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Full-Text Articles in Education
Instructors At A Crossroad: Perceptions Of Collaboration And Support Intersect With Intentions To Implement A Cure, Justin Berl
Instructors At A Crossroad: Perceptions Of Collaboration And Support Intersect With Intentions To Implement A Cure, Justin Berl
Dissertations and Theses
An ongoing crisis of student drop-off from undergraduate science, technology, engineering and mathematics (STEM) education has led to a sustained call over the last 15+ years for the increased implementation of updated practices in undergraduate STEM education. Though over the past few decades many researchers have developed and analyzed the efficacy of various evidence-based teaching practices (EBTPs) designed to improve the state of undergraduate STEM education throughout the country, the rate at which these EBTPs are implemented in undergraduate STEM classrooms remains low.
In order to better understand the specific factors that affect individual instructors' efforts to implement EBTPs, we …
A Professional Development Program For Science Adjunct Faculty: The Mentoring-Learning Community (Mlc), Linda B. Purvis, Jason D. Lang, Julie A. Luft
A Professional Development Program For Science Adjunct Faculty: The Mentoring-Learning Community (Mlc), Linda B. Purvis, Jason D. Lang, Julie A. Luft
Georgia Journal of Science
Institutions of higher education have become increasingly dependent on adjunct faculty. These faculty members are often unfamiliar with current teaching strategies emphasizing an active learning approach. To support science adjunct faculty in learning about active learning, a professional development program was designed and implemented by the authors of this study, the Mentoring-Learning Community. The Mentoring-Learning Community program design was informed by literature regarding the use of professional development programs that focused on adjunct faculty. To determine the impact of this program, participants in the Mentoring-Learning Community were observed and interviewed over one semester. Mentoring-Learning Community participants transformed through all three …
Education Opportunities For The Aspiring Aquatic Professional: A Qualitative Analysis Of Experience-Based Building Blocks For Success, Hannah Hickman
Education Opportunities For The Aspiring Aquatic Professional: A Qualitative Analysis Of Experience-Based Building Blocks For Success, Hannah Hickman
Honors Theses
While recent growth in the aquatics industry requires professionals to be more skilled and knowledgeable than ever before, educational opportunities for students pursuing this career are limited. There is not an all-encompassing course or degree program titled, "How to be an Aquatic Professional." This study utilizes interviews from 10 aquatic professionals regarding their experiences and opinions on this topic to explore the need for promoting aquatics education to students and to help outline a series of building blocks that students could potentially take to pursue a career as an aquatic professional. It attempts to answer the question: How do educational …
An Analytic Needs Assessment For Extension Education: Views From Extension Professionals And Faculty, Joseph L. Donaldson, Donna Graham, Shannon Arnold, Lisa K. Taylor, K. S. U. Jayaratne
An Analytic Needs Assessment For Extension Education: Views From Extension Professionals And Faculty, Joseph L. Donaldson, Donna Graham, Shannon Arnold, Lisa K. Taylor, K. S. U. Jayaratne
Journal of Human Sciences and Extension
This study describes professional development for Extension educators and curricula expectations for those preparing for Extension careers – as perceived by members of the American Association for Agricultural Education (AAAE) and Joint Council of Extension Professionals (JCEP). We relate and differentiate findings from two surveys with open-ended questions. Regarding professional development, JCEP respondents identified program planning and evaluation, but AAAE respondents prioritized research methods. JCEP respondents prioritized practical experiences in Extension Education college courses, and AAAE members reported some practical Extension experiences in the college curriculum. College faculty may apply the results for impactful academic, professional development, and research programs.
Implementing Inquiry Based Learning In Life Science Curriculum In Agricultural Education, Siera Meyer, Chance Kanode, Bryan Reiling, Nathan W. Conner, Christopher T. Stripling, Laura Young, Mathew Kreifels, Mark Balschweid
Implementing Inquiry Based Learning In Life Science Curriculum In Agricultural Education, Siera Meyer, Chance Kanode, Bryan Reiling, Nathan W. Conner, Christopher T. Stripling, Laura Young, Mathew Kreifels, Mark Balschweid
Journal of Human Sciences and Extension
As Agricultural Education shifts to a more science-based curriculum to help fulfill shortcomings of the current United States science test scores, teachers implementing Inquiry-Based Learning (IBL) is becoming more important. For Agriculture Educators to do this, training is necessary for both new and experienced educators. This study was conducted to gauge teacher attitudes toward and ability to integrate IBL in the classroom to meet these goals. Teacher knowledge was also assessed in four life science categories. Study results indicate that teachers have positive attitudes toward learning about IBL and implementing the model in the classrooms. Teachers also gained more content …