Journal of college teaching and learning最新文献

{"title":"The College Access Debate: Class Considerations And College Preparation","authors":"Matthew R. Hodgman","doi":"10.19030/TLC.V10I1.7532","DOIUrl":"https://doi.org/10.19030/TLC.V10I1.7532","url":null,"abstract":"The college access debate in America remains an important one. Affirmative action policies and practices continue to occupy a significant sub-component of the overall college access discussion. Recent legal debates and policy changes pertaining to affirmative action have encouraged analysis surrounding the overall viability and fairness of these policies. This article describes the current parameters and arguments surrounding the college access debate in America in relation to affirmative action practices and makes suggestions as to how these practices can be improved. Three major aims of the article are to articulate the shortcomings of affirmative action practices in their current forms, to investigate the potential benefits of considering students’ social-class backgrounds when making affirmative action admissions decisions at institutions of higher education, and to ultimately point out that college access factors prior to and following the admissions process, such as college preparation and the degree of support mechanisms in place after matriculation, are potentially more important to the access debate than affirmative action considerations. This article concludes that all students can significantly benefit from exposure to higher education and that affirmative action policies should address social class in some capacity or be abandoned.","PeriodicalId":89968,"journal":{"name":"Journal of college teaching and learning","volume":"3 1","pages":"63-68"},"PeriodicalIF":0.0,"publicationDate":"2012-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88920686","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}

{"title":"Effectiveness Of Relationship Marketing Tactics In A University Setting","authors":"Philip J. Trocchia, R. Finney, T. G. Finney","doi":"10.19030/TLC.V10I1.7528","DOIUrl":"https://doi.org/10.19030/TLC.V10I1.7528","url":null,"abstract":"We test the correlation between student perception of three university relationship-building tactics - commercial friendships, preferential treatment, and tangible rewards - with university student satisfaction. We also test whether two student characteristics - enduring involvement with education and sense of entitlement - have a moderating effect on the aforementioned relationship between university relationship-building behaviors and student satisfaction. Results revealed positive correlations between perceived relationship tactics and overall satisfaction. Correlations between the relationship-building behaviors and satisfaction were also greater among highinvolvement students than among their lesser-involved cohorts. Students who felt a sense of entitlement were more likely to believe that they were recipients of relationship-building behaviors, but they didn’t always appreciate them more than students who felt less entitled.","PeriodicalId":89968,"journal":{"name":"Journal of college teaching and learning","volume":"108 1","pages":"29-38"},"PeriodicalIF":0.0,"publicationDate":"2012-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75907243","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}

{"title":"Paradigm Shift In Assessment Methodology For Law Students In South Africa","authors":"D. Joubert","doi":"10.19030/TLC.V10I1.7531","DOIUrl":"https://doi.org/10.19030/TLC.V10I1.7531","url":null,"abstract":"This paper addresses the insufficient traditional method of assessment of tests and examination, which is purely the regurgitation of information. Unfortunately some lecturers tend to cling to the traditional method of assessment as it is an easy route for them to follow. The said method does not encourage the students to become critical thinkers and problem solvers, which is of the utmost importance to any student studying law- or law related qualifications. Deep learning is therefore not stimulated, because the students only study what they think is necessary to pass a test or examination paper. All that the traditional method of assessment results in is that a student, after completion of his/her studies, is not able to apply the knowledge which he/she so freely regurgitated. There is therefore no practice based learning taking place and assessment is not learner centred. A definite paradigm shift is necessary in order to ensure that deep learning is achieved by all students and that the students will be fully productive in legal practice when they complete their qualifications (graduateness). In order to implement and facilitate this said paradigm shift, the author addresses the definition of assessment, the purpose of assessment and the difference between deep- and surface learning. The different possible forms, instruments, methods and tools of assessment which the Legal Sciences Department at the Vaal University of Technology could use are addressed. Types of evidence of learning are considered and suggestions are made on best practice in respect of assessment methodology for students in the said department. The motivation and training of the lecturers are also of paramount importance and therefore the author also pays attention to these aspects in this paper. Once lecturers and students realise that it is to the benefit of the students to make assessment learner centred and the importance of constructive alignment, the shift to innovative assessment methods is easy. Students are then assured of holistic development and confident that they will be immediate assets to practice once they complete their qualifications and not burdens to their new employers that requires further training.","PeriodicalId":89968,"journal":{"name":"Journal of college teaching and learning","volume":"12 1","pages":"55-62"},"PeriodicalIF":0.0,"publicationDate":"2012-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77742329","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}

{"title":"Effects Of Personality On Conflict Resolution In Student Teams: A Structural Equation Modeling Approach","authors":"W. R. Forrester, Armen Tashchian","doi":"10.19030/TLC.V10I1.7529","DOIUrl":"https://doi.org/10.19030/TLC.V10I1.7529","url":null,"abstract":"This paper reports results of a study of the effects of five personality dimensions on conflict resolution preferences in student teams. Two hundred and sixteen students provided self-reports of personality dimensions and conflict styles using the Neo-FFI and ROCI-II scales. Simultaneous effects of five personality dimensions on five conflict resolution styles were modeled using Partial Least Squares (PLS) procedures. Results indicate that agreeableness, openness, conscientiousness, and extroversion impacted conflict resolution styles, whereas neuroticism did not. Findings are discussed along with their implications for team formation, team training, and conflict mediation.","PeriodicalId":89968,"journal":{"name":"Journal of college teaching and learning","volume":"131 1","pages":"39-46"},"PeriodicalIF":0.0,"publicationDate":"2012-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86599766","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}

{"title":"Which Type Of Work-Study Experience Is More Beneficial?: Perceptions Of Taiwanese College Students","authors":"Cheng-Cheng Yang, H. Ho, Shan-hua Chen","doi":"10.19030/TLC.V10I1.7535","DOIUrl":"https://doi.org/10.19030/TLC.V10I1.7535","url":null,"abstract":"The rapidly increase of tuition and the reduced financial support from government and families have forced many more students to take part-time jobs, however, different jobs might bear different benefits. The main purpose of this study were to identify the major benefits of part-time jobs or work-study experiences performed by college students, and to calculate the relative weight of each benefits perceived by students, and finally, to determine the most appropriate type of job for college students. A self-developed questionnaire is adm inistered to 250 students from three universities. The results of this study not only help students to select the most appropriate types of job for a given purpose, but also provide school administrators with a guide to develop their student part-time job policies.","PeriodicalId":89968,"journal":{"name":"Journal of college teaching and learning","volume":"54 1","pages":"83-88"},"PeriodicalIF":0.0,"publicationDate":"2012-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82284594","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}

{"title":"An Action Research Project's Impact on Teachers' Leadership Attitudes and Perceptions.","authors":"Nancy Myers, Benita R. Dillard","doi":"10.19030/TLC.V10I1.7533","DOIUrl":"https://doi.org/10.19030/TLC.V10I1.7533","url":null,"abstract":"California Lutheran University is a regional site for the California Reading and Literature Project (CRLP). In 2010, CRLP began a two-year longitudinal study to examine the effects of participating in an institute called Reframing Teacher Leadership: Action Research Study Group had on PreK-12 teachers attitudes and perceptions. The foundation underpinning this study is the New Framework for Teacher Leadership. This study examines the impact that participating in the Action Research Group had on teachers attitudes and perceptions. Mixed-methods were used to analyze participants feedback through surveys and fieldnotes. Results confirmed the claim made by educational researchers that action research empowered teachers to have a greater stake in curriculum and instructional decisions and provided them with a framework to improve their pedagogical practices.","PeriodicalId":89968,"journal":{"name":"Journal of college teaching and learning","volume":"21 1","pages":"69-74"},"PeriodicalIF":0.0,"publicationDate":"2012-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83275699","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}

{"title":"Children's Emotion And Behavior In Painting Activities","authors":"I. Chen","doi":"10.19030/TLC.V10I1.7536","DOIUrl":"https://doi.org/10.19030/TLC.V10I1.7536","url":null,"abstract":"This study adopted various methods such as qualitative research, observation, interviews, and document collection to examine the emotional responses, behavior changes, and counseling effects on a single-parent child in a skipped-generation family before or after a series of painting activities. The participant was asked to take part in 50-minute sessions twice a week for 8 weeks (16 unit activities in total). According our research findings, after the painting activities: (1) The subject in this study exhibited significant improvement in personal relationships, and there was a positive performance in social interaction, namely, more initiative and willingness to share with others; (2) The subject became more active in his family activities, and he tended to have more positive interactions with his grandmother; (3) The subject created significant positive changes in terms of inherent abilities, learning motivation, self-affirmation, and self development; and (4) The subject had significant improvement in learning performance in kindergarten; and (5) The subjects communication and expression skills were dramatically enhanced. During the painting projects, the subject did maintain good interactions with researchers and was very pleased to share more through self-disclosure. Hence, this study will provide conclusions and suggestions in accordance with these research findings, which can serve as a valuable reference for future research as well as for any pre-kindergarten teacher who is counseling children living in skipped-generation families who are more likely to have poor social interactions.","PeriodicalId":89968,"journal":{"name":"Journal of college teaching and learning","volume":"53 1","pages":"89-100"},"PeriodicalIF":0.0,"publicationDate":"2012-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78190332","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}

{"title":"Inter-Institutional Partnerships Propel A Successful Collaborative Undergraduate Degree Program In Chemistry.","authors":"Malcolm J D'Souza,&nbsp;Qiquan Wang","doi":"10.19030/tlc.v9i4.7294","DOIUrl":"https://doi.org/10.19030/tlc.v9i4.7294","url":null,"abstract":"<p><p>Small private liberal arts colleges are increasingly tuition-dependent and mainly attract students by creating student-centered learning communities. On the other hand, larger universities tend to be trendsetters where its faculty tend to seek intellectual independence and are involved in career focused cutting-edge research. The Institutional Development Awards (IDeA) and Experimental Program to Stimulate Competitive Research (EPSCoR) are federal-state-university partnerships that builds basic research infrastructure and coax the state-wide higher education institutions to collaborate with each other in order to enhance their competitiveness. As a result in Delaware, Wesley College instituted curricular and operational changes to launch an undergraduate program in biological chemistry where its students take three upper division chemistry courses and can choose to participate in annual summer undergraduate internships at nearby Delaware State University.</p>","PeriodicalId":89968,"journal":{"name":"Journal of college teaching and learning","volume":"9 4","pages":"245-252"},"PeriodicalIF":0.0,"publicationDate":"2012-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3835363/pdf/nihms407790.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"31899137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An Empirical Study Of Hospitality Management Student Attitudes Toward Group Projects: Instructional Factors And Team Problems","authors":"Youn-Geum Choi, Heejung Ro","doi":"10.19030/TLC.V9I4.7301","DOIUrl":"https://doi.org/10.19030/TLC.V9I4.7301","url":null,"abstract":"The development of positive attitudes in team-based work is important in management education. This study investigates hospitality students’ attitudes toward group projects by examining instructional factors and team problems. Specifically, we examine how the students’ perceptions of project appropriateness, instructors’ support, and evaluation fairness influence their attitudes toward group projects. Also the effect of students’ team problems on their attitudes toward group projects is examined. This study has highlighted the criticality of the instructor’s role in group project management for achieving a high level of positive attitudes toward group projects among the hospitality management students.","PeriodicalId":89968,"journal":{"name":"Journal of college teaching and learning","volume":"297 1","pages":"303-312"},"PeriodicalIF":0.0,"publicationDate":"2012-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72688206","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}

{"title":"Are They Listening Better? Supporting EFL College Students' DVD Video Comprehension with Advance Organizers in a Multimedia English Course.","authors":"Chen-hong Li","doi":"10.19030/TLC.V9I4.7298","DOIUrl":"https://doi.org/10.19030/TLC.V9I4.7298","url":null,"abstract":"As technology continues to evolve, authentic multimedia-based teaching materials are widely used in the English as a Foreign Language (EFL) classrooms. However, they may lie beyond most language learners proficiency level. The purpose of this study was to investigate the use of advance organizers in conjunction with the cognitive theory of multimedia learning in EFL students comprehension of English-language DVD soundtrack material. Two types of advance organizers were developed: 1) a 5-minute film preview with captions followed by brainstorming and 2) 20 episodic photos important to the main idea of the film, each accompanied by a caption in the form of a line from the film, and a control condition was used for a comparative purpose. A total of 128 intermediate university-level EFL students were placed in a 3-week teaching experiment based on a Latin Square research design and were also asked to complete a post-test questionnaire. The findings showed the participants in the condition of the 5-minute film preview followed by brainstorming performed at a significantly higher level than in the condition of 20 episodic photos, which, in turn, outperformed the control condition on the multiple-choice listening test. It was assumed that the first type of advance organizer was more meaningful and involved a higher level of cognitive processing, and thus it should have had more impact on the comprehension and retention of the aural input. Limitations of the study and suggestions for further research on the facilitative effect of advance organizers on target-language DVD video comprehension are discussed.","PeriodicalId":89968,"journal":{"name":"Journal of college teaching and learning","volume":"41 1","pages":"277-288"},"PeriodicalIF":0.0,"publicationDate":"2012-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77647858","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}