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Articles 1 - 8 of 8
Full-Text Articles in Education
Characteristics And Correlates Of Supportive Peer Mentoring: A Mixed Methods Study [Post-Print], Laura Holt, Melva Lopez
Characteristics And Correlates Of Supportive Peer Mentoring: A Mixed Methods Study [Post-Print], Laura Holt, Melva Lopez
Faculty Scholarship
In this mixed methods study, we employed thematic analysis (TA) to examine peer mentors’ perceptions of benefits, challenges, and roles they experienced as mentors, as well as benefits and challenges experienced by first-year college students. We also utilized quantitative student ratings to classify mentors as highly, moderately, or minimally supportive in order to determine whether any subthemes from the TA appeared more or less frequently across the three groups. Highly supportive mentors reported greater camaraderie among their seminar students and fewer unmotivated students, but also fewer opportunities to provide support to students. Moreover, mentors’ and students’ perceptions in the minimally …
The African University As “Global” University, Isaac Kamola
The African University As “Global” University, Isaac Kamola
Faculty Scholarship
No abstract provided.
Higher Education And World Politics, Isaac Kamola, Neema Noori
Higher Education And World Politics, Isaac Kamola, Neema Noori
Faculty Scholarship
No abstract provided.
The Merchants Of Moocs, James Grimmelmann
The Merchants Of Moocs, James Grimmelmann
Faculty Scholarship
A loose network of educators, entrepreneurs, and investors are promoting Massive Open Online Courses as an innovation that will radically disrupt higher education. These Merchants of MOOCs see MOOCs' novel features—star professors, flipped classrooms, economies of scale, unbundling, and openness—as the key to dramatically improving higher education while reducing its cost.
But MOOCs are far from unprecedented. There is very little in them that has not been tried before, from 19th-century correspondence courses to Fathom, Columbia's $25 million dot-com boondoggle. Claims of disruption look rather different when this missing context is restored. This essay examines some common arguments about what …
Additional Support Or Extravagant Cost? : Student-Athletes' Perceptions On Athletic Academic Centers., Matthew R. Huml, Meg G. Hancock, Matthew J. Bergman
Additional Support Or Extravagant Cost? : Student-Athletes' Perceptions On Athletic Academic Centers., Matthew R. Huml, Meg G. Hancock, Matthew J. Bergman
Faculty Scholarship
The purpose of this study was to investigate student-athlete perceptions of the academic resources and support staff within stand-alone athletic academic centers. An online survey was completed by 196 NCAA Division-I student-athletes at two private institutions in the Northeast and one public institution in the Midwest. Results showed both public and private institution student-athletes preferred receiving advising related to their academics from either an academic or faculty advisor instead of their athletic advisor. Additional results show senior student-athletes questioning the career planning resources available to them, private student-athletes perceiving a lack of resources, and public student-athletes perceiving greater hindrances by …
Unpacking Mooc Scholarly Discourse: A Review Of Nascent Mooc Scholarship, Maureen Ebben, Julien Murphy
Unpacking Mooc Scholarly Discourse: A Review Of Nascent Mooc Scholarship, Maureen Ebben, Julien Murphy
Faculty Scholarship
The rapid rise of MOOCs (Massive Open Online Courses) signals a shift in the ways in which digital teaching and learning are engaged in and understood. Drawing upon a comprehensive search of nine leading academic databases, this paper examines the initial phase of MOOC scholarship (2009–2013), and offers an analysis of these empirical studies that conceptualizes themes in MOOC scholarship and locates them within a chronological framework. Two key phases of scholarship about MOOCs are identified, each with associated research imperatives and themes.
Teachers Or Psychologists : Who Should Facilitate Depression Prevention Programs In Schools?, Melanie S. Wahl, Jill L. Adelson, Margarete A. Patak, Patrick Possel, Martin Hautzinger
Teachers Or Psychologists : Who Should Facilitate Depression Prevention Programs In Schools?, Melanie S. Wahl, Jill L. Adelson, Margarete A. Patak, Patrick Possel, Martin Hautzinger
Faculty Scholarship
The current study evaluates a depression prevention program for adolescents led by psychologists vs. teachers in comparison to a control. The universal school-based prevention program has shown its efficacy in several studies when implemented by psychologists. The current study compares the effects of the program as implemented by teachers versus that implemented by psychologists under real-life conditions. A total of 646 vocational track 8th grade students from Germany participated either in a universal prevention program, led by teachers (n = 207) or psychologists (n = 213), or a teaching-as-usual control condition (n = 226). The design includes baseline, post-intervention, and …
Right-Skilling: Rabbis And The Rabbinic Role For A New Century, Barak D. Richman, Daniel Libenson
Right-Skilling: Rabbis And The Rabbinic Role For A New Century, Barak D. Richman, Daniel Libenson
Faculty Scholarship
This chapter applies Clayton Christensen's model of organizational innovation to Jewish contexts. It observes a parallel between the many challenges that currently confront U.S. healthcare and American Jewry: a mismatch in the skills acquired by professionals and the needs expressed by the broader public; expensive institutions with high fixed costs that are struggling to provide value and maintain sustainable revenues; a failure to respect individual autonomy and cultural mores; and a disenfranchised public that suffers from high costs and unmet demand for meaningful services. It then applies Christensen's adapted model for the healthcare sector to American Jewish institutions, suggesting reforms …