Higher Education Commons^™

The Banyan Tree [Volume 1, Number 2], Alan Altany

Faculty Center: News & Publications

Excerpt: "Why do we teach the way we do? What are our assumptions about our teaching, students, and how they learn? Is student learning significant and transformative in our courses? Do our exams, assignments, grading practices, etc. assess and promote “deep learning”? Are we enjoying working with students as much or more than when we first became teachers? What do we know about the research on how college students best learn and how best to teach our disciplines for such learning to occur? Do we know the pedagogical research literature? What if there were a way to approach teaching and …

Georgia Southern Magazine, Georgia Southern University

Georgia Southern Magazine

• Campus News
• Research News
• Foundation News
• Sports Scene
• Pride on the Line
• Homecoming 2007
• Chronicles

Georgia Southern Magazine, Georgia Southern University

Georgia Southern Magazine

• Campus News
• Research News
• Foundation News
• Sports Scene
• Centennial Celebrations
• Excellence Marks Their Spot
• Chronicles

Georgia Southern Magazine, Georgia Southern University

Georgia Southern Magazine

• Campus News
• Research News
• Foundation News
• Sports Scene
• Long View
• Going Global
• Lights, Camera, Hike!
• Chronicles

Robert Philips Lane Papers - Accession 108, Robert Philips Lane

Manuscript Collection

The Robert Philips Lane Papers consist of lecture notes, term papers, examinations, class rolls, seating charts, speech notes and papers relating to Dr. Lane’s career as an English professor at Winthrop. Comprising a significant portion of the collection are research notes, writings, research papers, and other notes on literary figures and genres while Dr. Robert Philip Lane was a student at Thayer Academy, Harvard University, and the University of North Carolina.

Library Annual Report

Library Annual Reports

No abstract provided.

Employee Engagement As A Mediator Of The Relationship Between Management Support And Job Performance And Turnover, Liliya Akbulatova

Dissertations and Theses @ UNI

"Employee Engagement", a new motivational construct, has become popular in recent years. Most of the definitions of engagement formulated in different time periods share the understanding of engagement as a three dimension construct consisting of vigor, dedication, and absorption. Motivation is an important determinant of employee performance. Through the study contained in this paper, I aim to find out whether employee engagement mediates a relationship between management support (as one of the specific antecedents of employee engagement) and employee performance and turnover, as specific consequences of employee engagement. It appears that there is a full mediation between an antecedent variable …

Georgia Southern University Fact Book, Georgia Southern University

Georgia Southern Fact Books (1976-2022)

No abstract provided.

Graduate Studies Fact Book

Graduate Studies Fact Books (2006-2017)

No abstract provided.

Albert Rex Bergstrom: 1925-2005, Peter C. B. Phillips

Research Collection School Of Economics

No abstract provided.

A Case Study Of The Differences In Ratings On Faculty Course Evaluations Based On Faculty Type In A Graduate Education Program At A Private College In New Jersey, John Defilippis

Seton Hall University Dissertations and Theses (ETDs)

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A Pilot Study Of Approaches To Management Evaluation Of Information Technology At Fifteen New Jersey Colleges And Universities, Nicholas Paul Tworischuk

Seton Hall University Dissertations and Theses (ETDs)

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An Analysis Of Image Repair Strategies: A University In Crisis, Kathleen Donohue Rennie

Seton Hall University Dissertations and Theses (ETDs)

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How Revenue Sources Have Adjusted To Changes In State Appropriations At The Three New Jersey Public Research Universities From 1994-2003, Tsung Y. Soo Hoo

Seton Hall University Dissertations and Theses (ETDs)

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A Proposed Strategic Undergraduate Enrollment Marketing Plan For St. Thomas Aquinas College, Danielle N. Mac Kay

Seton Hall University Dissertations and Theses (ETDs)

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Features Of Optimally Motivating College Classrooms: Perspectives Of Preservice Teachers, Donna S. Bogart

Seton Hall University Dissertations and Theses (ETDs)

The primary objective of this mixed methods study was to explore the parameters of college students' perspectives on classroom learning environments. Specifically, the investigation sought to identify and describe the relevant features of the college classroom context that undergraduate students distinguished as promoting and supporting academic motivation at one four-year postsecondary institution. Secondarily, the study sought to examine the extent to which there was an association between the achievement goals students endorsed and their perspectives concerning the motivating features of the classroom learning environment. The nonprobability purposeful sample of undergraduate students consisted of 122 preservice teachers who were attending a …

Annual Report Of The Registrar 2006/2007, University Of Northern Iowa

Institutional Effectiveness & Planning Documents

Contents:

--- Definitions
--- Annual Report Data
--- Summary of Attendance
--- Attendance by Session
--- Full-time Equivalency Enrollment
--- Degrees Granted
--- Degree Summary
--- Program Certificates
--- Pupils in Price Laboratory School
--- Miscellaneous Enrollment Information
--- Degrees Granted by College, Degree Objective, and Racial/Ethnic Classification

Affirmative Action Plan 2007, Illinois State University

Affirmative Action Plans

Illinois State University Affirmative Action Plan

The Spinster (2007), Hollins University

The Spinster

Yearbook of Hollins University (previously College)

Academic And Social Self-Efficacy In Honors And Non-Honors University Students, Carmen Marie Krapfl

Honors Program Theses

Self-efficacy research has shown that successful past experiences have an influential impact on self-efficacy (Bandura, 1977). The purpose of this study was to compare academic and social self-efficacy between university honors and non-honors students. It was hypothesized that honors students would score higher on academic self-efficacy, but would have lower social self efficacy than their non-honors peers. Participants were invited to complete questionnaires on self-efficacy and background information. Results show that honors and non-honors students do not differ significantly in their general or social self-efficacy, but honors students had significantly higher academic self-efficacy. Further research is needed into the cause …

Voices Newsletter, V5n2, [2006-2007], University Of Northern Iowa. Center For Multicultural Education.

Voices Newsletter

Inside this issue:

-- Pantheon of Stellar Women
-- Obama-Mania
-- Reflections on Barack
-- The Father of Black History
-- A Literary Genius
-- MLK, Jr. by Photojournalist-Flip Schulke

English For Specific Programs (Esp), With And Without Computer-Assisted Language Learning (Call), For Taiwanese College Students, Chia-Hui Lin

Graduate Student Dissertations, Theses, Capstones, and Portfolios

Computer-assisted Language Learning (CALL) has become a trend for languages learners studying in schools and home. CALL enables English language learners to learn in flexible time and places, to study using the technology in the digital environment.

English for Specific Purposes (ESP) learners, some ESP learners in Taiwan need to study particular English areas, so CALL can assist in improving ability. However, when ESP learners learn, CALL effectiveness can become a problem. The topic area was to explore the effectiveness of CALL approaches for different types of ESP programs, with applications in Taiwan in order to understand the effectiveness of …

About The Authors, Volume 25 (2007)

To Improve the Academy: A Journal of Educational Development

About the editors and authors/contributors of volume 25 (2007) of To Improve the Academy: A Journal of Educational Development.

Preface, Volume 25 (2007), Douglas Reimondo Robertson

To Improve the Academy: A Journal of Educational Development

Preface to volume 25 (2007) of To Improve the Academy: A Journal of Educational Development, by Douglas Reimondo Robertson of Highland Heights, Kentucky.

Ethical Guidelines For Educational Developers

To Improve the Academy: A Journal of Educational Development

Ethical guidelines for educational developers brepared by Mintz, Smith, and Warren, January 1999. Revised March 1999, September 1999, and March 2000.

Faculty Development Through Student Learning Initiatives: Lessons Learned, Nancy Simpson, Jean Layne, Adalet Baris Gunersel, Blake Godkin, Fred Froyd

To Improve the Academy: A Journal of Educational Development

A project aimed at improving student learning while facilitating the professional development of faculty participants in the area of teaching has yielded a rich collection of data. In addition to providing critical information about how faculty members think, the project has broadened our thinking regarding the link between student learning initiatives and faculty development. The project has also increased our understanding of the interests of faculty members who are not typically clients of faculty development centers and motivated thinking on how to serve the professional development goals of this group.

“Heritage Rocks”: Principles And Best Practices Of Effective Intercultural Teaching And Learning, Peter Frederick, Mary James

To Improve the Academy: A Journal of Educational Development

This portrayal of the intercultural teaching/learning culture and classroom stories at one fully multicultural institution, Heritage University, itself reflecting many diverse “heritages,” provides a glimpse into the faces of the future of higher education in America. We offer several examples and a synthesis of the principles and best practices of effective intercultural teaching and learning, with the intention of helping other institutions move intercultural education from the margins to the “center,” thereby preparing both teachers and learners for effective intercultural learning and living in the 21st century.

In The Eye Of The Storm: Students' Perceptions Of Helpful Faculty Actions Following A Collective Tragedy, Therese A. Huston, Michele Dipietro

To Improve the Academy: A Journal of Educational Development

On occasion, our campus communities are shaken by national tragedies such as Hurricane Katrina and the terrorist attacks of September 11, 2001, or by local tragedies such as the murder of a faculty member or student. Because these are unusual circumstances, faculty are often initially confused about how to respond, and later have little or no sense of how effective their actions have been (DiPietro, 2003). This chapter investigates the most common instructor responses following a tragedy and which of those responses students find most helpful. Implications for faculty and faculty developers are discussed.

Sustaining The Undergraduate Seminar: On The Importance Of Modeling And Giving Guidelines, Shelley Z. Reuter

To Improve the Academy: A Journal of Educational Development

Student-led discussion is a valuable means of involving students in the collaborative creation of knowledge. This activity becomes especially important in the seminar course where, either individually or in small groups, students lead their peers through a set of readings. Unfortunately, student-led discussions often focus more on summary than critical analysis, largely because seminar leaders, left to their own devices, do not know what a seminar should look like or how to lead one effectively. This chapter demonstrates tliat undergraduates can learn seminar leadership when provided with guidelines and opportunities to see the skill modeled.

Faculty Development In Student Learning Communities: Exploring The Vitality Of Mid–Career Faculty Participants, Shari Ellertson, John H. Schuh

To Improve the Academy: A Journal of Educational Development

Student learning communities result in numerous benefits for students and institutions, but less is known about the influence of learning community participation on faculty renewal and development. This qualitative study examines mid-career faculty members’ involvement in student learning communiities to explore the degree to which the construct of vitality appropriately describes and illuminates their experiences. Findings suggest that learning communities foster vitality by serving as a boundary-spanning activity where faculty can merge various work interests, allowing them to engage in purposeful production and providing them with experiences that help generate feelings of energy, excitement, and engagement with their work.