College Teaching and Learning

En Amérique du Nord, le besoin d'une relève d'élèves qui souhaite poursuivre des carrières en STIM est criant 48]. Les gouvernements de plusieurs pays, incluant le Canada, ont donc réalisé l'importance de l'enseignement en STIM et il est devenu évident qu'il y a un manque de compréhension de ce dernier [29]. Afin de faire avancer l'enseignement du génie dans les cours de sciences et mathématiques, nous avons mené une auto-ethnographie sur notre expérience comme enseignante de sciences et de mathématiques au palier secondaire. Nous sommes fières d'avoir été capables d'engager des élèves d'une diversité de genres aux activités d'apprentissage en STIM. Pourtant, nos activités ont été concentrées sur les sciences, les technologies et les mathématiques plutôt que sur l'ingénierie; une pratique qui doit changer afin d'inciter plus d'élèves à se diriger dans cette profession [42].

  En Amérique du Nord, le besoin d’une relève d’élèves qui souhaite poursuivre des carrières en STIM est criant [3, 38, 48]. Les gouvernements de plusieurs pays, incluant le Canada, ont donc réalisé l’importance de l’enseignement en STIM et il est devenu évident qu’il y a un manque de compréhension de ce dernier [29]. Afin de faire avancer l’enseignement du génie dans les cours de sciences et mathématiques, nous avons mené une auto-ethnographie sur notre expérience comme enseignante de sciences et de mathématiques au palier secondaire. Nous sommes fières d’avoir été capables d’engager des élèves d’une diversité de genres aux activités d’apprentissage en STIM. Pourtant, nos activités ont été concentrées sur les sciences, les technologies et les mathématiques plutôt que sur l’ingénierie; une pratique qui doit changer afin d’inciter plus d’élèves à se diriger dans cette profession [42].  

Since the AACSB mandates that students demonstrate effective oral and written communication skills, it is imperative that business professors do what is necessary to improve such skills. The authors investigate whether the use of using multiple progress reports in an Advertising class project improves the final product. The data results show that grades are improved and satisfaction with the class is enhanced when these multiple progress reports are utilized in a term project.

Universally, it is a belief that the age at which a student enters school greatly influences their scholastic advancement. This is not in any way limited to basic schools but up to the university level. Perhaps the reason Hall et al. (2017) argue that the age of undergraduate students has an impact on their academic performance in higher education. College students are required to exhibit their ability to effectively tackle challenging subjects within limited timeframes, with various forms of academic pressure. Admission age pertains to the specific age when a student commences their university education, whereas intellectual readiness relates to the student's cognitive and academic competence at admission. Academic competence, however, pertains to the student's degree of accomplishment in academic endeavours. Lack of intellectual readiness resulting from social problems can hinder young students' ability to adapt to the higher academic system in universities. This can result in a lower level of academic competence compared to peers who entered university at a more advanced age. While this may seem hypothetical, it is necessary to empirically examine and analyse the relationship between those factors. Students who are intellectually ready for university generally exhibit superior academic competence. This underscores the utmost importance of ensuring that students possess the necessary intellectual readiness prior to commencing their university courses. Various interconnected and intricate factors, such as admission age, intellectual readiness, and academic competence, can impact a student's success in higher education. Aside from socioeconomic status, educational history, and personal drive, the age at which a student enters may also impact their level of readiness and competence.

The present study examined the perception of academics in using Information and Communication Technology (ICT) in the content delivery of Educational Research and Statistics. Survey research design was adopted. Multistage sampling procedures were adopted to select 130 academics from 3 universities. Two research questions were stated to guide the study, and two hypotheses were formulated. Two instruments developed by the researchers were used to collect data for the study. Simple percentages were used to answer the research questions. Results revealed that a very high percentage of academics positively perceive using ICT in content delivery of educational research and statistics. From the results, it was recommended, among others, that ICT skill trainings, as well as adequate ICT facilities and electricity, should be made available and accessible to academics for better delivery of Education research and statistics by relevant stakeholders such as university academics. Based on the findings, it was concluded that most academics' positive perception of using ICT has revealed their readiness to embrace innovations in teaching educational research and statistics.

We want foremost to acknowledge and celebrate the late Carl Klaus, teacher and mentor to both of us. It was his idea for this collection, and many pieces here benefit from Carl's deep expertise in the essay. We also appreciate the encouragement of Jean Lloyd-Jones, an esteemed leader in Iowa politics and women's rights. Jean and Jix made a wonderful, formidable partnership. We want to acknowledge the patience of the contributors to this volume, who endured some false starts and delays on our part yet stuck with the project with great generosity. Thanks to Mike Palmquist, publisher, and the staff of the WAC Clearinghouse and the University Press of Colorado. We're grateful to Emily Kirkpatrick, Colin Mucray, and Lisa Avetesian for permission to reprint material previously published by NCTE; to James McCoy, director of the University of Iowa Press; to Steve Semken, publisher and founder of Ice Cube Press; and to William Sewell, David Masiel, and John Boe, editors over the years at the wonderful journal Writing on the Edge. Elizabeth Stuckey-French supported us in bringing Ned's draft work to its final form. We wish Ned were here for its publication. We appreciate the patience and insights of our spouses, Becky Bradway and Kate Carroll de Gutes, each themselves nonfiction writers. Finally, we want to acknowledge the English Department of the University of Iowa for having played such an important role in our educations-and the educations of so many of this book's contributors. From the 1970s, when creative nonfiction was a dim glowing ember in American universities, Iowa has blown insistent breath on the genre, lighting and warming its readers and writers.

Hybrid programs are changing the landscape of doctoral programs at American universities and colleges.  The increased demand for hybrid doctoral programs, particularly for educational and career advancement, serves as an innovative way to increase scholarship, advance service, and promote leadership.  Hybrid programs serve as excellent venues for advancing scholarship, collaboration, and team building and provide doctoral candidates with increased opportunities to engage professional peers, course material, and program resources.  These opportunities lead to greater team engagement and enhanced opportunities for scholarly collaboration.  Faculty mentors in hybrid programs lead rising scholars in the research and socialization process of higher education academic and social networks.

University Centers programs are designed to provide University level classes to students at remote locations and to facilitate a transition from local two-year institutions to regional four-year institutions.  Although similar in concept to satellite campuses and often using technologies associated with distance learning, University Centers programs also have unique characteristics that bring additional issues and concerns that need to be addressed.  In this paper we introduce the University Centers concept and review related administrative arrangements and uses of technology.   We then explore the unique issues and concerns of University Centers, drawing upon the experiences of one university’s involvement with University Centers for examples of both opportunities and solutions.  Guidelines will be presented for universities that are considering becoming involved in a University Centers program.

There have been many studies published concerning predictors of academic performance but few of these studies have examined the impact of prerequisites. As such, we investigated the impact of a prerequisite management course on graduate student performance in an Organizational Behavior (OB) course. In this longitudinal study, we explored predictors of performance in a Master of Business Administration (MBA) Organizational Behavior course. In particular, we found that the grade received in the prerequisite was positively related to subsequent performance in the Organizational Behavior course. In addition, mode of instruction (online versus on campus) was significantly and negatively related to the grade received in Organizational Behavior.

The College of Business and Economics (CBE) in the United Arab Emirates University (UAEU) got the accreditation of the Association to Advance Collegiate Schools of Business (AACSB) by the end of 2000. Since then, there have been several educational and academic changes in the CBE policy and operational strategies. One of the significant changes was the development of course delivery approach towards active learning based on the utilization of technology and web based education. During the period 2001 to 2005, the accounting department developed 60% of its courses to be delivered according to the new approach.  This paper reports how the course “Advanced Accounting” was traditionally delivered and the changes applied to get the benefits of technology in order to improve our students’ skills. The paper also reports the effect of that change on the education outcome measured in two sets of variables. The first measures the changes in students’ course evaluation and the second measures ...

The purpose of this article is to provide insight into an elementary school whose climate issues appear to plague and impact it's performance as measured by it's Annually Yearly Progress (AYP). The Northwest Georgia elementary school is located in a rural school system approximately 50 miles northwest of Atlanta, Georgia. A review of the literature suggests school climate can affect many areas and people within schools. It further suggests that positive interpersonal relationships and optimal learning opportunities in all demographic environments can increase school achievement levels and reduce maladaptive behaviors (McEvoy & Welker, 2000). Providing a positive and supportive work environment and climate for faculty and staff, more often than not, improves faculty, staff and student performance (Freiberg, 1998). An in-depth analysis of the environment of the school in question suggests a lack of faculty and staff respect for administration, a hostile work environment, and o...

The purpose of this research is to investigate the effect of using computer-assisted programs for teaching English pronunciation on students' performance in English Language pronunciation in Jordanian universities. To achieve the purpose of the study, a pre/post-test was constructed to measure students' level in English pronunciation. The sample of the study consisted of 149 third year students; (73) male students and ( ) female students from Al Zaytoonah university during the second semester of the academic year 2010/2011. The subjects of the study were distributed into two groups (experimental and control). The experimental group was trained on English pronunciation using computer-assisted program while the control group was trained using the printed material. Descriptive statistical analyses were used (means and standard deviation) for the pre and post-tests of students' English pronunciation. Comparison statistical methods were used (Two Way ANOVA) analysis of variance to make a comparison between the control and the experimental groups and gender variable (male and female). The findings of the study indicated that there were statistically significant differences in the post-test between the control and the experimental groups in favor of the experimental group, and there was no statistically significant difference in the students' performance due to gender.

In this special topics classroom discussion/ project, the financial management issues of systemic and model risks are examined, the Efficient Markets Hypothesis is analyzed, and the emerging field of Behavioral Finance is introduced.   This interactive approach of having students respond to a list of instructor-prepared discussion issues/questions during the showing of the video is a great break from courses that are straight-lecture in orientation. The potential to require a follow-up assignment where students act as market participants in a virtual financial market on www.pbs.org adds to the interactive nature of the project.

The present study examines stress among college students (N=107) that were exposed to natural disasters at the start of the 2004 Fall Semester after Hurricane Charley and Frances battered Central Florida within three weeks of each other. The study also examines adjustments made by two faculty members during the semester in attempts to reduce student stress while maintaining high academic standards in the wake of disaster. Findings indicate that students experienced a substantial amount of stress as a result of the storms.  Of the students surveyed 50 percent indicated they suffered lost wages or income, 65 percent sustained some damage to their residences, and 63 percent experienced moderate to extremely high levels of stress. Concerning the adjustments implemented by the instructors, 84 percent of the students agreed or strongly agreed that the academic quality of their education was not compromised. While educators must have well-designed and planned courses, when disaster strikes...

While a plethora of research exists concerning Gardner’s theory of Multiple Intelligences (MI), virtually all of the research is focused on grades K-12. Few research studies on MI have been conducted with college students. The present study explores and profiles the Multiple Intelligences of community college students (N = 90) enrolled in online courses during the summer of 2006. The study is the first in a series of ongoing research that will explore MI theory among community college students. An overall profile of the students’ Multiple Intelligences are presented as well as descriptive comparisons between male and female profiles, selected majors and course type comparisons. Implications and recommendations for further MI research are also discussed.

Computer-based distance education throughout colleges and universities has been in high demand and more schools are getting into online education. As such, understanding the needs of online learners has become especially important for success in the new millennium. Furthermore, understanding the common denominator of technology available to students can assist administrators and faculty members design their admission, teaching and curriculum requirements. This document, based on the survey of 38 graduate online business students 1 , provides an assessment of their views, needs, wants, and satisfaction in the masters of business administration program. Recommendations are provided for the program office to enhance their online offerings are discussed. The document further explores online education, online operation, and other such variables that impact the satisfaction of students in online education. Also, some of the changes, plans and improvements made as a result of the feedback from students are discussed.

This document provides an overview of a faculty training and orientation program used for adjunct faculty at the H. Wayne Huizenga School of Business and Entrepreneurship at Nova Southeastern University. The model includes components for assessing, hiring, orienting, and providing initial training for a diverse cadre of part time faculty in many distant locations. The authors make suggestions as to how this model can be used to provide long-term success in orientation and training, including an argument for appropriate rewards for both new hires and the full time faculty involved in their training.

The purpose of this research is to investigate the effect of using computer- assisted programs for teaching English pronunciation on students' performance in English Language pronunciation in Jordanian universities. To achieve the purpose of the study, a pre/post-test was constructed to measure students' level in English pronunciation. The sample of the study consisted of 149 third year students; (73) male students and (76) female students from Al Zaytoonah university during the second semester of the academic year 2010/2011. The subjects of the study were distributed into two groups (experimental and control). The experimental group was trained on English pronunciation using computer-assisted program while the control group was trained using the printed material. Descriptive statistical analyses were used (means and standard deviation) for the pre and post- tests of students' English pronunciation. Comparison statistical methods were used (Two Way ANOVA) analysis of var...

The article focuses on a teacher education program at a Carnegie I Research Institution in the southwestern part of the United States; also, classified as a minority-serving institution. Teacher candidates in elementary, special, and bilingual education were enrolled in a combined student teaching seminar which is a collaborative initiative between the Departments of Special Education/Communication Disorders and Curriculum and Instruction. The authors of this manuscript are the researchers, seminar instructors, and directors of their student teaching components. The purpose of this study was to determine the effectiveness of action research with teacher candidates during the student teaching semester. The research question that guided this research is: How effective is the use of action research with teacher candidates to determine evidence of student learning in the K-12 classroom?

Although the diversity of philosophy is increasing at the undergraduate level, there is still a significant gap between the percentage of underrepresented students that major in philosophy and the percentage that complete PhDs. With the support of a seed grant from the American Philosophical Association, we created four chapters of a mentoring program that provided underrepresented undergraduates with support for considering and applying to graduate school. After completing a year of the program, the majority of surveyed mentees reported that they had an increased sense of belonging within philosophy, were more likely to take additional philosophy classes, were more likely to apply to graduate school in philosophy, and were more likely to pursue a career that has some connection to philosophy. In this paper, we consider not only the benefits of the program, but also provide a guide for those who are considering creating mentoring programs at their home institutions.

The following essay focuses upon my experience of fieldwork within the context of a creative-cultural media project called 'Mapping and Sewing Together Mythologies'. This reflective text applies a series of lenses to elaborate aspects of the ethnographic 'self ' and researcher in the field; to consider the documentation and representation which was produced during and after the fieldwork. The ethnographic lenses that will form the thematic sections of this text are explicitly guided and relate to fieldwork: biography, physical and emotional, situated, relational and conversational work, and the recognition of issues of representation, memory and commitment. As a reflective exercise on the practice undertaken in field, cross-reference is made to 'consequences and commitments ' themes concluded in The Ethnographic Self:

The efficacy of meditation in cognitive improvement is inadequately studied in college students with learning disabilities. Mahapraan, a short technique taught in Preksha Dhyan, is a simple technique that involves repeated deep breathing followed by a long buzzing sound. In this pilot study, we compared cognitive and pulmonary function changes in college students with and without learning disabilities (LD and no-LD respectively). Methods: Following IRB approval, we recruited 6 LD and 9 no-LD students. The students practiced Mahapraan with a trained instructor 3 times a week for 30 minutes. We assessed Connors Continuous Performance Test II, duration of buzzing sound during prolonged expiration, and peak flow using a Peak Flow meter at baseline and at 4 weeks. Results: At baseline, the LD students had poorer cognitive function than the no-LD group. Discrimination power as measured by detectability, and the consistency of reaction showed improvement (p<0.05) in LD group. The no-LD students showed significant increase in speed of response. Both groups showed improvement in the duration of buzzing (10/13, 77%), by an average of 6.8 seconds as well as improvements in Peak Expiratory Flow (11/13, 85%), by an average of 107.5 mls (n.s.). Conclusion: Except for better consistency and improved discrimination in LD from baseline, cognitive tests changes were similar in both groups. We saw improvement in buzzing duration and Peak Expiratory Flow rates in both groups suggesting similar development of technique. Mahapraan shows promise as a simple technique for cognitive improvement and pulmonary function in both LD and no-LD groups.

Rapid technological advances in the areas of telecommunications, computer technology and the Internet have made available to tutors and learners in the domain of online learning, a broad array of tools that provide the possibility to facilitate and enhance learning to higher levels of critical reflective thinking. Computer mediated communication tools such as email, threaded discussion lists, chat rooms, voice over IP, and whiteboards, can enhance online interaction and the development of critical thinking skills, giving learners a real chance to make their learning experience as close to a face-to-face situation. For this to happen, instructors have to adopt teaching strategies that create a successful student-centred learning environment in which students feel motivated and comfortable to participate and construct knowledge and meaning. This paper discusses the learning opportunities the online environment provides and the pedagogical changes that entails for quality learning, and...

Business Studies, for his assistance in the production of this work. He helped clarify my thinking through many discussions, and through his constructive comments on draft chapters. I am also grateful for his willingness to discuss the project at short notice on several occasions, and for the support and encouragement he provided throughout. I also wish to extend my thanks to my external adviser, Dr Margaret Wetherell, Lecturer in Social Psychology at the Open University, for her guidance and helpful comments, and also to Dr Ian Glover, my second supervisor before leaving the Institute, for his assistance during the early stages of the work. I wish to acknowledge the support given by the Institute, and in particular the Department of Business Studies, who provided me with the necessary resources to undertake the project. I am also grateful for the co-operation and assistance I received from the Department of Mechanical Engineering and the Centre for Nursing studies in undertaking the empirical work. Finally, I wish to pay tribute to my wife, who not only put up with my preoccupation with the work, but also encouraged me throughout, and especially during those times when it seemed most demanding.

In the past decade, college and university officials have tried to formalize avenues that provide undergraduate students with opportunities to conduct research, either in direct collaboration with a faculty member or as independent research under the supervision of a faculty member. Administrators and faculty have worked to institutionalize these programs because they recognize the intrinsic benefits of these faculty student collaborations. Since most faculty balance a wide range of demands, we wanted to understand how faculty members view these partnerships in the larger context of their work. In 2008, as the Undergraduate Research Conference at our midsize public New England University entered its ninth year, the evaluation committee administered a survey to examine faculty members' attitudes toward undergraduate research endeavors. Our results show that faculty felt overwhelmingly positive about their role as mentors. Full professors indicate more satisfaction in this role than associate and assistant professors.

We describe the development and evaluation of the university-wide, weeklong undergraduate research conference at the University of New Hampshire. Despite increases nationally in the number of undergraduate research conferences (URC), there has been little research examining the social and educational impact of these events on student presenters. We describe the development and evaluation of the university-wide, weeklong URC at the University of New Hampshire. A survey administered to URC participants over a four year period revealed that research culminating in a presentation at the URC was one of the more influential events students experienced during their undergraduate years and students realized a high level of satisfaction from presenting at the URC.

To enhance student learning, it is critical that instructors devote time and attention to designing reflection activities. Reflection is the intentional consideration of an experience in light of particular learning objectives. Reflection should be both retrospective and prospective: students consider their service experience in order to influence their future action. Effective reflection activities are linked to particular learning objectives of the class, are guided by the instructor, occur regularly throughout the course, allow for feedback and assessment, and include opportunities for the clarification of values. When reflection activities are integrated into class discussion and appear on exams, students report higher levels of satisfaction with the course and greater academic gains from the experience. A service learning class should include some type of reflection activity that can be evaluated by the instructor. This affords students the opportunity to document the learning that has occurred from the service component.

Interteaching has shown to be an effective alternative to traditional lecture in a number of studies, but thorough analyses of its components, including frequent exams, is limited. Research suggests that increasing the frequency of exams may improve student learning. This study assessed the effectiveness of interteaching's frequent exams component on student exam scores in two introductory psychology course sections at a community college. Six unit exams were given to Section 1 and 12 to Section 2. Both sections received identical pretests and posttests. Although statistically insignificant, Section 2 consistently scored better or equal to Section 1 on all exams. Section 2 also produced a greater difference between pretest and posttest scores. Although not reaching traditionally significant levels, the results suggest that students given frequent exams may achieve higher exam scores and increase retention of overall course material.

Interteaching has shown to be an effective alternative to traditional lecture in a number of studies, but thorough analyses of its components, including frequent exams, is limited. Research suggests that increasing the frequency of exams may improve student learning. This study assessed the effectiveness of interteachings frequent exams component on student exam scores in two introductory psychology course sections at a community college. Six unit exams were given to Section 1 and 12 to Section 2. Both sections received identical pretests and posttests. Although statistically insignificant, Section 2 consistently scored better or equal to Section 1 on all exams. Section 2 also produced a greater difference between pretest and posttest scores. Although not reaching traditionally significant levels, the results suggest that students given frequent exams may achieve higher exam scores and increase retention of overall course material.

Writing is one of the most important courses to take within higher education in the twenty-first century, especially when aligning education that will meet individual career goals. According to the Nation&#39;s Report Card on Writing, in 2011 alone, only about a quarter of young people can write proficiently. There is a need to institute change to developing and increasing the amount and quality of writing students are expected to produce. There is a need for greater collaboration for student learning by using innovative pedagogies that maintain the complexity and importance of pioneering work while showing that it is, in some cases, negotiable with traditional classroom practices. There are three specific examples: teaching point of view with multicultural studies, incorporating language awareness/critical theory into the composting process, and considering prescriptive suggestions in the workshop. Discussions of large-scale structural change should and will continue, but this arti...

Science literacy is a major goal of science educational reform (NRC, 1996; AAAS, 1998; NCLB Act, 2001). Some believe that teaching science only requires pedagogical content knowledge (PCK) (Shulman, 1987). Others believe doing science requires knowledge of the methodologies of scientific inquiry (NRC, 1996). With these two mindsets, the challenge for science educators is to create models that bring the two together. The common ground between those who teach science and those who do science is science communication, an interactive process that galvanizes dialogue among scientists, teachers, and learners in a rich ambience of mutual respect and a common, inclusive language of discourse (Stocklmayer, 2001). The dialogue between science and non-science is reflected in the polarization that separates those who do science and those who teach science, especially as it plays out everyday in the science classroom. You may be thinking, why is this important? It is vital because, although not ...

The paper presents the dynamic development of nanotechnologies in the world and the educational demand for scientists, engineers and didactic staff. Proposed and created forms of education and development related to nanotechnology are shown as well. Special attention is paid to characteristic educational systems in the world leading economies in the field of nanotechnology, mainly in the United States, Japan and EU countries. Compared to these countries, the situation in Poland within education and training in this domain is described.

 The potential and educational possibilities within nanotechnology are presented with regard to the university studies, postgraduate studies, doctoral studies and training courses in the selected countries. Special attention is paid to characteristic educational systems, both with regard to the organizational and methodological aspects related to nanotechnology in the United States, Japan and EU countries. Compared to these countries, the situation in Poland within education and training in the field of nanotechnology is characterised.

In this paper the educational background of the Chief Executive Officers (CEOs) of Large U.S. Firms are examined. Specifically, the educational background of CEOs from large U.S. firms, as identified in the Forbes 800 Compensation List, are examined. Information concerning the number of Chief Executive Officers that received their undergraduate and graduate degrees from 463 institutes of higher education are compiled. We find that most CEOs have an undergraduate degree, while about half possess a graduate degree. The results indicate that there are preferred educational backgrounds for selection as the CEO of a major corporation. We also examine how the educational background of the CEO is related to the CEO's total compensation. The evidence indicates that those CEOs that do not have a degree earn significantly more than those CEO's that do have a college degree. We find little evidence that the school attended affects the compensation that the CEO receives. Finally, we examine firm ROA and Tobin's Q based on the educational background of the CEO. We find an association between possession of a degree as well as where the degree was earned and the ROA and Tobin's Q of the firm. xecutive Compensation has long been an area of interest in the finance literature. Of particular interest is how compensation is related to executive motivation, performance, perks and other variables. In this paper the educational paths that individuals take on their way to becoming the chief executive officer (CEO) of large U.S. firms are examined. The CEO's total compensation is then related to the institution that the executive received his/her degree(s) from. The results indicate that there is a high probability that the CEO for a large company received his/her undergraduate, graduate, or both degrees from a select group of higher education institutions. We find significant differences in CEO total compensation based on having earned an undergraduate and graduate degree as well as where the degree was earned from. We find CEO compensation differences based on the number of years the individual has been with the firm, the years the individual has been the firm's CEO, the age of the CEO, if the CEO is the founder of the firm and on the size of the firm. We find that possessing an undergraduate degree as well as a graduate degree has explanatory power for the ROA and Tobin's Q of the firm. We also find evidence that the class of school attended explains the firms ROA and Tobin's Q. The remainder of the paper is organized as follows. In Section 2, the data is discussed, in Section 3 the results of the empirical analysis are presented. Finally, Section 4 contains concluding comments. Observations 8,000

Qiqiao songs, originating from the Qiqiao Festival, celebrate the annual meeting of the Cowherd and the Weaver Girl and serve as vessels of cultural storytelling, rich in linguistic structures and moral teachings. The objective of this research is to explore the educational potential of Chinese Qiqiao songs as tools for literacy, with a specific focus on the “Ying Qiao Ge” song. The study took place in Jiangyao Village, Xihe County, Gansu Province, and used qualitative methods. It included semi-structured interviews with seven informants, including scholars, cultural inheritors, teachers, and community members, and field observations of Qiqiao festivals. Data were analyzed using thematic analysis, revealing that the song’s musical characteristics and lyrical content significantly contribute to vocabulary acquisition and comprehension while fostering cultural appreciation. The results indicate that integrating Qiqiao songs into educational practices creates an engaging learning environment that respects students’ cultural identities. This research advocates for incorporating traditional songs in curricula to enrich literacy education and preserve cultural heritage. Suggestions for future research include exploring the long-term impacts of Qiqiao songs on literacy development across diverse educational contexts and enhancing educator training for effective integration.

Principle of duality and numerical calculation of income and substitution effects under Hicksian Compensation are often left out of intermediate microeconomics courses because they require a rigorous calculus based analysis. But these topics are critically important for understanding consumer behavior. In this paper we use excel solver- a spreadsheet optimizer to demonstrate how these topics can be taught in an undergraduate economics class with appropriate rigor but without using calculus. We also demonstrate how our methodology can be applied to Slutsky Compensation and to complex utility functions.

Highlighted in this paper is the result of class observations of the School of Education (SED) instructors during the first semester for the academic year 2022-2023. Eight full-time and part time SED instructors’ classes were observed and their performance was rated to be excellent in the criteria set in the instrument. Generally, the opening prayer served as their preliminary activity together with the checking of attendance and establishing of rapport between the instructors and the students. The lecture method in combination with other teaching strategies like discussion, demonstration, use of PPT, video clips, exercises and activities were utilized by the teachers to keep the students engaged in the lesson. Class participation was evident. Assessment was rated as very good. On the whole, the college instructors successfully scaffold their lesson for the day capturing the relevance of the teaching strategies in their delivery of instruction.

This paper will identify and describe two learning games that have been effectively used to spark interest and enthusiasm and to increase active learning in undergraduate business courses. Many current undergraduate college students have grown up with TV game shows, interactive video games, and the Internet as forms of entertainment and education. In comparison to these fast-paced, interactive mediums, a traditional lecture class can seem dull. The use of in-class games is one way to increase student engagement with the class and relevant material.

Students frequently experience difficulty in identifying the appropriate time value of money (TVM) technique to apply to a TVM problem. This paper offers a modification of a recently published TVM technique developed by Jalbert (2002) in order to help students understand and solve TVM problems. The modified technique developed here simplifies the previously developed technique by reducing the number of questions that students must examine to arrive at the appropriate TVM technique for a problem. In addition, the technique developed here eliminates the need for students to learn annuity techniques altogether. As such, the technique developed here specifically intends to meet the needs of students who experience difficulty in understanding annuities. Modified visual aids are provided to assist students in selecting correct techniques. By using these techniques, students will find it much easier to identify appropriate TVM techniques.

This survey research of 55 participants was completed at a private university to determine students' satisfaction of statistic online courses. The study explored the students' satisfaction of course components: online statistics, online instruction, communication, assessment, and overall student satisfaction. The findings showed a positive satisfaction with overall means between 3.66 and 4.00 in a 5 point Likert-scale with a 5 meaning strong agreement with satisfaction of the course. The highest area of satisfaction was the category of assessment (M= 4.00) and the lowest area was the category of student overall satisfaction (M= 3.66). In addition, the study examined age, gender, teaching experience, and overall satisfaction of the course with the overall average of satisfaction.

This survey research of 55 participants was completed at a private university to determine students' satisfaction of statistic online courses. The study explored the students' satisfaction of course components: online statistics, online instruction, communication, assessment, and overall student satisfaction. The findings showed a positive satisfaction with overall means between 3.66 and 4.00 in a 5 point Likert-scale with a 5 meaning strong agreement with satisfaction of the course. The highest area of satisfaction was the category of assessment (M= 4.00) and the lowest area was the category of student overall satisfaction (M= 3.66). In addition, the study examined age, gender, teaching experience, and overall satisfaction of the course with the overall average of satisfaction.

Understanding how motor skills are learned influences how one teaches effective motor skill attainment. Educators must ask, “Does repetitive practice of the same task make for better performance or does contextual variability (random practice) offer some benefit when learning motor skills?” Studies on the effects of Contextual Interference may provide some insight. Contextual interference (CI) studies typically use simple tasks involving movements already acquired by adults, which may account for random practice benefits. In contrast, children do not consistently demonstrate CI effects, as tasks usually require acquisition of a new movement pattern. In this experiment, adults and children ((8-10 yrs old) threw a Frisbee to targets for 54 trials under random or blocked conditions. Having had considerable throwing experience with other throwing objects, adults were expected to benefit from random practice. For children, a blocked practice advantage was predicted as it provides for dev...

Background: Health science programs can be demanding and difficult for many students, leading to high levels of stress.  High levels of stress can have a negative effect on students and subsequently the practicing clinician.  Research suggests that yoga, humor, and reading are simple, effective methods to help reduce stress. To date no research compares the acute effects of yoga, humor, and reading in doctor of physical therapy and master’s of occupational therapy students.  Additionally, it is undetermined if one technique is more effective than the other in reducing stress.  Purpose: The purpose of this study was to compare the immediate effects of yoga, humor, and reading on acute stress in students enrolled in doctor of physical therapy and master’s of occupational therapy programs. It was hypothesized that following a 30-minute yoga, humor, and reading intervention session, students would demonstrate a reduction of stress on the Daily Stress Inventory (DSI) and a decrease in bl...

Technological advancements and competition in student recruitment have challenged educational institutions to expand upon traditional teaching methods in order to attract, engage and retain students.  One strategy to meet this shift from educator-directed teaching to student-centered learning is greater computer utilization as an integral aspect of the learning environment. The purpose of the present study was to assess the effectiveness of utilizing Computer-Assisted Instruction (CAI) to teach administration and management content in Physical Therapy (PT) education. It was hypothesized that CAI is equally effective for assimilation of information when compared to traditional lecture instruction (TLI).  The sample consisted of third-year entry-level PT students enrolled in an Administration and Management course.  Thirty-three of forty students who met the inclusion criteria consented to participate.  Both the Mercy College and Seton Hall University IRB boards approved the project a...

The purpose of this study was to develop a knowledge base on factors associated with performance-enhancer usage among female athletes at the high school level in order to identify markers for a future prevention-education program.  The study used a pretest-only, between-subjects Likert Scale survey to rank the importance of internal and external pressures that may lead to performance-enhancer usage among this population.  Subjects included 122 female athletes from top-ranked sport programs at 7 New Jersey high schools.  Descriptive and quantitative statistics were used to analyze the data at a p&lt;.05 significance level.  The Chi Square Test of Homogeneity, Spearman Correlation Coefficient, Kruskal-Wallis One-Way ANOVA, and Scheffé Post-Hoc Test were used to analyze associations between the nine survey issues and five levels of importance.  Results indicated that subjects rated the pressure to win and self-induced competitive pressures as the two most important factors in leading t...

Este estudio analiza la relación entre la autorregulación académica (planificación, control, reflexión) y los estilos de aprendizaje en estudiantes universitarios de reciente ingreso. En esta investigación, de tipo no experimental de campo y descriptivo, participaron 214 estudiantes del Ciclo Básico de carreras tecnológicas de la Universidad Simón Bolívar (126 hombres y 93 mujeres). La medición de los constructos se realizó mediante la Escala de Aprendizaje Autorregulado PCR (Lezama, 2005) y el Cuestionario Honey-Alonso de los Estilos de Aprendizaje CHAEA (Alonso, Gallego y Honey, 1997). Los resultados obtenidos sugieren niveles altos en el uso de estrategias autorregulatorias de reflexión, así como moderados niveles en las subescalas planificación y control. También se evidenciaron asociaciones entre los estilos reflexivo y teórico con la planificación autorregulatoria, y entre el estilo activo y la subescala control. La identificación de los perfiles autorregulatorios y de estilos de aprendizaje de los estudiantes universitarios de reciente ingreso plantea importantes implicaciones educativas, así como la necesidad de un abordaje más profundo en los procesos de autorregulación académica. Palabras clave: autorregulación académica, estilos de aprendizaje, educación superior.

This study aimed at investigating the effect of using rhythmic instruction on FD and FI FL learners' vocabulary knowledge. To this end, 30 FL learners were selected based on their performances on the Solutions Placement Test. Group Embedded Figure Test (GEFT) was also administered to identify groups as field dependent and field independent participants. The participants were randomly assigned to one experimental and one control group. The experimental group was provided with rhythmic instruction whereas the participants in the control group were instructed through GTM. Both groups went through a 17-week instructional period. A 50-item vocabulary test, consisting of multiple-choice, matching items, and true or false items was developed, and used as pre-test and post-test. At the end of the course, an independent samples t-test was run between the obtained means of the two groups to determine whether there was any significant difference between the mean scores of the two groups on the post-test. The results revealed there was a significant difference between the mean scores of the two groups. To conclude, the participants in the experimental group who had received rhythmic instruction outperformed those in the control group without such instruction. However, the mean difference between the participants in the FI group in comparison with FD was not significant, and it indicated that FI and FD learners exposed to rhythmic instruction performed similarly. The major implication of the study is that rhythmic instruction as a crucial method of vocabulary learning should receive further attention in language teaching programs.

Developing and training faculty members to integrate cyberspace technology into the classroom for student learning is basically a necessity in today's competitive world of education, but many educators fear or resist it due to lack of effective training. As such, administrators should focus on the effective development, training, and retaining of qualified educators to teach in various distance learning modalities (online, on-ground, and blended formats) using cyberspace technology while focusing on effectively achieving learning outcomes. An emersion model of training used for "training-the-trainers" in the corporate arena as well as for faculty development is presented for application and benchmarking. Personal experiences and best practices gleaned from different universities (business programs using cutting edge technologies) and corporate computer-based training are discussed. Also, best practices and suggestions for effective faculty compensation and teaching load in distance education are explored. Furthermore, administrators must ask for participation and interaction of experienced educators in order to glean and highlight their successes as well as challenges they face currently in serving the needs of diverse student populations in distance education. Both means and processes for effective faculty development and training in a just-in-time basis with least cost and expenditure should be implemented by the administration. Foundational Training and Development Practices in Adult Education any traditional and non-traditional universities have integrated online education into their delivery systems to enhance their offerings and student learning. Many of the universities such as