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Showing papers in "Contemporary Issues in Education Research in 2012"


Journal ArticleDOI
TL;DR: Kurre et al. as mentioned in this paper presented the results of the Not-for-Profit and Higher Ed. Practices (NFP and HED) of the Grant Thornton Tax Practice.
Abstract: Frank L. Kurre, National Managing Partner, Not-for-Profit and Higher Ed. Practices, Grant Thornton LLP, USA Larry Ladd, Director, Higher Ed. Practice, Grant Thornton LLP, USA Mary F. Foster, Managing Director, Higher Ed. Practice, Grant Thornton LLP, USA Michael J. Monahan, National Practice Leader, Not-for-Profit and Higher Ed. Compensation and Benefits, Grant Thornton LLP, USA Daniel Romano, Partner-in-Charge, Not-for-Profit Tax Practice, Grant Thornton LLP, USA

54 citations


Journal ArticleDOI
TL;DR: In this article, the LASSI scales dealing with attitude, concentration, information processing skill, motivation, self-testing and review techniques, use of study support techniques, time management, and effective test-taking strategies all correlated positively with student GPA.
Abstract: Universities and colleges are very interested in understanding the factors that influence their students academic performance. This paper describes a study that was conducted at a mid-sized public university in the mid-south, USA, to examine this issue. In this study, the 10-scale, Learning and Study Strategies Inventory (LASSI) (Weinstein et al., 1987) assessment device was administered to 107 students to measure receptivity to several skills and strategies that purportedly enhance a students ability to learn and successfully perform in an academic setting. The results of this study showed that the LASSI scales dealing with attitude, concentration, information processing skill, motivation, self-testing and review techniques, use of study support techniques, time management, and effective test-taking strategies all correlated positively (with statistical significance) to student GPA. There were also statistically significant differences between males and females in their mean scores for several of the above mentioned LASSI scales. Every LASSI subscale, where females significantly outscored males, positively correlated with superior academic performance (i.e., GPA). However, after controlling for variance explained by the LASSI scores, there were no statistically significant correlations between gender and academic performance. The primary conclusion from this study is that contrary to prior research that suggests that females predominantly outperform males in academics, such differences can be better explained by mediating variables such as learning and study strategies. This debunking of the female stereotype of superior academic performance merely because of gender has pedagogical implications.

40 citations


Journal ArticleDOI
TL;DR: In this paper, the authors examine the lagging response of higher education institutions to appropriately manage the widening digital divide and the clear dissonance between typical non-traditional student computer competency and typical traditional student computer competence specifically informs this examination.
Abstract: Non-traditional student enrollment, especially at community colleges, has markedly risen in the last ten years due to national unemployment rates, the current economic climate, and employer demand for computer-literate employees. While university instructors struggle to constantly adapt their course materials to incorporate updates in software modules, various online learning systems, and consumer gadgets, they must also troubleshoot the obstacles inherent in their changing class rosters. Functioning under the definition of non-traditional as students over the age of 25 who are often first-generation college enrollees, displaced from their previous careers due unforeseen layoffs, or desperate to update their rum by earning an advanced certification or degree in order to ensure job security, this paper examines the lagging response of higher education institutions to appropriately manage the widening digital divide. The clear dissonance between typical non-traditional student computer competency and typical traditional student computer competency specifically informs this examination. In response to the amalgamated complications revealed in the non-traditional students charge to function successfully within a technologically-driven university environment, practical application strategies in the form of pre-enrollment computer competency placement testing and the implementation of required, degree-credit introductory computer courses must be established as a national initiative in order to formalize the concerted effort needed to encourage the overall academic success of non-traditional students nationwide.

34 citations


Journal ArticleDOI
TL;DR: In this paper, the authors focus on the definition of a professional learning community, characteristics of such a community, ways to improve teaching and learning, models of collaborative learning, effectiveness of professional learning communities, and evaluating a community.
Abstract: It is important for leadership teams and faculty members in higher education to create an atmosphere of trust as new and improved ideas are addressed in a professional learning community setting. Prior to the past ten years, many faculty members at the university have been accustomed to working somewhat independently in their own discipline. However, today, more university leaders and faculty members are reaching out to one another to discuss issues or concerns within the organization. For the purpose of this research, emphasis will be placed on definition of a professional learning community, characteristics of a professional learning community, ways to improve teaching and learning, models of collaborative learning, effectiveness of professional learning communities and evaluating a professional learning community.

30 citations


Journal ArticleDOI
TL;DR: In this paper, the authors explored engineering students self-directed learning abilities in an online learning environment and found that a significant, positive relationship existed between engineering students learning abilities and online learning performances.
Abstract: This study aimed to explore engineering students self-directed learning abilities in an online learning environment. The research centered on the correlation relationship between students self-directed learning abilities and learning outcomes. The instructional activity in one experimental study was to simulate an online learning task in the real-world online courses. The results of the study showed that a significant, positive relationship existed between engineering students self-directed learning abilities and online learning performances. High level of self-directed students performed better in the criterion test.

27 citations


Journal ArticleDOI
TL;DR: In this article, the authors reviewed literature on bullying as well as the typical characteristics of the bully, the bullied, and the bystander and described a 2011 bullying survey and program that was presented to 500 middle school students.
Abstract: Bullying has proven to be a major problem in our society, one that can no longer be ignored. Unfortunately, every day children of various ages leave schools feeling scared, sad, anxious, and embarrassed, which greatly interferes with their ability to learn and to enjoy their childhood. This paper will review literature on bullying as well as the typical characteristics of the bully, the bullied, and the bystander. This paper will also describe a 2011 bullying survey and program that was presented to 500 middle school students by the author. In the Anti-Bullying Presentation, students were given short messages that could easily be remembered in the future when confronted with bullying situations. For example the scars that bullying leaves are like tattoos, everyone comes to school with a bag of chips; some bags are full and some only have crumbs left, everyone can make a decision on what kind of person they want to be in life, or what shirt they want to wear in life, etc. The term pro-respect was also emphasized with the students. If bullying is ever going to be a thing of the past, parents, students, and teachers must collaborate to overcome this epidemic of a lack of empathy for others feelings amongst todays youth.

20 citations


Journal ArticleDOI
TL;DR: Benson et al. as mentioned in this paper suggest that effective social networking in learning environments sustain quality instruction and skills-development in business education, and suggest that the use of social networks in a learning environment helps students to become coaches, monitoring and providing feedback to students rather than directing activities.
Abstract: Digital communication increases students’ learning outcomes in higher education. Web 2.0 technologies encourages students’ active engagement, collaboration, and participation in class activities, facilitates group work, and encourages information sharing among students. Familiarity with organizational use and sharing in social networks aids students who are expected to be facile in these technologies upon graduation (Benson, Filippaios, and Morgan, 2010). Faculty members become coaches, monitoring and providing feedback to students rather than directing activities. While Web 2.0 technologies, including social networks, may act as a distraction in a teaching environment, our findings suggest that effective social networking in learning environments sustain quality instruction and skills-development in business education.

17 citations


Journal ArticleDOI
TL;DR: In this paper, the authors examined the dynamics of attrition resulting in either delayed or non-completion of doctoral studies at the Makerere University in South Carolina, and found that a low timely completion rate of doctoral students at the university indicated a low persistence in graduate studies.
Abstract: Although student persistence in graduate programs is widely regarded as an important topic in the literature of higher education, many such works focus on the completion of studies. This paper examines the dynamics of attrition resulting in either delayed or non-completion of doctoral studies. Administrative data of 294 Ph.D. students at Makerere University in the 2000 to 2005 enrollment cohorts were analyzed. The total elapsed time from first enrollment to submission of a final dissertation or thesis copy was taken as a measure of completion time. A multinomial logistic was applied for assessing the likelihood of completion and extended candidature, rather than withdrawal, five years after initial enrollment in doctoral studies. In the results, the estimates rates of extended candidature (48.6%) and withdrawal (36.4%) indicate a low timely completion rate of doctoral students at Makerere. The observed associations, modeled by a range of candidate, candidature, and institutional variables, including discipline area, suggest the need for establishing measures to promote progress in doctoral studies at early stages of commencement as well as throughout the course of candidature.

17 citations


Journal ArticleDOI
TL;DR: Ansell et al. as discussed by the authors developed a system for electronic portfolios that incorporates a student teacher's technology performance assessment, which can be made available to future employers to demonstrate technology-related proficiency.
Abstract: A decade ago, access to technology was limited and wiring schools was one of the nation's highest education priorities (NCREL, 2005). Ten years of substantial investments have vastly improved this picture. According to the Secretary's Fourth Annual Report on Teacher Quality, virtually every school with access to computers has Internet access (99%), compared to only 35 percent of schools in 1994, according to the National Center for Education Statistics (NCES) (Parsad & Jones, 2005). The Office of Technology Assessment report to Congress in 1995 stated that "Technology is not central to the teacher preparation experience in most colleges of education. ...most new teachers graduate from teacher preparation institutions with limited knowledge of the ways technology can be used in their professional practice" (Office of Technology Assessment, 1995). The report, in which this statement appeared, titled Teachers and Technology: Making the Connection, was a wake-up call, and over the past years, much remunerative progress has been made. Many states are attempting to address educators’ technology skills through the creation of teacher or administrator standards that include technology; as of 2003, 40 states and the District of Columbia have such standards (Ansell & Park, 2003). A number of states have adopted technology requirements for initial licensure. For example, 13 states require teachers and/or administrators to complete technology-related coursework, and nine require them to pass technology-related assessments. In addition, a number of states have implemented policies to improve veteran teachers’ technological skills (Ansell P it also specifies what students in prekindergarten through 12 th grade need to know and be able to do in English/Language Arts, mathematics, science, and social studies. The Maryland State Department of Education (1999) provided expectations for how technology can and should be used to support student learning and instruction. Second, the group developed performance assessments in order to measure the technological competence of teacher candidates. Third, the consortium developed a system for electronic portfolios that incorporates a student teacher's technology performance assessment. These portfolios can be made available to future employers to demonstrate technology-related proficiency. The consortium is statewide and diverse, including several public universities and two communities. According to a report titled, Tech-Savvy: Educating Girls in the New Computer Age (AAUW, 2000), Washington, DC; as violent electronic games and dull programming classes turn off increasing numbers of adolescent girls, the way information technology is used, applied, and taught in the nation’s classrooms must change. Furthermore, commensurate with rapid changes in technology, a remarkably consistent picture emerges: more boys than girls experience an early, passionate attachment to computers, whereas for most girls attachment is subdued. Margolis and Fisher (2002) reported that computing is claimed as “male territory” very early in life: from early childhood through college, computing is both actively claimed as “guy stuff” by boys and men and passively ceded by girls and women. Society and culture have linked interest and success with computers to boys and men. In the words of Margolis and Fisher (2002), “curriculum, teachers’ expectations, and culture reflect boys’ pathways into computing, accepting both assumptions of male excellence and women’s deficiencies in the field” (p. 4). Contemporary Issues In Education Research – Fourth Quarter 2012 Volume 5, Number 4 272 http://www.cluteinstitute.com/ © 2012 The Clute Institute Social expectations towards educational leadership in academic and economics terms depend on the integration of technology in every facet of society. The American family survival depends on the abilities and incomes of all adults. The type of technical skills needed to be creative and to survive in the job market escalates daily. Educational leaders must be aware that gender equity among middle school students with respect to the use of computer technology should be grounded in the development of programs that not only address the educational aspect of schools, but also allow students to develop their appreciation for, and understanding of the interrelationship among computer usage, careers, and values. With the implementation of such programs, schools could operate as equalizers for the sexes regarding computer competency and attitudes. Educational leaders have the ability to direct resources to show how computer technology may release the creative impulse in children and allow them to think and learn. Educators need to link the curriculum and technology with student interests. Both male and female students use computer applications that can be linked to the educational setting, such as word processing, Internet, completing homework, reports, and projects, as well as communication through email, self-expression, and personal interest. Educators who are developing these programs must understand how girls lose interest in technology and recognize the different learning styles of each gender. The role of training district school teachers to effectively utilize computer technology within the classroom is important if strides are to be made in supporting girls and women in choosing computer-related careers and using computers as a medium of expression. Institutions of higher education would provide opportunities and hold the responsibility of reviewing the technical construction of each teacher’s plan. Educational leaders will meet frequently with university representatives to review, discuss, record experiences, develop, modify, and evaluate plans and performances to ensure that teachers receive the training necessary to instruct all students utilizing appropriate computer technology. Degree attainment, certification, and re-certification should be linked to the variation of experiences, the structure, depth, detail, and impact of the program developed by the practitioner in consultation with representatives from higher education and the school district. Partnerships with local school districts and institutions of higher learner should be established to develop programs, which incorporate many of the tenets discussed above.

15 citations


Journal ArticleDOI
TL;DR: In this paper, an online survey was conducted among a university's department chairs in an effort to gain perspective on university-wide use of experiential learning (EL), which is defined generally as a hands-on experience and/or learning by doing while cognitive activity such as observation and reflection is included in the definition by a third of the chairs.
Abstract: An on-line survey was conducted among a university’s department chairs in an effort to gain perspective on university-wide use of Experiential Learning (EL). While there were differences in cross-disciplinary definitions and perspectives regarding EL, ninety-one per cent of 35 department chairs indicated their department made use of EL with greatest use during the junior and senior years. EL is defined generally as a hands-on experience and/or learning by doing while cognitive activity, such as observation and reflection, is included in the definition by a third of the chairs. Eighty-eight per cent of the chairs believe students view EL as either “very beneficial” or “beneficial”.

13 citations


Journal ArticleDOI
TL;DR: In this article, the authors used TRAILS (Tool for Realtime Assessment of Information Literacy Skills) to measure student information literacy skills from freshman year to senior year in high school, and found that the senior mean for the total TRAILS assessment was significantly higher than the mean the participants earned when they were freshman.
Abstract: Change in high school student information literacy (IL) knowledge and skills, from freshman year to senior year in high school was the focus of this quasi-experimental research project. Researchers used a free information literacy skills assessment tool entitled TRAILS (Tool for Realtime Assessment of Information Literacy Skills) to measure student IL skills. A total of 201 high school students participated in the study. Paired samples t-test results were mixed for specific TRAILS sub-categories, however, the senior mean for the total TRAILS assessment was significantly higher than the mean the participants earned on the total TRAILS assessment when they were freshman. Cohen’s d effect size was 0.61. The significance of the information literacy curriculum is discussed in light of these findings.

Journal ArticleDOI
TL;DR: The findings suggest that masters completion dynamics mirror those of doctoral studies at the University, as well as a delayed completion of studies.
Abstract: This paper examines the dynamics of completion time of masters studies and how such dynamics relate to those of doctoral studies at Makerere University, Uganda. The assessment is based on administrative data of 605 masters degree students at the University in the 2004 and 2005 enrollment cohorts. The total elapsed time from first enrollment to submission of final dissertation copy was adopted as a measure of completion time. A time-to-event approach in a Cox model was applied in the investigations. A median completion time of 3.8 years (range, 1.85.9) suggests a delayed completion of studies. The established associations, modeled by a range of candidate, candidature, and institutional variables including discipline area corroborate the results obtained by the analysis of doctoral completion time at the University. The findings suggest that masters completion dynamics mirror those of doctoral studies at the University.

Journal ArticleDOI
TL;DR: In this paper, the authors describe a framework for the introduction of common learning experiences (CLEs) in the Built Environment Faculty at the University of New South Wales to more adequately prepare students for future professional settings.
Abstract: In the competitive market of higher education, government funding agencies consider universities accountable for ensuring a better alignment between educational processes, graduate capabilities and real world employability. Workforce leaders have developed new expectations about the capabilities of graduating students, expecting to employ graduates who have more sophisticated understandings of the complexity involved in undertaking projects and working in the field. Graduates are expected to demonstrate well developed inter-professional literacy, be able to successfully navigate across professions in workplaces, and to effectively contribute to large projects involving a diverse range of roles and responsibilities. There is growing awareness within the sector that universities should work in partnership with students to tackle local and global challenges and that often these challenges cannot be addressed adequately by a single discipline. Stone, Bollard and Harbor (2009) note that as society has become more complex, research questions have changed, and the “structures of earlier times no longer accommodate the research needed and the teaching that emanates from this research” (p.322). Increasingly, scholars are looking across traditional disciplinary boundaries in new ways to address socio-cultural concerns. The extent of scholarship into the rise and prominence of interdisciplinary collaboration in higher education, along with the external drivers that support this paradigm in education and practice, shifts discussion within faculties from the “benefits of interdisciplinary approaches to pragmatic questions of how to develop and sustain interdisciplinary programs” (Stone et at. 2009, p.323). This paper describes a framework for the introduction of common learning experiences (CLEs) in the Built Environment Faculty (BE) at the University of New South Wales to more adequately prepare students for future professional settings. The paper discusses the initiative in the context of recent research on interdisciplinary learning and teaching in the built environment and higher education more broadly, and discusses the conditions that are likely to support and sustain the initiative into the future.

Journal ArticleDOI
TL;DR: In this paper, the authors present the phases involved in the design of a methodology to contribute both to the acquisition of competencies and to their assessment in the field of Financial Accounting, within the European Higher Education Area (EHEA) framework, which they call MANCOMA.
Abstract: This paper presents the phases involved in the design of a methodology to contribute both to the acquisition of competencies and to their assessment in the field of Financial Accounting, within the European Higher Education Area ( EHEA) framework, which we call MANagement of COMpetence in the areas of Accounting (MANCOMA). Having selected and defined the competencies to be acquired by students in our subject, we break them down into sub-competencies , and the latter in turn into indicators , allowing us to design activities to be offered to students for the development of competencies and their subsequent assessment. Our work therefore centred on the design of a model for the " Financial Accounting III" subject belonging to the Accounting module of the syllabus for a Degree in Business Administration and Management .

Journal ArticleDOI
TL;DR: The literature investigation has shown that WebQuests gained a prominent place as a valuable internet-based and inquiry-oriented teaching/learning tool that develops students’ higher-order thinking skills and shifts the classroom toward being more studentcentered.
Abstract: This article investigates if WebQuests have been an effective instructional tool for teaching Social Sciences subjects. In order to obtain an answer to this question, a review of scholarly literature from 1995 to the present has been undertaken and action research in 8th grade U.S. history course was conducted. The literature investigation has shown that WebQuests gained a prominent place as a valuable internet-based and inquiry-oriented teaching/learning tool that develops students’ higher-order thinking skills and shifts the classroom toward being more studentcentered. However, there has not been sufficient research to establish the effectiveness of this tool. The results of action research conducted in one of the middle schools in Northern California are a small contribution to this discussion.

Journal ArticleDOI
TL;DR: In this paper, a performance-based goal-driven roadmap is presented to guide the doctoral dissertation candidate through each mile of the dissertation marathon, with clear benchmarks to minimize the challenges of the journey to cross the finish line and graduate.
Abstract: We all think of a marathon as a long-distance running event with an official distance of 42.195 kilometers (26 miles and 385 yards). Throughout time marathon runners have pursued their longest goals by allowing their body to adapt to the new stresses through training. Training for a marathon takes intense preparation, dedication and skill. It is imperative not to allow day to day decisions to counteract the hard work and planning of the final stages of the marathon. A few basic guidelines can minimize the challenges of the journey and make the marathon experience exciting and pleasant for the runner. Students pursuing the doctorate degree face the same challenges as the marathon runner. Training for the dissertation process is not unlike training for a marathon. It requires intense preparation, dedication and skill. In many ways, conducting doctoral research and writing the dissertation is like running a marathon, enduring hills and valleys, mountains, rivers and frantic road blocks along the way. It is a long and weary race but in the successful end will lead to the final race in the doctoral journey; defending and publishing the dissertation. This paper will serve as a performance-based goal-driven roadmap that will guide the doctoral dissertation candidate through each mile of the dissertation marathon, with clear benchmarks to minimize the challenges of the journey to cross the finish line and graduate.

Journal ArticleDOI
TL;DR: The results were very revealing and have been used successfully to increase enrollment to historically high rates in the past two years as discussed by the authors, which is an attempt to share the research methodology and the revealing results.
Abstract: In an effort to assist a newly appointed Public Relations Officer to determine the most effective way to promote the institution to college-bound Generation Y African-Americans we offered to conduct a survey research of our current students. The results were very revealing and have been used successfully to increase enrollment to historically high rates in the past two years. This paper is an attempt to share the research methodology and the revealing results. It recounts the research objectives, methodology including data collection and analysis and the results.

Journal ArticleDOI
Thomas F. Kelly1
TL;DR: In this article, a system approach based on the work of W. Edwards Deming to system wide, high impact staff development is presented, which can improve student achievement while eliminating the need for expensive remedial, gifted, learning disabilities and most special education programs.
Abstract: This paper presents a systems approach based on the work of W. Edwards Deming to system wide, high impact staff development. Deming has pointed out the significance of structure in systems. By restructuring the process of staff development we can bring about cost effective improvement of the whole system. We can improve student achievement while eliminating the need for expensive remedial, gifted, learning disabilities and most special education programs.

Journal ArticleDOI
TL;DR: In this paper, it is shown that an individual may exclusively possess an idea as long as he keeps it to himself; but the moment it is divulged, it forces itself into the possession of every one, and the receiver cannot dispossess himself of it.
Abstract: If nature has made any one thing less susceptible than all others of exclusive property, it is the action of the thinking power called an idea, which an individual may exclusively possess as long as he keeps it to himself; but the moment it is divulged, it forces itself into the possession of every one, and the receiver cannot dispossess himself of it. Thomas Jefferson

Journal ArticleDOI
TL;DR: In this paper, a management-centered analysis of what happened when a college president, recognizing the need to make a radical adaptation to those changes, tried moving a campus community to a new organizational model, without collegial consensus, and too quickly.
Abstract: All higher education institutions are struggling with a rapidly changing market and financial landscape. Here is a management-centered analysis of what happened when a college president, recognizing the need to make a radical adaptation to those changes, tried moving a campus community to a new organizational model, without collegial consensus, and too quickly. The result was that the president lost political capital and the college underwent a change in leadership. Yet the need for a new management model still remains.

Journal ArticleDOI
TL;DR: In this paper, the authors present a case study of a joint innovative activity experience developed by multidisciplinary areas in the Business Administration Degree (Management, Corporate Finance and Statistics) in order to increase the level of the students knowledge and skills.
Abstract: Higher education is constantly changing and looking for innovative educational solutions in order to increase the level of the students knowledge and skills. As an important part of this set of educational policies, a new process is emerging for the ideation, planning and implementation of multidisciplinary case studies for students with the aim of developing their knowledge, meaning learning, skills and abilities that necessary for a more complete picture of the problems. In this regard, this paper shows the main results obtained with the realization of joint innovative activity experience developed by multidisciplinary areas in the Business Administration Degree (Management, Corporate Finance and Statistics). This joint activity was proposed on a voluntary basis for those students interested in working in a complete practice with other students and also as a way of replacing the individual activities of each area of knowledge. Fourteen groups of 4-5 people have done this case study, on average, the percentage of participation is about 70% of the students. The design of this methodology with an evaluation system implies students receive a significant percentage of their continuous evaluation. Also, it has allowed the students to achieve at a practical level, the how to and knows how (versus levels, ordered from low to high level of knowledge: dos, shows how, knows how and knows) of a particular set of generic and specific skills.

Journal ArticleDOI
TL;DR: This paper examined the relationship between United States history curriculum design, self-efficacy, and test achievement of eighth grade students and parents in the KIPP:STAR College Preparatory Charter School.
Abstract: Relationships between United States History curriculum design, self-efficacy, and test achievement of eighth-grade students and parents in the KIPP:STAR College Preparatory Charter School were examined in this study. An online questionnaire developed for the study, the Parental Questionnaire for United States History Curriculum, was pilot tested, revised, and used to collect data. Collected data were analyzed using the SPSS (v.19) software. Descriptive statistics and frequencies regarding curricular design, test achievement, and self-efficacy were examined. Results revealed a need for an Africentric United States history curriculum, which by definition is more inclusive and comprehensive than the normative Eurocentric curriculum. The mixed-method study indicated that relationships exist between curricular design and test achievement and between curricular design and self-efficacy.

Journal ArticleDOI
TL;DR: In this paper, the Journal and Mass Communication (JMC) units at Historically Black Colleges and Universities (HBCUs) are faced with the personal challenge of tenuous term limits - served at the discretion of higher administrators - and teaching two or three classes.
Abstract: Historically Black Colleges and Universities (HBCUs) are facing challenges to their continued existence on several fronts. One is fiscally, as federal funding for education has been cut and the responsibility for paying for higher education has been levied on students and parents. Another challenge is the amount of endowment dollars available to them and lastly, there are questions today as to if HBCUs are still needed in a society that has allowed African-Americans to enroll in Predominantly White Institutions (PWIs). Administrators of the 55 Journalism and Mass Communication (JMC) units at HBCUs have to lead with an eye on tradition while dealing with current financial issues. The administrators are faced with the personal challenge of tenuous term limits - served at the discretion of higher administrators - and teaching two or three classes. They work under larger units and have minimal authority over budgets, hiring, or strategic planning for their units.

Journal ArticleDOI
Craig McCoy1
TL;DR: The concept of sociological imagination was introduced by sociologist C. Wright Mills as mentioned in this paper to better prepare students in the 21st century in order to better assess contemporary events and social problems with a more accurate and realistic understanding.
Abstract: Students who experience a transcendent moment as they vicariously walk in the shoes of another person demonstrate the utilization of sociological imagination. Even though the concept of sociological imagination was advanced more than 50 years ago by sociologist C. Wright Mills, there is high value to revisit this concept and for its application to engage students in active learning in contemporary classroom environments. The objective is to better prepare students in the 21 st century in order to better assess contemporary events and social problems with a more accurate and realistic understanding.

Journal ArticleDOI
TL;DR: The Clute Institute as mentioned in this paper provides immediate open access to their journals on the principle that making research freely available to the public supports a greater global exchange of knowledge, and provides a set of permissions for researchers to access their articles.
Abstract: This is the published version, made available with the permission of the Clute Institute. Per their conditions of use, the publisher "provides immediate open access to their journals on the principle that making research freely available to the public supports a greater global exchange of knowledge. Users are allowed to read, download, copy, distribute, remix, tweak, build upon, print, search, or link the full text of the articles in this journal provided that appropriate credit is given."

Journal ArticleDOI
TL;DR: In this article, a simple and easy-to-use system that aids course instructors in recording and analyzing the results of various assessment instruments administered in their courses is presented, which would also guide curriculum planners and assessors in suggesting reforms and improvements at the program level.
Abstract: The evaluation of students’ expected performance and course effectiveness play a vital role in determining the course contribution toward meeting the program’s learning objectives or outcomes. The success of any course not only requires a well-designed syllabus with clearly defined course learning outcomes and the use of appropriate outcome-based teaching and assessment methods, but also a systematic approach to document and analyze the entire assessment data and results. Such an approach will be helpful in providing a better insight and understanding of students’ competency levels achieved in all course learning outcomes which ultimately would facilitate course instructors in their efforts to improve course curricula and to introduce reforms in teaching and assessment processes. This paper presents a simple and easy-to-use system that aids course instructors in recording and analyzing the results of various assessment instruments administered in their courses. A detailed analysis provided by the system would also guide curriculum planners and assessors in suggesting reforms and improvements at the program level.

Journal ArticleDOI
TL;DR: In this article, a study was conducted to determine the possible impacts of the video documentary Waiting for Superman potentially influencing pre-service education teachers attitudes about education and current educational practices and found that the movie altered students pre-existing notions about teachers unions, the importance of effective teachers, and enhanced their outlook on charter schools over public schools.
Abstract: The controversial video documentary Waiting for Superman, released in 2010, has helped to ignite a firestorm of national debate on current educational reforms in the United States. The purpose of this study is to determine the possible impacts of the video documentary Waiting for Superman potentially influencing pre-service education teachers attitudes about education and current educational practices. Twenty-seven pre-service, post baccalaureate, teacher-education students volunteered for this exploratory study which used pre/post surveys and a focus group of six randomly chosen volunteers from the participants to determine what, if any, impact Waiting for Superman had on their view on current educational issues. This data suggests that Waiting for Superman altered students pre-existing notions about teachers unions, the importance of effective teachers, and enhanced their outlook on charter schools over public schools. This study contributes to our growing understanding of how widely disseminated video documentaries can influence attitudes about educational practices among future teachers so as to guide teacher education programs about the possible inclusion of such videos as part of the undergraduate curriculum.

Journal ArticleDOI
TL;DR: In this paper, the authors provide an overview of the situation of the Spanish distance education university system over a six-year period, from the 2007/08 to the 2011/12 academic year, analyzing the different variables that influence the demand and new enrollment in official degree programs.
Abstract: Spain is currently experiencing a difficult economic situation, and in recent years a significant change has been observed in the behavior of the demand for educational programs as a result of this situation. Recent studies reveal a change in student demand that does not have the same effect on all academic institutions. Bearing this behavior in mind, the present study focuses on providing an overview of the situation of the Spanish distance education university system over a six-year period, from the 2007/08 to the 2011/12 academic year, analyzing the different variables that influence the demand and new enrollment in official degree programs. We also conduct a comparative analysis of the patterns these variables follow depending on the methodology applied by the different universities examined in our study, making a distinction between classroom and distance education universities.

Journal ArticleDOI
TL;DR: The early college model designed by Trinity and the Hartford public schools is presented in this paper, and a proposal for the best method to measure the successfulness of the partnership is also developed, which can be applied beyond HMTCA and applied to other early college high schools across the nation.
Abstract: In June 2011 Trinity College in Hartford, Connecticut entered a partnership with the Hartford Public Schools to launch an innovative early college model of public education. The new Hartford Middle Magnet Trinity College Academy (HMTCA) represents an expansion of the Hartford Middle Magnet School (HMMS) from a 6-8th grade school, into a 6-12th grade academy. Although Trinity has had multiple connections with the middle school, the new high school provides the college an opportunity to help prepare students for college success at Trinity and other institutions of higher learning. The partnership also allows the college to fulfill its commitment to urban engagement at the local level. Finally, it is an opportunity for the college to recruit high-achieving Hartford public school students who might select other colleges. In this paper the early college model designed by Trinity and the Hartford Public schools is presented. A proposal for the best method to measure the successfulness of the partnership is also developed. This innovative evaluation method can be applied beyond HMTCA and applied to other early college high schools across the nation.

Journal ArticleDOI
TL;DR: The generation currently in secondary schools has never known the world without the Internet, has spent thousands of hours each year interacting with video games and social media, and has high expectations for the degree of control and choices they will have regarding employment, entertainment, and education they receive.
Abstract: The generation currently in secondary schools has never known the world without the Internet, has spent thousands of hours each year interacting with video games and social media, and has high expectations for the degree of control and choices they will have regarding employment, entertainment, and the education they receive.The employers of our future graduates have undergone - and will continue to undergo - profound changes in consumer behavior and technology-based marketing and value creation, while simultaneously facing intense global competition, rapid technological advances, and dynamic markets. Employer demands for increasingly flexible, self-motivated, collaborative, communicative, creative, energetic, technology savvy employees will continue to rise. These conditions are fundamentally changing consumer and employer expectations of education and driving the need for ever greater relevance, personalization, flexibility, mobility, and meaningful and relevant outcomes. In many respects, we must work toward and plan for an evolving target and, as such, we should work to create dynamic contexts as well as learning what can change and be modified as needed.