Higher Education Commons^™

Improving Learning Center Usage Verification Processes Using Six Sigma, Latricia C. Hylton

Dissertations and Theses @ UNI

The Academic Learning Center at the University of Northern Iowa provides tutoring and advising services to enrolled students at the university. As Iowa legislatures consider performance based funding, having accurate and timely student usage data is imperative for the Academic Learning Center as the data is used in making funding decisions. The purpose of this research is to improve the student usage verification process and increase the accuracy of data collected by a math and science tutoring center located in the Academic Learning Center. An Access database was designed to record and track the math and science tutoring services provided …

Using Blended Learning To Improve Undergraduate Introduction To Literature Courses: A Mixed Methods Approach, Julie Leigh Klein

Dissertations and Theses @ UNI

Blended learning is being used more and more in higher education. However, for humanities and other loosely content structured areas, blended learning can be challenging. It has generally been reserved for subject areas such as computer programing, mathematics, business, science, and statistics--courses where competence is commonly assessed by administering work on which performance is either right or wrong. Furthermore, agreement has not yet been reached on how to best incorporate the face-to-face and online teaching resources. This study examines one approach of implementing web-based instruction to improve undergraduate Introduction to Literature courses at a midsized Midwestern university.

This study was …

A Qualitative Comparison Of General Chemistry And Advanced Placement Chemistry Students' Misconceptions Regarding Solution Chemistry, Megan J. Vandersee

Dissertations and Theses @ UNI

This study focused on identifying misconceptions which high school AP and collegiate general chemistry students hold with regards to solution chemistry topics and comparing the misconceptions held by each student group. Previous research has found that misconceptions can greatly impact students’ understanding of material and have a negative impact on student learning. However, not all solution chemistry topics had been explored in previous research. In addition, it has been suggested that collegiate students have reached a higher level of cognitive development as they are older and more advanced in their studies. If this is the case, one could assume that …

Rethinking And Re-Evaluating The Purpose Of The Business School, Howard Thomas

Research Collection Lee Kong Chian School Of Business

Without doubt, business schools have been one of the success stories of higher education over the past 50 years. Even so, over the past decade management education has come under attack over both its legitimacy as a serious academic discipline, and its failure to professionalise management. Perhaps now is an opportune time, therefore, for management educators to reflect on the value and purpose of business education and address the real issue of how to innovate to improve student learning about both the theory and practice of management.

Learning Style Preferences And The Online Classroom, Irma S. Jones, Dianna Blankenship

Teaching and Learning Faculty Publications

This study was adapted from a learning styles questionnaire in College Study Strategies (Laskey & Gibson, pp. 52-53, 1997). The authors administered the adapted questionnaire to undergraduate education and legal online students in a Southern predominately Hispanic serving institution. This study allowed the students to identify their preferred method of learning and will allow the online instructors to modify and improve the design of their courses. Results of the learning styles questionnaire will be presented with suggestions and recommendations for teachers of field dependent and independent online learners.

First Year Occupational Therapy Students’ Clinical Reasoning Approach To Addressing Challenging Behaviors Related To Sensory Processing Using A Simulated Case Study, Bryan M. Gee, Kelly E. Thompson, Jane Strickland, Lucy Jane Miller

Journal of Occupational Therapy Education

Occupational therapy students must be prepared to use clinical reasoning to select appropriate interventions for children with sensory processing disorders (SPDs). Although these interventions are typically taught in entry-level occupational therapy programs, there is little information regarding the method by which occupational therapy students are taught a clinical reasoning process to determine which sensory processing intervention to use with pediatric clients. A problem-solving framework called A SECRET was used to teach students clinical reasoning for children with SPDs, via an online, module-based course. Following the module, the students were tested with an online assessment tool regarding their ability to discriminate …

Chinese International Students In A Northwest University: Investigating Cultural Academic Learning And Teaching Preferences, Michael L. Bevis

Theses and Dissertations

As Chinese international students on American university campuses continue to rise, the importance of these institutions to accommodate the students in adapting to a different academic culture has become more critical. On a public, coeducational research university located in the Pacific Northwest, a concurrent triangulated mixed method research design was implemented to investigate cultural factors with preferred learning and teaching styles of Chinese international students along with what corroborative descriptions these students provide as effective learning experiences in American college classrooms.

The study brought attention to Chinese international students’ differing cultural values from the previous literature understanding, it supported previous …

Arab 202: A Peer Review Of Teaching Project Inquiry Portfolio, Abla Hasan

UNL Faculty Course Portfolios

This project examines the impact of adopting a text book of teaching Arabic for nonnative speakers that doesn’t use any English. The project targets “ARAB 202”, second year Arabic, since this course has already used a text book that uses English for instructions and grammar for 3 semesters, ARAB 101 , ARAB102, ARAB 201 and before the new curriculum was available in the market. Students of ARAB 202 will be the first to experience the switch to the new curriculum and therefore can be the best to evaluate the experience. For the project, students were asked to complete a pre-course …

Ides 200: Program, Standards And Codes—A Peer Review Of Teaching Project Benchmark Portfolio, Nathan E. Bicak

UNL Faculty Course Portfolios

This teaching portfolio documents my teaching efforts for IDES 200, a class in UNL’s Interior Design Program, entitled Program, Standards and Codes. Although I have taught similar content prior to this course, Spring 2017 marked the first time I taught this course. After seven years of teaching the material, and now packaged in a new class, the Peer Review of Teaching project offered the opportunity to critically reflect on course objectives, teaching and delivery methods, the structure of course activities and documenting and analyzing student learning. My primary objective through the Peer Review of Teaching project has been to …

Occupy Honors Education, Lisa L. Coleman, Jonathan D. Kotinek, Alan Y. Oda

National Collegiate Honors Council Monographs

Preface by Jonathan D Kotinek

Introduction: Occupying Naive America: The Resistance to Resistance • Lisa L Coleman

Theory and Resistance in Honors Education • Aaron Stoller

From Good Intentions to Educational Equity in an Honors Program: Occupying Honors through Inclusive Excellence • David M Jones

A Privilege for the Privileged? Using Intersectionality to Reframe Honors and Promote Social Responsibility • Amberly Dziesinski, Phame Camarena, and Caitlin Homrich-Knieling

Cosmopolitan Courtesy: Preparing for Global Citizenry • Stephanie Brown and Virginia Cope

Cosmopolitanism and New Racial Formations in a Post-9/11 Honors Curriculum on Diversity • Lopamudra Basu

Family Issues of Diversity and Education …

University Of Nebraska- Lincoln: Fact 2016-2017

University of Nebraska-Lincoln Administration: Reports, Papers, Publications, and Presentations

Table of Contents

Front Cover......................................................................................... 1

Introduction ................................................................................... 2

Table of Contents ............................................................................................ 3

General Information

University of Nebraska-Lincoln Core Values (LEADERS) .................................... 6

University of Nebraska-Lincoln Mission ....................................................... 7

The Missions of the University of Nebraska-Lincoln ......................................... 7

Teaching.................................................................................................... 8

Research............................................................................................ 8

Service ............................................................................................ 9

Institutional and Professional Accreditations .....................................................10

University of Nebraska-Lincoln Administrative Organization Chart .....................14

Student Credit Hours (SCH)

Total SCH: Fall Semester Since 1979 ........................................................15

Total SCH: Spring Semester Since 1993 .....................................................16

SCH by College and Course Level, Fall and Spring Semester, 5 Year Trend ....17

SCH by College and Course Level, Fall Semester, 5 Year …

Out Of Chaos: Reflections Of A University President And His Contemporaries On Vietnam-Era Unrest In Mankato And Its Relevance Today, James F. Nickerson

MSU Authors Collection

Out of Chaos: Reflections of a University President and his Contemporaries on Vietnam-era Unrest in Mankato and its Relevance Today is a collection of personal reminiscences that provide a glimpse into what Mankato was like during the 1960s and 1970s. The book was created by Dr. James F. Nickerson, former Mankato State College president, with input from a variety of graduates, faculty, administrators and citizens who were witnesses to these local events. It is by piecing these stories together that the reader gets an understanding of this dynamic time period and how one person can make a difference in the …

Characteristics Of Students That Attended Transition And Postsecondary Programs For Students With Intellectual Disability (Tpsids) By Vr Partnership Status, Meg Grigal

All Institute for Community Inclusion Publications

The National Coordinating Center (NCC) at Think College, funded by the Office of Postsecondary Education, US Department of Education, provides support, coordination, training, and evaluation for Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID) model demonstration project grantees. These TPSID grantees were tasked with creating, expanding, or enhancing high-quality, inclusive postsecondary education (PSE) programs to support positive outcomes for individuals with intellectual disabilities (ID) (e.g., educational attainment, employment, and community inclusion). The NCC has collected data on student demographics, experiences, and outcomes as well as TPSID program attributes, including partnerships with external organizations such as vocational rehabilitation (VR) …

The Think College Transition Model: Developing Inclusive College-Based Transition Services For Students With Intellectual Disability And Autism, Meg Grigal, Maria Paiewonsky, Debra Hart

All Institute for Community Inclusion Publications

Think College Insight Brief #34 features information about the Think College Transition (TCT) Project. This project focuses on the dual enrollment for students with intellectual disabilities (ID) or autism. Typically this model is used for students seeking to take advanced placement courses so they can seek college credit and high school credit at the same time. TCT has found that dual enrollment is a promising practice for students with ID and autism. 

One Year After Exit: A First Look At Outcomes Of Students Who Completed Tpsids, Clare K. Papay, Kartik Trivedi, Frank A. Smith, Meg Grigal

All Institute for Community Inclusion Publications

There are increasing opportunities for students with intellectual disability in the United States to enroll in and obtain postsecondary education. This Fast Fact #17 provides a first look at the employment, education, and living situation outcomes achieved by students in TPSID programs 1 year after completion.

Year One Student Data Summary (2015–2016) From The Tpsid Model Demonstration Projects, Meg Grigal, Debra Hart, Clare Papay, Frank Smith, Daria Domin

All Institute for Community Inclusion Publications

Think College Reports present descriptive data in narrative or tabular form to provide timely information to researchers, practitioners, and policymakers for review and use. This report provides summary data about students from the Year 1 (2015-2016) Transition and Postsecondary Programs for Students with Intellectual Disabilities.

The Think College Transition Model: Developing Inclusive College-Based Transition Services For Students With Intellectual Disability And Autism, Meg Grigal, Maria Paiewonsky, Debra Hart

All Institute for Community Inclusion Publications

Think College Insight Brief #34 features information about the Think College Transition (TCT) Project. This project focuses on the dual enrollment for students with intellectual disabilities (ID) or autism. Typically this model is used for students seeking to take advanced placement courses so they can seek college credit and high school credit at the same time. TCT has found that dual enrollment is a promising practice for students with ID and autism. 

First-Year Retention Rate Of Students Attending Institutions Of Higher Education Via A Tpsid Program, Meg Grigal, Clare Papay, Frank Smith

All Institute for Community Inclusion Publications

In this Fast Fact #14, we examine recent retention data on students attending Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSIDs), and make comparisons to retention rates of undergraduate students from a national data source. As retention has been found to differ between 2-year and 4-year institutions and between residential and non-residential campuses (Tinto, 2006–2007), we make these comparisons with the TPSID data.

Access To The Disability Supports Office By Students With Intellectual Disability In Tpsid Programs, Clare Papay, Frank Smith, Meg Grigal

All Institute for Community Inclusion Publications

This Fast Fact #13 examines data from the model demonstration projects focused on how many college students with disabilities access the Disability Supports Office (DSO), and what services they receive from the DSO. The findings suggest that more students are requesting services from the DSO, in general, with higher numbers being reported from 2-year institutions of higher education (IHE) than 4-year IHEs. 

Predictors Of Self-Determination In Postsecondary Education For Students With Intellectual And Developmental Disabilities, Karrie Shogren, Michael Wehmeyer, Leslie Shaw, Meg Grigal, Debra Hart, Frank Smith, Sheida Khamsi

All Institute for Community Inclusion Publications

Given the increasing enrollment of students with intellectual and developmental disabilities in postsecondary education and the potential impact of self-determination on postsecondary outcomes, this study analyzed data on the self-determination status of students with intellectual and developmental disabilities completing their first year of a postsecondary education program. Secondary school (e.g., inclusion in high school and participation in state assessments) and postsecondary education experiences (e.g., advocacy for accommodations, participation in social activities, and living arrangements) that predicted self-determination status were examined. Directions for future research and practice are discussed.

First-Year Retention Rate Of Students Attending Institutions Of Higher Education Via A Tpsid Program, Meg Grigal, Clare Papay, Frank Smith

All Institute for Community Inclusion Publications

In this Fast Fact #14, we examine recent retention data on students attending Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSIDs), and make comparisons to retention rates of undergraduate students from a national data source. As retention has been found to differ between 2-year and 4-year institutions and between residential and non-residential campuses (Tinto, 2006–2007), we make these comparisons with the TPSID data.

Access To The Disability Supports Office By Students With Intellectual Disability In Tpsid Programs, Clare Papay, Frank Smith, Meg Grigal

All Institute for Community Inclusion Publications

This Fast Fact #13 examines data from the model demonstration projects focused on how many college students with disabilities access the Disability Supports Office (DSO), and what services they receive from the DSO. The findings suggest that more students are requesting services from the DSO, in general, with higher numbers being reported from 2-year institutions of higher education (IHE) than 4-year IHEs. 

Program Data Summary (2015–2016) From The Tpsid Model Demonstration Projects, Meg Grigal, Clare K. Papay, Debra Hart, Frank A. Smith, Daria Domin

All Institute for Community Inclusion Publications

Think College Reports present descriptive data in narrative or tabular form to provide timely information to researchers, practitioners, and policymakers for review and use. This report provides summary data about programs from the Year 1 (2015-2016) Transition and Postsecondary Programs for Students with Intellectual Disabilities.

Tips For Supporting Students With Intellectual And Developmental Disabilities To Attend College, Clare Papay, Megan M. Griffin

All Institute for Community Inclusion Publications

There are more than 260 inclusive college programs for students with ID exist across the United States (Think College, 2017). This number represents an exponential increase in programs—nearly 10 times greater than the number of programs available in 2004 (National Coordinating Center Accreditation Workgroup, 2016). Not only are there more programs to choose from, with recent revisions to the Higher Education Opportunity Act, students with ID also can access federal financial aid for attending postsecondary education programs that meet federal requirements. In addition to taking academic courses, students have opportunities to expand their social skills, improve self-determination, and learn other …

Exploring The Experiences Of Black Men As Respondents In University Student Conduct Processes, Brian Arao

Doctoral Dissertations

Student conduct processes in higher education have been studied and theorized extensively from a structural perspective, yielding a wealth of guidance for practitioners on how they can best design and administer disciplinary interventions (e.g., Lancaster & Waryold, 2008b). However, very little published research has focused on students' perceptions of and experiences with student conduct processes, and to what extent these are congruent with the espoused learning goals of student conduct practitioners (Dannells, 1997; Karp & Sacks, 2014; Stimpson & Stimpson, 2008). Among these scant studies, the findings of King (2012) and Karp and Sacks (2014) suggest that Black men may …

Using An Online Learning Tutorial To Teach Rea Data Modelling In Accounting Information Systems Courses, Poh Sun Seow, Gary Pan

Research Collection School Of Accountancy

Online learning has been gaining widespread adoption due to its success in enhancing student-learning outcomes and improving student academic performance. This paper describes an online tutorial to teach resource-event-agent (REA) data modeling in an undergraduate accounting information systems course. The REA online tutorial reflects a self-study application designed to help students improve their understanding of the REA data model. As such, the tutorial acts as a supplement to lectures by reinforcing the concepts and incorporating practices to assess student understanding. Instructors can access the REA online tutorial at http://smu.sg/rea. An independent survey by the University's Centre for Teaching Excellence found …

To What Extent Does Instructor Interaction Impact Adult Learner Satisfaction In An Online Environment, Sarah G. Brinson

Theses and Dissertations

Distance and online learning has rapidly becoming the wave of the future in the present educational environment (Herbold, 2012). Advancements in technology have created more opportunities for instructors and educators in higher education to expand the educational process. This expansion has pushed education out of the traditional classroom and into cyberspace where audiences locally, nationally and even internationally can be reached (Herbold, 2012). In this changing environment, instructors and their interaction, continue to be the key element in the teaching and learning process of the adult learner. For the purpose of this study, the researcher proposed to examine the influence …

"Dear Colleague", Matthew Oware

Sociology and Anthropology Faculty Publications

Research demonstrates that faculty of color in historically white institutions experience higher levels of discrimination, cultural taxation, and emotional labor than their white colleagues. Despite efforts to recruit minority faculty, all of these factors undermine their scholarship, pedagogy, social experiences, promotion and retention.

Descriptive Comparison Of Hispanic Doctoral Students (2007-2014) With Carnegie Initiative Of The Doctorate National Survey Results, Bobbette M. Morgan, Luis F. Alcocer

Teaching and Learning Faculty Publications

One hundred doctoral students and graduates of a doctoral program in education on the Mexico border were asked to complete a survey developed by the Carnegie Initiative on the Doctorate (CID). According to the CID developers, Walker, Golde, Jones, Bueschel and Hutchings, “the purpose of the survey is to examine the relationship between student experiences in a doctoral program and the outcomes of doctoral education. The survey addresses the full range of responsibilities which may be expected of a holder of the doctorate including research, teaching, and the application of knowledge and skills in the discipline to practical problems in …

An Empirical Look At The Impact Of Course And Faculty Characteristics On Student Evaluations, Travis J. Degheri

Dissertations

Student evaluations of college instructors are anything but a new phenomenon, having been used since the early 1900s. Today, universities around the world continue to use student evaluations as a means for measuring instructor effectiveness. Despite concerns of student objectivity, at many institutions these evaluations have a sizable influence on decisions involving faculty promotion, tenure, and merit salary increases. While there is much literature examining student evaluations, few studies have provided a longitudinal, multi-discipline exploration of the impact course and faculty characteristics have on student evaluations.

To address this gap in the literature, this study used publically available data collected …