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Full-Text Articles in Education
Applying The Cacao Change Model To Promote Systemic Transformation In Stem, Anthony Marker, Patricia Pyke, Sarah Ritter, Karen Viskupic, Amy Moll, R. Eric Landrum, Tony Roark, Susan Shadle
Applying The Cacao Change Model To Promote Systemic Transformation In Stem, Anthony Marker, Patricia Pyke, Sarah Ritter, Karen Viskupic, Amy Moll, R. Eric Landrum, Tony Roark, Susan Shadle
R. Eric Landrum
Since its inception in the Middle Ages, the university classroom can be characterized by students gathered around a sage who imparts his or her knowledge. However, the effective classroom of today looks vastly different: First-year engineering students not only learn basic engineering principles, but are also guided to consider their own inner values and motivations as they design and build adaptive devices for people with disabilities; students in a large chemistry lecture work animatedly together in small groups on inquiry-based activities while an instructor and teaching assistants circulate and guide their learning; students learning differential equations practice explicit metacognitive skills …
Leading A Multiple Project Mobile Learning Initiative: The Approach At Boise State University, Susan E. Shadle, Ross A. Perkins, Doug J. Lincoln, Michael J. Humphrey, R. Eric Landrum
Leading A Multiple Project Mobile Learning Initiative: The Approach At Boise State University, Susan E. Shadle, Ross A. Perkins, Doug J. Lincoln, Michael J. Humphrey, R. Eric Landrum
R. Eric Landrum
Many colleges and universities have launched wide-ranging, device-specific mobile initiatives or invested substantial resources to make services mobile friendly in a platform-neutral manner. For others, a more measured approach toward integration of mobile devices can be a reasonable and pragmatic way forward. Faculty and staff from a number of units within Boise State University convened in Fall 2010 to develop a series of specific recommendations that would allow for the development of one or more innovative, technology-based projects across campus. In 2011, the task force submitted a proposal titled “Mobile-Learning for Boise State: A Proposal to Catalyze Transformation in Teaching …
Are There Instructional Differences Between Fulltime And Parttime Faculty?, R. Eric Landrum
Are There Instructional Differences Between Fulltime And Parttime Faculty?, R. Eric Landrum
R. Eric Landrum
Using data from 8 academic departments and 361 courses taught during a semester, I examined differences between fulltime and parttime faculty in the areas of general demographic variables, student evaluation of teaching outcomes, and the distribution of grades earned. I expected fulltime faculty to exhibit higher teaching evaluations and less lenient grade distributions, yet neither hypothesis was supported. However, substantial differences exist in the support mechanisms provided to parttime and fulltime faculty. These results are discussed in the context of a growing national reliance on parttime faculty, and the potential implications of this trend.