Showing papers on "Coursework published in 2008"

Teaching Disciplinary Literacy to Adolescents: Rethinking Content- Area Literacy

Abstract: In this article, Timothy and Cynthia Shanahan argue that “disciplinary literacy” — advanced literacy instruction embedded within content-area classes such as math, science, and social studies — should be a focus of middle and secondary school settings. Moving beyond the oft-cited “every teacher a teacher of reading” philosophy that has historically frustrated secondary content-area teachers, the Shanahans present data collected during the first two years of a study on disciplinary literacy that reveal how content experts and secondary content teachers read disciplinary texts, make use of comprehension strategies, and subsequently teach those strategies to adolescent readers. Preliminary findings suggest that experts from math, chemistry, and history read their respective texts quite differently; consequently, both the content-area experts and secondary teachers in this study recommend different comprehension strategies for work with adolescents. This study not only has implications for which comprehension strategies might best fit particular disciplinary reading tasks, but also suggests how students may be best prepared for the reading, writing, and thinking required by advanced disciplinary coursework. Reading is commonly viewed as a basic set of skills, widely adaptable and applicable to all kinds of texts and reading situations. Accordingly, in the 1990s, most states took on the challenge of improving young children’s reading skills, assuming that once the basics of literacy were accomplished, students would be well equipped for literacy-related tasks later in life (Blair, 1999). The idea that basic reading skills automatically evolve into more advanced reading skills, and that these basic skills are highly generalizable and adaptable, is partially correct: The basic perceptual and decoding skills that are connected with early

“Is that paper really due today?”: differences in first-generation and traditional college students’ understandings of faculty expectations

Abstract: Success in college is not simply a matter of students demonstrating academic ability. In addition, students must master the “college student” role in order to understand instructors’ expectations and apply their academic skills effectively to those expectations. This article uses data from focus groups to examine the fit between university faculty members’ expectations and students’ understanding of those expectations. Parallel discussions among groups of faculty and groups of students highlight important differences regarding issues of time management and specific aspects of coursework. We find definite incongruities between faculty and student perspectives and identify differences between traditional and first-generation college students. We argue that variations in cultural capital, based on parents’ educational experiences, correspond to important differences in each group’s mastery of the student role and, thus, their ability to respond to faculty expectations. The conclusion discusses the theoretical and practical implications of considering role mastery a form of cultural capital.

Team-Based Learning for Health Professions Education : a Guide to Using Small Groups for Improving Learning

Abstract: Education in the health professions is placing greater emphasis on "active" learning-learning that requires applying knowledge to authentic problems; and that teaches students to engage in the kind of collaboration that is expected in today's clinical practice. Team-Based Learning (TBL) is a strategy that accomplishes these goals. It transforms passive, lecture-based coursework into an environment that promotes more self-directed learning and teamwork, and makes the classroom come "alive." This book is an introduction to TBL for health profession educators. It outlines the theory, structure, and process of TBL, explains how TBL promotes problem solving and critical thinking skills, aligns with the goals of science and health courses, improves knowledge retention and application, and develops students as professional practitioners. It provides readers with models and guidance on everything they need to know about team formation and maintenance; peer feedback and evaluation processes, and facilitation; and includes a directory of tools and resources. The book includes chapters in which instructors describe how they apply TBL in their courses. The examples range across undergraduate science courses, basic and clinical sciences courses in medical, sports medicine and nursing education, residencies, and graduate nursing programs. The book concludes with a review and critique of the current scholarship on TBL in the health professions, and charts the needs for future research.

The quality of guidance and feedback to students

Abstract: The paper presents research findings on students’ experiences of the provision both of guidance and feedback, and with respect to examinations as well as coursework assignments. A first‐ and a final‐year bioscience course unit were surveyed in each of three contrasting university departments. The resulting dataset comprised 782 completed student questionnaires and 23 group interviews with a total of 69 students. Although the questionnaire data provided a robust overall picture of the students’ perceptions of guidance and feedback across the six units, the interview data made possible a much finer‐grained analysis of their experiences. At the core of this analysis was a guidance and feedback loop, within which six interrelated steps have been picked out, beginning with the students’ prior experiences of cognate assessments and closing with the potential of what has been learned from a given task to feed forward into subsequent work. By pinpointing potential troublespots, the framework can serve as a valuab...

The Transition to Independent Research: Who Makes It, Who Doesn't, and Why

Abstract: The main purpose of doctoral training is "to prepare a student for a lifetime of intellectual inquiry that manifests itself in creative scholarship and research" (Council of Graduate Schools, 1977, cited in Bargar & Duncan, 1982, p. 1). Successful completion of the dissertation "marks the transition from student to independent scholar" (Council of Graduate Schools, 1995, p. 9). However, graduate faculty acknowledge that the transition from course-taker to independent scholar/researcher is hard for many students and that they cannot predict who will successfully make the transition and complete the doctorate based only on students' undergraduate records or even their performance in their first year of graduate school (Lovitts, 2001, 2003). Many graduate students also feel unprepared to make this transition. Golde and Dore (2001) found that 35% of third-year graduate students did not believe that their graduate coursework laid a good foundation for doing independent research. (1) The percentages were significantly higher in the sciences (biological sciences, 40%; physical sciences 42%) than in other fields (social sciences 31%; humanities, 29%; other disciplines, 25%) (Golde, February 2002, personal communication). Further, numerous studies estimate that 15-25% of graduate students who advance to candidacy never complete the PhD (Benkin, 1984; Bowen & Rudenstine, 1992; Moore, 1985; Nerad & Cerny, 1991). This article addresses two important questions about the transition to independent research: (1) What facilitates or impedes graduate students' ability to make the transition, where "impede" is defined as leaving the program without completing the dissertation, making slow progress toward the degree, or completing an undistinguished dissertation (i.e., acceptable but not high quality)?; and (2) Given doctoral education's emphasis on creative research and scholarship and the production of a dissertation that makes an original and significant contribution to knowledge (Lovitts, 2003, 2007; Tinkler & Jackson, 2000; Winter, Griffiths, & Green, 2000), what leads some students to produce distinguished research and scholarship, where distinguished is defined as high quality and original/creative/innovative? I explored these questions from two perspectives: theoretical and practical. The theoretical perspective derives primarily from theory and research on creativity. It is discussed in detail in Lovitts (2005) and is outlined briefly below. The practical perspective derives from focus group discussions with high-PhD-productive faculty on the "critical transition" and is guided by the theoretical perspective. It constitutes the body of this article. Theoretical Perspective Creativity is acknowledged to be a factor in the successful completion of the PhD (Enright & Gitomer, 1989). It is also inherent in and integral to graduate education because graduate education is about producing the knowledge workers who ensure the ultimate success and survival of all the major institutions of society by preserving, creating, and developing the ideas, information, and technology necessary for them to persist and advance. Indeed, the concept of creativity is frequently invoked in discussions of the goals and end products of graduate education--"the production of creative scholars" and the completion of a dissertation that makes "an original contribution to knowledge." Similarly, off-hand remarks often appear in the literature on creativity about how graduate education and dissertation research and writing exemplify the processes being discussed (e.g., Amabile, 1996; Sternberg, 1997a). Contemporary work on creativity has focused on creativity as a social phenomenon that takes place within a social context and involves a sociocultural judgment of the novelty, appropriateness, quality, and importance of a product (Amabile, 1996; Csikszentmihaly, 1996; Sternberg, 1997a; Sternberg & Lubart, 1995). …

Engaging with Difference Matters: Longitudinal Student Outcomes of Co-Curricular Service-Learning Programs

Abstract: The potential contribution of co-curricular service-learning to develop engaged citizens is relatively unexplored. Much of the available research on college-level service-learning has studied the effect of service-learning in single courses on a variety of student outcome measures and there are at least two large, multi-campus studies of curricular service-learning (Astin, Vogelgesang, Ikeda, & Yee, 2000; Eyler & Giles, 1999). This article reports on analysis of longitudinal surveys completed at 23 liberal arts colleges by participants in four-year, co-curricular service-programs, collectively called the Bonner Scholar Program, sponsored by the Bonner Foundation. The terms "service-learning" and "civic engagement" merit definition. The National Service-Learning Clearinghouse (2005) defined service-learning as a "teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities." A frequent tendency in the field is to use the phrase service-learning and assume the reference is to academic service-learning based in coursework. Giles and Eyler's (1999) seminal study of programs that linked academic study with service acknowledged the value of co-curricular learning and, in defining service-learning, also mentioned "non-course-based programs that include a reflective component and learning goals" (p. 5). The terms service-learning and civic engagement have recently been used interchangeably in the field. The Bonner Scholar Program (BSP) studied here defines civic engagement as intentional participation in direct service, democratic process, and public policy (Hoy, 2006). Multi-campus studies have demonstrated that college-based, curricular service-learning contributes to academic, civic, and personal outcomes. Eyler and Giles (1999) demonstrated that one-semester service-learning classes had significant, consistent, and modest effects on student personal, civic, cognitive and academic outcomes in multicampus pre-and post-tests (p. xvii). In another large, longitudinal study, Astin, Vogelgesang, Ikeda, and Yee (2000) compared the effects of classroom-based service-learning and other forms of community service. Students who participated in one or more service-learning classes and community service experiences which were enhanced by opportunities for reflective dialogue were more likely to evidence personal and academic growth that lasted through the end of the senior year than were students who participated only in academic service-learning (p. 41-42). Little research exists on sustained co-curricular service-learning. This study explored two research questions to address that gap. Does co-curricular service-learning have an impact on desired outcomes of the college experience, particularly an appreciation of diversity and of dialogue across boundaries of perceived difference? A second question is reported separately. Do characteristics of liberal arts colleges (specifically, more or less internationally-focused, faith-oriented, diverse, urban or "elite") increase the effects of participation in co-curricular service-learning on college outcomes? The Study Study Context Yearly, the BSP funds approximately 1,500 Bonner Scholars across 23-25 campuses, almost all traditionally-aged college students, and engages them in a four-year program that requires service while offering extensive training and support. Many participating colleges are located in Appalachia. (1) Ten to twenty students are selected yearly on each campus and are required to complete a minimum of ten hours of service, training, and reflection each week. In addition, the program provides financial support for two to three full-time service experiences for at least seven weeks in the summer or during co-op terms, including international service. By graduation, each Bonner Scholar has served at least 1,680 hours. …

Constructing Coherence: Structural Predictors of Perceptions of Coherence in NYC Teacher Education Programs

Abstract: In this article, the authors focus on the concept of coherence, a relatively underexplored concept in teacher education. They investigate the relationship between students' perceptions of coherence and a number of structural features of teacher education programs to help develop a stronger definition of one important dimension of coherence—the relationship between fieldwork and coursework. The authors examine the relationship between specific program features and students' perceptions of the degree to which program vision, principles, and practices are aligned with those in the field and also explore the degree to which students have opportunities to practice what they are learning in the program and to enact program goals and visions of good teaching and learning in the classroom. In a field that is calling for larger-scale studies, this research attempts to identify promising features that are also amenable to large-scale studies of the impact of teacher education.

Relevance in Education

Abstract: Among a number of other questionable “ideals” that have become commonplace in educational philosophy over the past few decades, relevance is one that has been preached and applied widely. Make the material relevant to the student in any way possible—that is the message, and it is typically implied that any topic worth learning can be made relevant to the average student if the teacher simply tries hard enough. Unfairly as usual, the emphasis is always on the effort of the teacher as the key to success. An endpoint to this and other educational “tricks” (co-operation, selfexpression, etc.) is never discussed, rather it is implied that what works in grade school should continue to be applied and carried right through the college years, regardless of the fact that most jobs in the real world require independent work and achievement, with relevance and self-expression ranking low in the average workplace. I see no problem in using some of these once nontraditional educational ideas in moderation in the lower grades to “engage” students and show them that learning can sometimes be fun, but real academic learning does and must always involve some level of work—the “W-word” that is so widely avoided in our modern society. In fact, the work level should rightly be expected to increase as one moves up the grade scale and into college. Certainly, past the freshman year of college, students should have become at least somewhat self-motivated and driven and no longer need tricks and entertainment value artificially added to most of their coursework. They should move (and be moved) to the level of adult interaction where they can easily listen to a presentation, make obvious connections, ask meaningful questions, and take responsibility for their own learning. When I attend national scientific meetings featuring distinguished guest speakers, those speakers almost always deliver well-planned lectures supported by Powerpoint visuals (typically around an hour long), which those in attendance feel privileged to hear and then have the opportunity to interact with questions. I would hope that our universities want to graduate students who would be able to attend such meetings and possess the attention span to follow and actually enjoy such quality presentations within their chosen fields. If they still need to be entertained and asked their opinions throughout such a lecture, they simply are not adult learners and have not “graduated” into the world of serious adult learning. In the sciences, much of what is learned and questioned is simply not directly relevant to the student or even to humanity. This is undoubtedly a major reason why many in the “me generation” have garnered a dislike for science— because it is not about them. Most other disciplines (business, history, art, economics, literature, languages, sociology, philosophy, etc.) are human-centered, whereas much of science is not, except for the pure pleasure of using one’s curiosity to gain knowledge about the real world and universe in which we live in. What is or could be relevant to modern students concerning dinosaurs that have been extinct for 65,000,000 years or more? Except for the few whose goals involve dinosaur research or art (certainly less than 1% of students), there is really nothing directly relevant about dinosaurs except that they were simply some of the most magnificent and interesting beasts ever to have walked the earth. Many great scientists (such as Stephen J. Gould) credit an early interest in dinosaurs as instrumental in their decision to become scientists. I recently attended an IMAX Evo Edu Outreach (2008) 1:517–519 DOI 10.1007/s12052-008-0068-1

Persistence of Women in Online Degree-Completion Programs

Abstract: Although online courses at postsecondary institutions promise adults access, flexibility, and convenience, many barriers to online learning remain. This article presents findings from a qualitative case study, which explored the phenomenon of undergraduate and graduate women learners’ persistence in online degree-completion programs at a college in the Northeast of the United States. Research questions asked why women learners persisted or failed to persist, and how factors supporting or hindering persistence influenced learners. Interviews with a purposeful sample of 20 participants revealed the complexity of variables affecting learners’ persistence to graduation. Findings suggested that multiple responsibilities, insufficient interaction with faculty, technology, and coursework ranked highest as barriers to women’s persistence. Strong motivation to complete degrees, engagement in the learning community, and appreciation for the convenience of an online degree-completion option facilitated persistence.

Factors Influencing Completion and Noncompletion of Community College Online Courses.

Abstract: This study investigated the differences between demographic, enrollment, academic, and self-directed learning characteristics of completers and noncompleters in online courses at one community college. The study also obtained students' self-reported reasons for not completing their coursework. No significant differences were found in the characteristics of age, gender, ethnicity, financial aid eligibility, grade point average, and total hours enrolled; significant differences were found in gender, academic readiness, and completers enrolled in more online courses than noncompleters.

The Academic Impact of Financial Stress on College Students

Abstract: Staying in school and graduating on time is an important factor for students and their families. Greater financial burdens may lead students to reduce coursework or drop out of school for paid work...

How Novice Science Teachers Appropriate Epistemic Discourses Around Model-Based Inquiry for Use in Classrooms

Abstract: To test whether epistemically unproblematic ways of thinking and talking about science could be transformed during preservice teacher training, we designed a system of learning activities based on a set of heuristics for progressive disciplinary discourse (HPDD) The HPDD outline six design principles of learning environments where the aim is to foster learners' participation in material and discursive activities that characterize the work of scientists After tracking participants through university coursework where the HPDD was employed and into their teaching practicums, we found that most came to reconceptualize the interrelated roles of models, theory, evidence, and argument These ideas ultimately supported a shift in their goals for scientific investigation—from “proving” a hypothesis, to testing and revising explanatory models Preliminary findings from teaching episodes with their own secondary students indicated that some participants took up “epistemically ambitious” classroom practices, pressi

Fostering Preservice Reflection through Response Journals

Abstract: Introduction Research on teachers' knowledge, beliefs, and thoughts has shown that teacher candidates approach teaching with a plethora of initial beliefs and ideas about teaching. Their knowledge, however, tends to be based on simplistic views of teaching and learning in the classroom, and hence may not be "well adapted to teaching" (Calderhead, 1991, p.532). It is only when they reflect upon their knowledge critically that they can transfer what they have learned in initial teacher preparation programs as students to the real classroom situations as teachers. Reflection enables teacher candidates to construct knowledge through asking questions, critiquing, evaluating, etc., helping them bridge the gap between imagined views and the realities of teaching. It is important, therefore, to prepare teacher candidates for teaching by fostering professional learning that focuses on critical thinking and reflection, so that their knowledge and beliefs interact with the teacher education program, including field experiences, to facilitate development of more sophisticated conceptions of the teaching and learning process. A number of approaches have been used in teacher education to promote reflectivity, one of which is journal writing. Journals can activate teacher candidates' thinking and facilitate meaning making during the learning process (Cole, Raffier, Rogan, & Schleicher, 1998), help them identify variables that are important to them, serve as a means of generating questions and hypotheses about teaching and learning (Richards & Ho, 1998), and increase their awareness about the way a teacher teaches and the way a student learns (Burton & Carroll, 2001). In writing reflections, learners actively construct knowledge, while personalizing the learning process. Through questioning their own assumptions, teacher candidates raise their awareness of teaching issues and develop a sense of ownership of their future work (Daloglu, 2001). Journals can also provide opportunities for teacher candidates to analyze their own learning and seek strategies to improve their learning (Vickers & Morgan, 2003). Summed up by Farris and Fuhler (1996), journals are "a birthplace for creative and critical thinking" (p.26). As teacher candidates engage in journal writing, they are able to develop a habit of reflection (Yost, Sentner, & Forlenza-Bailey, 2000). In second language teacher education, journal writing has begun to receive more attention in recent years. However, much of the research has focused on the use of journals among practicing teachers and teacher candidates to reflect on classroom teaching (see e.g., Brinton, Holten, & Goodwin, 1993; Daloglu, 2001; Richards & Ho, 1998; Todd, Mills, Palard, & Khamcharoen, 2001; Tsang & Wong, 1996; Woodfield & Lazarus, 1998). Little has been done to find out how journals can be exploited as part of the coursework of initial teacher preparation programs to foster reflection among teacher candidates. In Hong Kong, journals are underused in initial teacher preparation (see Lee, 2004). Hong Kong learners, including advanced learners in teacher preparation programs, are used to a passive mode of learning. In recent years, however, English language education reform in Hong Kong has put a high premium on constructivist learning (CDC, 2004). Journal writing is a kind of reflective writing that requires prospective teachers to construct knowledge through questioning their own assumptions about teaching and learning, and hence in line with the general direction of education reform in Hong Kong. This article describes a study that uses response journals as a tool for fostering reflection in an initial teacher preparation program in Hong Kong. The subjects are 13 prospective English teachers who received training to teach English (as a second language) in secondary schools in Hong Kong. The researcher seeks to investigate the use of journals with these prospective English teachers to find out what they write about, whether their journals display signs of reflectivity, and how they react to the journal writing experience. …

Urban Teacher Residency Models and Institutes of Higher Education: Implications for Teacher Preparation.

Abstract: The Center for Teaching Quality (CTQ), in partnership with the Aspen Institute and the National Council for the Accreditation of Teacher Education (NCATE),1 has been investigating the urban teacher residency (UTR) — an innovative response to the longstanding challenges of how to recruit, prepare, and retain bright and capable teachers for high-needs urban schools. Chicago’s Academy for Urban School Leadership (AUSL) and the Boston Teacher Residency (BTR) Program are two of the nation’s most promising UTRs. In some respects UTRs represent a “third way” — addressing the weaknesses as well as incorporating the best of both traditional and alternative approaches to teacher education and certification. In brief, UTRs recruit teaching talent aggressively, with the supply and demand needs of local districts in mind. They also insist on extensive preparation, whereby recruits are paid a stipend while learning to teach in a full-year residency, under the watchful eye of expert K-12 teachers. Because the Residents are not fully responsible for teaching children, they have more quality time to take relevant pedagogical coursework “wrapped around” their intense student teaching experience. While both AUSL and BTR are relatively new programs, early studies on their graduates’ effectiveness and their high retention rates of 90 to 95 percent suggest these models hold great promise for preparing and supporting teachers in high-needs urban schools.

The Unintended Consequences of Volunteerism

Abstract: SUMMARY With over one-half of all college students volunteering for community service activities and increasing numbers of colleges and universities moving towards a greater infusion of service-related learning experiences into the curriculum, it is important to understand the impact volunteerism has on those who serve. This paper presents the results of a qualitative study of the meaning and impact of volun-teerism as described by experienced college student volunteers in a Head Start-based Family Literacy Project. Volunteers reported benefits in the areas of self-knowledge, academics, and social awareness. Positive outcomes in the areas of personal growth, self-esteem, and personal efficacy were noted. Service and traditional academics were viewed as mutually enhancing learning strategies; volunteering gave coursework more meaning and what was learned in the classroom increased the volunteers' effectiveness in the community. Increased awareness of important social issues, greater appreciation for divers...

Bridging Worlds: Changes in Personal and Professional Identities of Pre-Service Urban Teachers.

Abstract: This article explores the motives and evolving identities of one group of graduate students enrolled in a teacher education program at an Ivy League university, who made the choice to teach in urban classrooms. We examine the perspectives these candidates give to the process of learning to teach and how their identities are tempered, challenged, and sometimes strengthened by a 12-week urban practicum. In this work, we give voice to these pre-service teachers in order to gain deeper insight into how they view what it means to teach in an urban public school, a phenomenon Haberman (as quoted in McKinney, Robinson, & Spooner, 2004) has referred to as "an extraordinary life experience" (p. 18). The subjects of this study offer instructive data for scholars precisely because these individuals seemingly have a plethora of career options from which to choose. Prior levels of education and academic achievement as well as other professional experiences qualify them for better paying and socially perceived higher status careers. Their choice--to invest 11 months of full-time study and tens of thousands of dollars in a degree which would allow them to pursue a career often viewed as challenging--deserves analysis. What follows is a brief review of the pre-service teacher identity development literature that grounds the study and a summary of the research methods. We then lay out our findings that suggest that the developing professional identities of these subjects are influenced by the personal identities they bring to the learning to teach process and their experiences teaching in urban public schools. Finally, we offer concluding observations regarding implications of the study. Literature Review Extensive empirical and theoretical literature exists regarding the identity development of pre-service teachers (Ottesen, 2007; Poulou, 2007). This research cites elements of the teacher education experience that have an impact on one's identity development and commitment to the teaching profession. These elements include: the student teaching/practicum experience and coursework; the opportunity for preservice teachers to reflect upon their own assumptions about learning; and the various epistemologies of professors (Brownlee, Dart, Boulton-lewis, & McCrindle, 1998; Campbell, 2005; de la Torre Cruz & Arias, 2007; Otteson, 2007). These researchers agree that, as teachers develop identity, context matters--both in the teacher preparation program and in the practicum where candidates experience classrooms firsthand. Furthermore, researchers suggest that pre-service programs may impact new teachers' sense of efficacy and contribute to the development of a professional teacher identity (Ottesen, 2007; Rots, Aelterman, Vlerick, & Katrien, 2007). Additional studies offer insights about the influence of pre-service programs on teachers' decisions to enter and stay in the teaching profession (Merseth, Frankenberg, & Taylor, manuscript submitted for publication). Some studies in this realm of identity development identify what beginning teachers bring to the process of learning to teach (e.g., Clandinin & Connelly, 1996). One's own experience, or more specifically, the manner in which developing teachers have come to perceive what it means "to teach" frequently impacts the development of a teacher's identity (Beijaard, Meijer, & Verloop, 2004; Bourdieu, 1977; Lortie, 1975). Teachers bring "attitudes and beliefs" (Richardson, 1996), "individual capacity" (Lasky, 2005) and knowledge about subject matter and other domains of teacher knowledge (Grossman, 1990; Shulman, 1986; Wilson, Shulman, & Richert, 1987; Wilson & Wineburg, 1988). These factors in turn influence teachers' practices once they are in their own classrooms (Anderson & Piazza, 1996; Kagan, 1990; Lortie, 1975). Teacher education programs with a specific focus on preparing highly qualified secondary urban school educators are relatively few and appear to vary in their effectiveness (French, 2005; Hollins & Guzman, 2005; Merseth, Frankenberg, & Taylor, manuscript submitted for publication; Quartz & TEP Research Group, 2003). …

What the Teachers Are Teaching : How MLIS Programs Are Preparing Academic Librarians for Instructional Roles

Abstract: Given the nearly ubiquitous responsibility for instruction that accompanies academic reference positions, are future reference librarians exposed to the concept of information literacy (IL) in their required, core reference courses? How widespread are courses specific to IL instruction in master's of library and information science (MLIS) programs and do the desired outcomes for MLIS information literacy instruction courses align with professional standards? Reference syllabi were analyzed to determine whether IL instruction was included as part of the course. Information literacy syllabi were analyzed against the Association of College and Research Libraries (ACRL) "Standards and Proficiencies for Instruction Librarians and Coordinators." Results show that two-thirds of students are exposed to the topic of information literacy instruction in reference classes. Based on the outcomes stated in the syllabi, those enrolled in a formal information literacy instruction course are exposed to a limited numbers of proficiencies; consequently, effort needs to be made to incorporate more of the proficiencies for instruction librarians to produce well-rounded advocates for information literacy. Introduction Libraries make significant investments in electronic information resources and associated technologies to provide users access to an ever expanding array of sources and services. Users must be able to successfully access, navigate and evaluate this plethora of information in order to make solid, informed choices about information needs; consequently, information literacy has risen to the forefront of many academic institutions' mission and goals in the past 35 years. Administrators, faculty, and librarians alike realize that successful graduates of higher education must also be savvy information users. Librarians have historically led this movement, pushing first for bibliographic or user instruction and then later for increased information literacy instruction across the college curriculum. The literature suggests many librarians have been woefully unprepared for their roles as teachers. Various authors have concurred with what Kilcullen stated in 1998: "Teaching has become a fundamental responsibility for librarians. However, few librarians have had any formal coursework in teaching."1 Patterson and Howell noted that "there are many people entering the library and information science profession who have both education course work and experience as teachers, but many more have neither."2 The literature contends that master's of library and information science (MLIS) programs should logically fill this gap. Even as recently as 2002, Dalrymple suggested that "library schools need to bolster their efforts to ensure that students recognize the importance of teaching to librarians."3 Concurrent with this perceived lack of training, academic jobs requiring experience teaching information literacy (IL) rose. Anyone entering into public service librarianship can expect to have instruction as part of his or her job duties.4 MLIS programs seem the obvious place for instructional training. However, these programs have only recently embraced information literacy instruction as a standard part of their curriculum. A 2002 study found that a mere 19% of librarians received training in library school while 84% of librarians actually learned to teach on the job.5 Encouragingly, in 2005, Pappert found 70.4% of MLIS programs offered some course in library instruction,6 but few studies exist to determine what these courses cover, and if they correspond with current professional standards. This article examines the following questions: * Since reference is the traditional home of information literacy instruction, are students exposed to the concept of information literacy in required core reference courses? * Do the stated goals and outcomes for current information literacy instruction classes conform to recent Association of College and Research Libraries (ACRL) standards and proficiencies? …

Good Practices in Accounting Education: Classroom Configuration and Technological Tools for Enhancing the Learning Environment

Abstract: This article explores how classroom configuration and instructional technologies (IT) can be used to leverage good practices in accounting education and improve core competencies of undergraduate students. The Seven Principles for Good Practice in Undergraduate Education, (Chickering and Gamson 1987, AAHE Bulletin, 39(7), pp. 3–7.) and the AICPA core competencies provide a framework to rethink educational practices in accounting and to evaluate the benefits of classroom configuration and IT within accounting curricula and pedagogy. Benefits of the enhanced classroom design and IT were assessed through a three-part student survey conducted at the end of semester coursework. Overall, students reported that classroom configuration and technology leverage certain of the Seven Principles of Good Practice in Higher Education, such as ‘cooperation among students’ and ‘respect for diverse talents and ways of learning,’ and enhance the development of core competencies identified for accounting education, ...

Getting It from the Web: Why and How Online Resources Are Used by Independent Undergraduate Learners.

Abstract: Undergraduate students access the Internet for a range of purposes, many unrelated to their studies. Increasingly, learners are using the Internet to find information and resources for coursework, whether or not this is promoted or endorsed by their teachers. This article reports an interview study that investigated why and how independent learners use Web-based resources, exploring not only the academic context of the courses studied, but also any relevant personal, domestic and employment-related circumstances. Factors were identified, which enhanced or competed with study activities, acting as incentives or disincentives for learners. The findings suggest that it is not technologies per se, but a combination of various contextual factors, that determine students' use of Web resources for learning. Of the academic factors that emerged from the interviews, assessment requirements and pedagogic approach were particularly important.

Constructing a community of practice to improve coursework activity

Abstract: Students can practice skills and construct knowledge by carrying out coursework. However, every student is assigned the same problem in general hands-on coursework activities, with no consideration for learners' diversity. Hence, some students do not take the task seriously when producing their coursework. Furthermore, what one has learned - that is, the knowledge constructed by learners - cannot be shared efficiently during traditional coursework activity. This paper proposes the construction of a journal-publishing community, connecting through a publication called Coursework Journal, in a web-based coursework environment designed to improve the efficiency of knowledge sharing for a programming course by endowing learners with roles. This paper extends the organizational development concept of a community of practice to the web-based coursework environment, following the definition of a community of practice for situated learning described by Jean Lave and Etienne Wenger, who suggested sociocultural theories of learning as alternatives for cognitive theories of learning. Results of data analysis and questionnaires indicate that the Coursework Journal can promote knowledge sharing effectively, improve the quality of students' coursework, and advance learning performance accordingly.

Ability, Demography, Learning Style, and Personality Trait Correlates of Student Preference for Assessment Method.

Abstract: More than 400 students from four universities in America and Britain completed measures of learning style preference, general knowledge (as a proxy for intelligence), and preference for examination method. Learning style was consistently associated with preferences: surface learners preferred multiple choice and group work options, and viewed essay‐type and dissertation options less favourably. Deep learners, on the other hand, favoured essay‐type and oral exams as well as final dissertations. Males favoured oral (viva voce) exams and females coursework assessment. Extraverts preferred multiple choice, oral, and group work assessment, while openness was positively associated with essays and oral exams but negatively associated with multiple choice and group work. Regression analysis showed that personality, learning style, general knowledge, and demographic factors accounted for 5–10% of the variance in preferred examination technique. Results in part replicate earlier studies and are discussed in terms o...

Introducing a Learning Portfolio in an Undergraduate Financial Accounting Course

Abstract: This paper evaluates changes made to the internal assessment component of a third year financial accounting course at a university in New Zealand. A learning portfolio was designed to supplement existing coursework. The aim was to engender in students a deep rather than a surface approach to learning. As a record of the students' learning, the learning portfolio was an attempt to produce an innovative development in the assessment of what was a traditionally taught financial accounting course. Within their learning portfolios, students were required to complete a number of tasks, each aimed at improving critical thinking skills and creativity. Students were also required to maintain a personal or reflective section aimed at personalising and deepening the quality of their learning.

E-Learning Takes the Lead: An Empirical Investigation of Learner Differences in Online and Classroom Delivery

Abstract: Outcomes and mediators of differences in online and traditional course delivery were tested with a sample of 112 graduate students who completed an introductory course in training and development. Specifically, the individual learner characteristics of self-efficacy, motivation, goal orientation, and meta-cognition and their effects on success through online delivery were examined. The study also addressed three outcomes: trainees' reactions to that program, their learning, and subsequent planned changes in job behavior. The findings indicate that online learners have significantly more positive reaction levels of enjoyment and utility and significantly stronger intent to transfer their learning. Online students find the coursework more difficult, but there was no significant difference in learning based on delivery mode. Implications for both managers and educators involved in online learning are discussed.

Student views of hybrid learning: A one-year exploratory study

Abstract: This one-year case study examined hybrid learning in two elementary teacher education courses, which incorporated the Blackboard Learning Management System (LMS) into the online portion of the coursework. Fifty-one elementary teacher candidates who were enrolled in two hybrid courses participated in the study. Both quantitative and qualitative data were collected from surveys designed to measure students ’ views of hybrid learning. Results showed that a majority of students held positive views, but some had negative experiences and faced challenges. Implications were discussed in terms of how to better utilize this new pedagogy in teacher education to meet the growing demands for engaging student learning.

The civic Leadership Institute: A Service-Learning Program for Academically Gifted Youth

Abstract: The need for quality service-learning programs has increased according to greater interest in service-learning and civic engagement for academically gifted students. The Civic Leadership Institute (CLI), a 3-week residential program for gifted adolescents, is a service-learning program created to help academically talented students explore complex social issues that are faced by communities and society today. Class activities are comprised of rigorous academic coursework, community volunteer service, meetings with top community leaders, seminars on specific topics of interest, and rich residential and recreational experiences. This study examined how students perceive and evaluate their service-learning experiences with the CLI program using surveys from program evaluations and narrative comments from 230 gifted high school students who participated in CLI at two different sites in its first 2 years. Overall, the students indicated positive perceptions of the CLI program and were satisfied with its compon...

Supporting College Transitions Through Collaborative Programming: A Conceptual Model for Guiding Policy

Abstract: Background/Context: Recent educational policy developments have sought to raise the academic rigor of students’ high school experiences to increase student preparation for postsecondary education. The expansion of credit-based transition programs (CBTPs), both in number and in the type of student served, represents one such strategy. These programs allow high school students to take college classes and earn college credit while still in high school. Despite policy makers’ enthusiasm, there has been little theorizing about why CBTPs might lead to improved student access to, and persistence in, college. Further, because any policy created to support these programs lacks a theoretical foundation, unintended consequences may result. Research Questions/Focus of Study: The research question guiding this study was, Through what mechanisms might credit-based transition programs encourage student success in postsecondary education? This article presents a conceptual model hypothesizing why and how CBTPs may lead to their intended outcomes. We then explore five CBTPs in diverse policy contexts. We describe the ways that programs are attempting to meet the needs of a wide range of students, and identify program features that appear to best prepare middle- and low-achieving students for postsecondary education. Research Design: Five in-depth qualitative case studies were conducted. Two visits were made to each site, during which we conducted interviews and observations with faculty, staff, and students, and collected supporting documents. Interview transcript and observational data were uploaded into NVivo, a qualitative software program, for coding and analysis. Conclusions/Recommendations: The case study data demonstrated that our initial conceptual model oversimplified program structure and the interaction among program components. The model was refined to reflect that complexity and to take student motivation into account. The final model hypothesizes that student participation in college coursework and

A Black Woman's Journey Into a Predominately White Academic World:

Abstract: The paucity of Black women at predominately White institutions of higher education is well recognized. Like me, some Black women survived the gauntlet of coursework, qualifying examinations, and dissertation research and writing in pursuit of doctoral degrees, followed by the whirlwind campus visits that are integral to the faculty recruitment process. Upon our arrival, we were confronted by the challenges of being African American and female in a majority White university community. This article is a personal journey that spans 40 years of my life—from an 18-year-old freshman to a tenure-track assistant professor—at the same university.

The Language of New Media Design: Theory and Practice

Abstract: The Language of New Media Design is an innovative new textbook presenting methods on the design and analysis of a variety of non-linear texts, from websites to CD-Roms. Integrating theory and practice, the book explores a range of models for analyzing and constructing multimedia products. For each model the authors outline the theoretical background and demonstrate usage from students' coursework, commonly available websites and other multimedia products. Assuming no prior knowledge, the book adopts an accessible approach to the subject which has been trialled and tested on MA students at the London College of Communication. Written by experienced authors, this textbook will be an invaluable resource for students and teachers of new media design, information technology, linguistics and semiotics.