This project sought to establish baseline data about textiles and clothing in higher education settings. All academic units with four-year programs were included in the population. Characteristics of the unit, curricula and faculty were obtained through a 1991-92 mail survey (78% response-see Volume 13 #3 for a description of the sample and research methods). There are 51 (36%) Category I (doctoral level), 56 (39%) Category IIA (comprehensive) and 24 (17%) Category IIB (general baccalaureate) institutions offering programs in textiles and clothing. The numbers of faculty yet to complete the terminal degree, the proportion of faculty who completed the highest degree held within the last decade, the number of untenured doctoral degree holders, the observation that almost half (48%) of all faculty had been appointed within the last decade and that close to four out of five had been promoted to the current rank within the last decade, and that approximately half of the faculty have yet to earn tenure, establi...

Assessment of Textiles and Clothing Academic Programs in the United States: Part II Unit Characteristics and Faculty

An internationalized dietetic technician (DT) program was developed at the Milwaukee Area Technical College through a process that included the design and development of international modules to be used through infusion or an individual unit approach in selected courses. The following procedures were used: a review of the literature on benefits of international education, models to internationalize curriculum, appropriate instructional design, and appropriate tools to evaluate program impact; establishment of formative committees to provide feedback during the developmental process; establishment of a process for the internationalization of the DT program; use of the framework developed by the author to internationalize the selected courses; establishment of a summative committee to prnvide feedback on program content and face validity; and development of plans for program implementation and evaluation. Of 15 technical courses in the program, 7 were internationalized by infusion and 8 by the addition of a new unit. The process of infusion was accomplished by adding an internationalized competency or competencies in an exi:Aing unit. Evaluation was planned for two years after program implementation. (Contains 129 references. Appendixes include: DT curriculum; diagram of the internationalization process; committee reports; guidebook of internationalized DT courses, with a course outcome summary and example lesson plan; and list of 241 academic support resources.) (YLB) *********************************************i *.;.**:.:.*****A**i Reproductions supplied by EDRS are the best that can be made from the original document. :.:,:o',AA**AAA*************)%A;o%******i.A*************i.A.A**.AA.********* DEVELOPMENT OF AN INTERNATIONALIZED DIETETIC TECHNICIAN PROGRAM FOR THE MILWAUKEE AREA TECHNICAL COLLEGE (NI WITH A PLAN FOR IMPLEMENTATION AND EVALUATION Marietta M. Advincula-Carpenter U S DEPARTMENT OF EDUCATION EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 011'This document has Seen reproduced as received from the person or organization originating it 0 Minor changes have been made to improve reproduction quality Points of view or oprniuns stated in this document do not necessarily represent official OERI position or policy "PERM SION TO REPRODUCE THIS MATE .:AL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC).A major applied research project presented to Programs for Higher Education in partiafulfillment of the requirements for the degree of Doctor of Education c) cN Nova Southeastern University

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Development of an internationalized dietetic technician program for the Milwaukee Area Technical College with a plan for implementation and evaluation

Home economics education : a review and synthesis of the research

Areas that have gained in popularity in hospitality management programs across the country are diversity issues and online education. The purpose of this study was to measure change in attitudes toward and perceptions of diversity issues among hospitality students enrolled in an online diversity issues course. A sample of 79 students was obtained using an electronic pre-/postcourse survey methodology. Results suggest that online education may have had an impact on student attitudes and perceptions in the construct areas of (a) laws, legal, and ethical issues; (b) conceptual knowledge; and (c) procedural and conditional knowledge. Constructs that did not have a statistically significant difference were (a) checking personal perceptions and (b) awareness of diversity constructs.

A Pre-/Postcourse Analysis of Distance Education Students’ Attitudes Toward and Perceptions of Diversity and Multicultural Issues

https://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=19151&context=rtd

Attitudes of secondary teachers regarding the instructional use of computers

(1994). Blending Multicultural Perspectives: Can We Shape Students' Attitudes? Hospitality & Tourism Educator: Vol. 6, No. 4, pp. 17-19.

Blending multicultural perspectives: can we shape students' attitudes?

This study tested the effectiveness of computer-assisted instruction (CAI) versus supervised reading for teaching consumer credit to secondary school home eco nomics students and investigated the effects of students' IQ, grade point average, attitude toward computers, and familiarity with computers on amount of information learned by subjects taught by CAI. A random sample of 68 students, randomly assigned to experimental and control groups, was drawn from a popu lation of 10th through 12th graders in a large rural high school. Analysis of covari ance, controlling for differences in IQ and grade level, was used to test differ ences in mean gain scores of pretest, posttest, and second posttest. Results indi cated that the experimental (CAI) group learned more between pretest and both posttests than did the control group. Results of three stepwise multiple regres sion analyses indicated that student learning via CAI did not vary by IQ, GPA, attitude toward computers, or familiarity with computers, which suggests that CAI is an effective teaching method for teaching consumer credit with diverse types of high school students.

Effectiveness of Computer‐Assisted Instruction for Teaching Consumer Credit

The purpose of this study was to compile a listing of the theses and dissertations completed in home economics in colleges and universities in the United States during 1986. The 747 titles received from 68 institutions are listed by subject matter area and degree; and the author, institution, and availability of the docu ment are reported. Information about graduate research in home economics is summarized through presentations of totals for each institution, by subject matter categories, and through rankings for the institutions reporting the largest numbers of theses and dissertations. Of all the titles, 30 percent were for disser tations. The largest number of titles was reported in nutrition; family relations ranked second. In comparison to the titles reported from 1982 through 1985, the percentage of dissertations has increased (from 23% to 30%) and the subject matter areas with the largest numbers of titles remained the same.

Theses And Dissertations Completed In Home Economics: 1986

The purpose of this study was to compile a listing of the theses and dissertations completed in colleges and universities of home economics in the United States during 1983 and 1984. The 1,990 titles, received from 87 institutions, are listed by subject-matter area and degree for each year; and the author, institution, and availability of the document are reported. Information about graduate research in home economics is summarized through presentations of totals for each in stitution, by subject matter categories, and through rankings for the institutions reporting the largest number of theses and dissertations. Of all the titles, 25 percent were for dissertations for both years. For both years, the largest number of titles was reported nutrition, while family relations and child development ranked second.

Theses and Dissertations Completed in Home Economics: 1983 and 1984.

The purpose of this study was to compile a listing of theses and dissertations completed in home economics in colleges and universities in the United States during 1985. The 885 titles received from 73 institutions are listed by subject matter and degree; and the author, institution, and availability of the document are reported. Information about graduate research in home economics is summa rized through presentations of totals for each institution, by subject matter cate gories, and through rankings for the institutions reporting the largest numbers of theses and dissertations. Of all the titles, 26 percent were for dissertations. The largest number of titles was reported in nutrition, and family relations ranked second. In comparison to the titles reported in 1983 and 1984, the percentage of dissertations was similar (25% vs. 26%) and the subject matter areas with the largest numbers of titles were the same.

Barbara N. Clawson

Papers

Blending multicultural perspectives: can we shape students' attitudes?

Effectiveness of Computer‐Assisted Instruction for Teaching Consumer Credit

Theses And Dissertations Completed In Home Economics: 1986

Theses and Dissertations Completed in Home Economics: 1983 and 1984.

Theses and Dissertations Completed in Home Economics 1985