihan
All Resources
CETL distributed an electronic version of the survey to the entire faculty administration on September 16th. Surveys remained open for a two-week period, asking students to submit their responses by September 25th. The survey included an email invitation to complete the survey. Faculty who wanted to complete the survey simply clicked on a link embedded in the invitation. The link directed them to the survey. When they opened the survey, participants were informed that: The survey was being used to gather information on their teaching experiences in a FlexSync format. Courses should continue to be recorded for students dealing with …
Effects Of Aromatherapy On Academic Success, Perceived Stress, And Coping Skills Of Graduate Students, Lakisha S. Witter
Effects Of Aromatherapy On Academic Success, Perceived Stress, And Coping Skills Of Graduate Students, Lakisha S. Witter
All Graduate Theses, Dissertations, and Other Capstone Projects
This quasi-experimental study will explore whether the use of aromatherapy increases students’ academic success and coping skills and decreases the level of perceived stress in graduate college students.
Voices Of First-Generation Students: An Examination Of First-Generation Stories On Collegiate Websites, Jillian Schemenauer
Voices Of First-Generation Students: An Examination Of First-Generation Stories On Collegiate Websites, Jillian Schemenauer
All Graduate Theses, Dissertations, and Other Capstone Projects
This qualitative research analyzed how four-year, public institutions represent first-generation students that attend their colleges, on their websites, and what those first-generation students share about their experiences. Twenty-nine institutions that were a part of a recognized list of colleges that have exemplary first-generation programs were utilized for this study. A critical analysis was performed to discuss and evaluate the themes that were discovered from fifty different first-generation student stories. Results indicated that first-generation students’ stories shared on collegiate websites shared similar experiences, with emerging themes being: Aspirations, family connections, engagement, and mindset. A summary of the themes, limitations, future research, …
An Evaluation Of A Brief Mindfulness And Values Training On Cyber Bullying Behavior In College Students, Emily M. Boduch
An Evaluation Of A Brief Mindfulness And Values Training On Cyber Bullying Behavior In College Students, Emily M. Boduch
All Graduate Theses, Dissertations, and Other Capstone Projects
Cyber bullying is associated with many negative outcomes for both the bully and the victim (Fahy et al., 2016; Kowalski et al., 2014; Merrell et al., 2008; Quintana-Orts & Rey, 2018). There has been a large research focus on the causes (Barlett & Gentile, 2012; Mehari & Farrell, 2018) and consequences (Fahy et al., 2016) of cyber aggression, but there has not been as much focus on the evaluation of prevention and intervention strategies (Gaffney et al., 2018). While cyber bullying is primarily targeted in adolescence, Tynes, Rose, and Markoe (2013) showed that online aggression occurs amongst university students as …