Journal of college teaching and learning最新文献

The Implementation Of The Epstein’s Model As A Partnership Framework At Saudi Kindergartens 爱泼斯坦模式作为伙伴关系框架在沙特幼儿园的实施

Journal of college teaching and learning Pub Date : 2019-11-01 DOI: 10.19030/tlc.v16i2.10318

Nahla M. Gahwaji

{"title":"The Implementation Of The Epstein’s Model As A Partnership Framework At Saudi Kindergartens","authors":"Nahla M. Gahwaji","doi":"10.19030/tlc.v16i2.10318","DOIUrl":"https://doi.org/10.19030/tlc.v16i2.10318","url":null,"abstract":"The aim of the study is to reveal the implementation of a partnership framework at Saudi kindergartens in accordance to the Epstein’s Model which is considered from the perceptions of Kindergartens’ female teachers. Analytical descriptive methodology was employed, and the study sample included 48 public kindergartens’ teachers and 44 private kindergartens’ teachers in Jeddah city, Saudi Arabia. The study tools included a questionnaire that was related to the six fields of Epstein’s Model including; parenting, communicating, volunteering, learning at home, decision making, and collaborating with community. The results revealed that implementation of a partnership framework at Saudi kindergartens in accordance to the Epstein’s Model were overall average. There were no statistically significant differences between the means of implementing partnership’s frameworks in Saudi Arabian kindergartens with its six fields, which attributed to the specific type of Kindergarten (Public – Private). The significant recommendation of the study is formulating partnerships between community institutions and kindergartens to arrange recreational, educational and social programs after school hours, which would be beneficial for children and their families.","PeriodicalId":89968,"journal":{"name":"Journal of college teaching and learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48381151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Active Connections: Means For Faculty To Create An Environment In Which Students WANT To Engage! 主动联系:教师创造学生愿意参与的环境的手段!

Journal of college teaching and learning Pub Date : 2019-07-01 DOI: 10.19030/tlc.v16i1.10317

Donald A. Forrer, Stephanie Bechtel, K. Brown, Jose Mabesa, Linda Gunn, R. L. Hayes, L. Fall, Todd Wilmore

引用次数: 0

Who Wants an iPad? An Exercise In Rationing 谁想要iPad？定量配给的练习

Journal of college teaching and learning Pub Date : 2018-07-26 DOI: 10.19030/tlc.v15i1.10197

David L. Carr, Michael A. Allgrunn, K. Birkeland

引用次数: 0

Quantifying Assessment Of Undergraduate Critical Thinking 大学生批判性思维的量化评估

Journal of college teaching and learning Pub Date : 2018-07-26 DOI: 10.19030/TLC.V15I1.10199

M. C. Grant, Marshall E. Smith

{"title":"Quantifying Assessment Of Undergraduate Critical Thinking","authors":"M. C. Grant, Marshall E. Smith","doi":"10.19030/TLC.V15I1.10199","DOIUrl":"https://doi.org/10.19030/TLC.V15I1.10199","url":null,"abstract":"Enhancing students' critical thinking capabilities stands as the top goal of undergraduate education, according to faculty from many universities. We assessed the change in critical thinking skills with a sample of 176 students enrolled at either the University of Colorado Boulder (UCB) or Colorado College (CC) by employing the Critical-thinking Assessment Test (CAT) developed with collaboration and support from the National Science Foundation. Students' critical thinking progress was compared by assaying skills during the first and last weeks of the term in classes that expressly emphasized: (1) critical thinking, or (2) civic engagement, or (3) where, according to the class instructors, neither was a point of major emphasis. CAT scores improved significantly for students at both institutions, in different categories of class types, and over the dramatically different lengths of terms (3.5 weeks at CC vs 15 weeks at UCB). Our research contributes to an understanding of changes in critical thinking as part of the undergraduate experience. We demonstrate that the CAT instrument can be an effective tool for assessing critical thinking skills across very different institutions of higher education.","PeriodicalId":89968,"journal":{"name":"Journal of college teaching and learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49093075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 15

Strengthening College Support Services To Improve Student Transitioning To Careers 加强大学支持服务，促进学生就业过渡

Journal of college teaching and learning Pub Date : 2018-07-26 DOI: 10.19030/TLC.V15I1.10198

W. Arnold

{"title":"Strengthening College Support Services To Improve Student Transitioning To Careers","authors":"W. Arnold","doi":"10.19030/TLC.V15I1.10198","DOIUrl":"https://doi.org/10.19030/TLC.V15I1.10198","url":null,"abstract":"The article reviews challenges facing colleges including the need for actions to address new circumstances of educating college students and preparing them for productive roles following graduation. These challenges are balanced by resources colleges are developing to facilitate college-to-career transitioning to first destinations following graduation. In a review of support services offered by colleges the article identifies innovative programs that show potential for improved career support for students. Sources, including surveys of students and employers, published writing by leaders in education, and reported data from colleges, provide a present view of career support functions and suggest patterns of evolution. Colleges are strengthening their support to student’s department by department, but programs and activities across-departments need to be integrated to improve services for students. Leveraging synergies among campus support functions improves services to students. The use of student support case managers may eliminate the silos among college support functions. Designing programs around students and bridging gaps among support services can deliver more relevant and timely results. The article introduces the voices of students expressed in an upper division business course Management Theory and Practice. The actual words of students were acquired as byproducts of class assignments and course evaluations. Collecting these indirectly rather that as the focal point of student input lends a candid perspective. The comments interject both students’ requests for assistance and their appreciation for the support they received.","PeriodicalId":89968,"journal":{"name":"Journal of college teaching and learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42280237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

A Study of Factors Affecting University Professors' Research Output: Perspectives of Taiwanese Professors. 影响大学教授研究产出的因素研究:台湾教授的视角。

Journal of college teaching and learning Pub Date : 2017-05-31 DOI: 10.19030/TLC.V14I1.9968

J. Yang

{"title":"A Study of Factors Affecting University Professors' Research Output: Perspectives of Taiwanese Professors.","authors":"J. Yang","doi":"10.19030/TLC.V14I1.9968","DOIUrl":"https://doi.org/10.19030/TLC.V14I1.9968","url":null,"abstract":"Higher education in Taiwan is facing competition and challenges from the macro environment of globalization. Taiwan’s key policy direction is enhancing university quality in order to respond to these future trends. Universities’ international competitiveness relies on not only faculty members’ teaching quality, but also their research performance. Faculty members’ research performance strongly affects a university’s reputation, funding generation, and attraction of international and local students. Reviewing the higher education development in Taiwan, although policymakers have continued to promote the benefits of differentiating universities, few studies care how environmental factors of different types of universities affect faculty members’ research performance. Currently, fewer studies focus on the influence of environmental factors on professors’ research performance. In addition, few studies have explored the structural inequalities between universities. This research contains two sequential research methods—namely, analytic hierarchy process and questionnaire survey—to accomplish the following purposes: exploring related literature; determining key indicators of environmental factors; comparing the relative weights of key indicators in Taiwan; comparing the cognitive evaluation of environmental factors perceived by university professors at four different types of universities in Taiwan; and comparing the cognitive evaluation of environmental factors perceived by university professors in Taiwan.","PeriodicalId":89968,"journal":{"name":"Journal of college teaching and learning","volume":"6 1","pages":"11-20"},"PeriodicalIF":0.0,"publicationDate":"2017-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81839416","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 12

The Effect Of Problem Based Learning On Undergraduate Oral Communication Competency 问题型学习对大学生口语交际能力的影响

Journal of college teaching and learning Pub Date : 2017-05-31 DOI: 10.19030/TLC.V14I1.9957

D. Mandeville, Tiffanie Ho, L. Valdez

引用次数: 12

Student Usage And Perceptions Of The Value Of Recorded Lectures In A Traditional Face-To-Face (F2F) Class 学生对传统面对面(F2F)课堂中录音讲座的使用和价值的看法

Journal of college teaching and learning Pub Date : 2016-06-30 DOI: 10.19030/TLC.V13I3.9714

Thomas Davies, Vonda K. Cotton, L. Korte

{"title":"Student Usage And Perceptions Of The Value Of Recorded Lectures In A Traditional Face-To-Face (F2F) Class","authors":"Thomas Davies, Vonda K. Cotton, L. Korte","doi":"10.19030/TLC.V13I3.9714","DOIUrl":"https://doi.org/10.19030/TLC.V13I3.9714","url":null,"abstract":"More than ever before, today’s colleges and universities are employing innovative and mutually-beneficial ways to meet the needs of students. Due to increasing competition and changing demographics, institutions benefit from attracting more students as higher enrollments generate greater revenue; these additional tuition and fees are crucial as costs continue to rise and state funding declines. Alternative course delivery modalities provide flexibility that can enable more students to obtain access to a postsecondary education as well as appeal to those with different learning styles or who are looking for a less traditional college experience. In recent years, online programs have grown significantly when compared to the traditional face-to-face (F2F) environment. While both deliveries have their own advantages and thus supporters, each has its own disadvantages as well. As a result, blended or hybrid classes, which include features of both F2F and distance courses, are becoming more common. This article describes a study in which two sections of an F2F tax course offered students access to recorded lectures, and reports the results of a survey designed to ascertain student usage and perceptions of the value of this supplemental material.","PeriodicalId":89968,"journal":{"name":"Journal of college teaching and learning","volume":"27 1","pages":"85-94"},"PeriodicalIF":0.0,"publicationDate":"2016-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81340114","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

Preparing Students for Class: A Clinical Trial Testing the Efficacy between Multimedia Pre-Lectures and Textbooks in an Economics Course. 为学生备课:经济学课程多媒体预习与教材效果的临床试验。

Journal of college teaching and learning Pub Date : 2016-03-31 DOI: 10.19030/TLC.V13I2.9631

Jose J. Vazquez, Eric P. Chiang

引用次数: 18

Defining Postsecondary Degrees in the 21st Century. 定义21世纪的高等教育学位。

Journal of college teaching and learning Pub Date : 2016-03-31 DOI: 10.19030/tlc.v13i2.9637

K. Goldberg, James E. Guffey, Ponzio Oliverio

{"title":"Defining Postsecondary Degrees in the 21st Century.","authors":"K. Goldberg, James E. Guffey, Ponzio Oliverio","doi":"10.19030/tlc.v13i2.9637","DOIUrl":"https://doi.org/10.19030/tlc.v13i2.9637","url":null,"abstract":"The competition for jobs in the 21 st century is increasingly being driven by defining postsecondary learning in light of new and complex environments. To succeed, students must be prepared with knowledge to compete in these environments. Historically, higher education has defined these requirements in their own terms, often through learning outcomes specific to a course, degree or discipline. Given the recent attention toward the accountability of postsecondary education in the United States, a challenge facing our colleges and universities is defining the learning in a common language that is transparent and easily understood by all stakeholders regardless of a degree. The Lumina Foundation’s (2011) Degree Qualification Profile (DQP) is one way to accomplish this through five learning areas. This article will discuss how one institution adopted the DQP in the School of Professional Studies and quantified the five learning areas and meaning of its degrees. This study will discuss how three programs (undergraduate and graduate) identified and categorized the five learning areas of the DQP in the degrees, quantified the results, and used them in the assessment process for continuous improvement.","PeriodicalId":89968,"journal":{"name":"Journal of college teaching and learning","volume":"70 1","pages":"65-78"},"PeriodicalIF":0.0,"publicationDate":"2016-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85745218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1