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As Different As Night And Day: The Ways Japanese Adult Working Learners In An Eop Program Learn Differently From University Students, Yuko Hijikata-Someya, Robert A. Eckhart Mar 2015

As Different As Night And Day: The Ways Japanese Adult Working Learners In An Eop Program Learn Differently From University Students, Yuko Hijikata-Someya, Robert A. Eckhart

Robert A. Eckhart

The Ohio State University launched a language training program customized for a Japanese company in May, 2014. This program targets approximately 340 Japanese workers transferred from Japan to Canada, the U.S. and Mexico. Teaching materials are delivered online and we provide digital classrooms so that they could study English wherever they are. In addition to the typical challenge in ESP – matching content with their needs – and the language distance between their L1 Japanese and L2 English, we have many challenges that relate to working adult learners’ perceptions of English learning and their learning styles. This article discusses Japanese …


It Takes A Team: A Semester Success Story Of Writing, Receiving, And Executing A Grant In One Semester With An English 1110.01 Class, Robert A. Eckhart, Michelle Battista Dec 2012

It Takes A Team: A Semester Success Story Of Writing, Receiving, And Executing A Grant In One Semester With An English 1110.01 Class, Robert A. Eckhart, Michelle Battista

Robert A. Eckhart

The model for an inquiry-based undergraduate experience has been embraced and is thriving. But the primary focus of the undergraduate participation in research is happening outside the classroom—as an extracurricular, similar to climbing the rock wall at the Adventure Recreation Center, or swimming laps in the pool. What would happen if research was built into an undergraduate course? What if it was built into the single most widely-taken course at OSU, English 1110? Through a unique convergence of resources and people at Ohio State, we had an opportunity to answer exactly this question last semester. Co-authored by two students in …


To Share Or Not To Share: Cancer And What Teachers Should Tell Students About It, Robert A. Eckhart Dec 2010

To Share Or Not To Share: Cancer And What Teachers Should Tell Students About It, Robert A. Eckhart

Robert A. Eckhart

How much personal information to disclose to students is a fundamental question teachers have been asking themselves for decades. How much should teachers tell their students – a lot or a little? How should they tell them –in class, or face-to-face? Should the teacher only tell their students in a limited manner and then not answer questions, or should they be prepared to answer any and all questions the students might have? These are difficult questions, but if the teacher approaches the disclosure in the right way – avoiding irrelevant, overly negative, or offensive disclosures – it can be a …


I’Ll Re-Write Yours If You Re-Write Mine: Pure Peer Revision Using Sequential Collaborative Writing, Robert A. Eckhart Dec 2009

I’Ll Re-Write Yours If You Re-Write Mine: Pure Peer Revision Using Sequential Collaborative Writing, Robert A. Eckhart

Robert A. Eckhart

Rewriting another person’s work is a novel way to approach the writing process. Of my two classes of students (n=38), only 11 of them claimed to be good at revision before the term started. As a result of asking one student to actually write a revised final draft of a classmate’s paper, 35 indicated they understood the importance of revision more. And ultimately, 36 of them reported they were better at revising their own final research paper as a result of revising other people’s papers earlier in the quarter.