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Journal of college teaching and learning最新文献

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Strategies And Initiatives That Revitalize Wesley College STEM Programs. 振兴卫斯理学院 STEM 项目的战略和举措。
Journal of college teaching and learning Pub Date : 2015-03-01 DOI: 10.19030/tlc.v12i3.9311
Malcolm J D'Souza, William K Kroen, Charlene B Stephens, Richard J Kashmar
{"title":"Strategies And Initiatives That Revitalize Wesley College STEM Programs.","authors":"Malcolm J D'Souza, William K Kroen, Charlene B Stephens, Richard J Kashmar","doi":"10.19030/tlc.v12i3.9311","DOIUrl":"10.19030/tlc.v12i3.9311","url":null,"abstract":"<p><p>Church-related small private liberal arts baccalaureate minority-serving institutions like Wesley College have modest endowments, are heavily tuition-dependent, and have large numbers of financially-challenged students. In order to sustain the level of academic excellence and to continue to build student demographic diversity in its accessible robust Science and Mathematics (STEM) programs, the faculty sought federal and state funds to implement a coordinated program of curriculum enhancements and student support programs that will increase the number of students choosing STEM majors, increase their academic success, and improve retention.</p>","PeriodicalId":89968,"journal":{"name":"Journal of college teaching and learning","volume":"12 3","pages":"195-208"},"PeriodicalIF":0.0,"publicationDate":"2015-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4501633/pdf/nihms-684386.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33913203","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}
引用次数: 0
Professional/Career Orientation, Awareness, And Their Relationship To Locus Of Control 专业/职业导向、意识及其与控制点的关系
Journal of college teaching and learning Pub Date : 2015-01-13 DOI: 10.19030/TLC.V12I1.9067
N. A. Algadheeb
{"title":"Professional/Career Orientation, Awareness, And Their Relationship To Locus Of Control","authors":"N. A. Algadheeb","doi":"10.19030/TLC.V12I1.9067","DOIUrl":"https://doi.org/10.19030/TLC.V12I1.9067","url":null,"abstract":"This study aimed at exploring the differences in professional/career orientation and awareness while considering a number of variables including locus of control, academic specialization and school backwardness. Several measures were used to achieve the study’s goals. The first two, a professional/career orientation measure and a professional/career awareness measure, were designed by the researcher, whereas the third measure was Rotter's locus of control scale. Prior to the study, the stability and validity of these tools were verified on 166 female student participants chosen from Princess Nourah Bint Abdulrahman University (PNU). The results indicated the presence of differences with respect to the electronic orientation of female students according to Rotter's external locus of control measure. The study also confirmed that there were differences in the professional awareness variable in favor of female students who exhibited an external locus of control, whereas no differences were noted in the professional awareness of female students with different professional orientations. The findings also showed differences in scientific and electronic orientations among students with different specializations, in favor of the female students enrolled in the Department of Computer Science and Information Technology, whereas no differences were noted in professional/career awareness for the academic specialization variable. No differences were noted in the professional orientations and awareness among female students who demonstrated school backwardness and those who did not. The results were interpreted in light of the theoretical frameworks and cultural contexts of the sample. The results of the study were also linked to previous results.","PeriodicalId":89968,"journal":{"name":"Journal of college teaching and learning","volume":"16 1","pages":"13-38"},"PeriodicalIF":0.0,"publicationDate":"2015-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84642995","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: 9
Predicting Success In Nursing Programs 预测护理项目的成功
Journal of college teaching and learning Pub Date : 2015-01-13 DOI: 10.19030/TLC.V12I1.9069
Suzanne J. Crouch
{"title":"Predicting Success In Nursing Programs","authors":"Suzanne J. Crouch","doi":"10.19030/TLC.V12I1.9069","DOIUrl":"https://doi.org/10.19030/TLC.V12I1.9069","url":null,"abstract":"The purpose of this study was to assess the merit of the Watson -Glaser Critical Thinking Appraisal as a pre-admission criterion in conjunction with the frequently utilized admission criteria of the college prerequisite grade point average and the National League of Nursing preadmission test. Data were collected from 192 first-year nursing students. A discriminant analysis was computed to determine the significance of the prediction formula. The predictor variables of prerequisite grade point average, National League for Nursing pre-admission test score, and the WatsonGlaser Critical Thinking Appraisal score were significant in predicting success in a nursing program as measured by the dependent variable nursing grade point average. The prediction formula, as a whole, had a significance level of p < .001. The identification and validation of applicant selection criteria that predict success in the nursing programs will continue to be of significant importance because of emphasis on the importance of fostering critical thinking in nursing education (National League for Nursing Accrediting Commission, Inc., 2012).","PeriodicalId":89968,"journal":{"name":"Journal of college teaching and learning","volume":"43 1","pages":"45-54"},"PeriodicalIF":0.0,"publicationDate":"2015-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84549406","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: 33
Problem Solving Method Based on E-Learning System for Engineering Education. 基于工程教育E-Learning系统的问题求解方法。
Journal of college teaching and learning Pub Date : 2015-01-13 DOI: 10.19030/TLC.V12I1.9066
H. Khazaal
{"title":"Problem Solving Method Based on E-Learning System for Engineering Education.","authors":"H. Khazaal","doi":"10.19030/TLC.V12I1.9066","DOIUrl":"https://doi.org/10.19030/TLC.V12I1.9066","url":null,"abstract":"Encouraging engineering students to handle advanced technology with multimedia, as well as motivate them to have the skills of solving the problem, are the missions of the teacher in preparing students for a modern professional career. This research proposes a scenario of problem solving in basic electrical circuits based on an e-learning system to assess students skills in solving the problem through the use of the e-learning system. Through cooperation between the teacher and the students and among the students themselves, the proposed scenario indicates a high acceptability from the students to acquire cognitive skills; the students present more motivation to use advanced technology during instruction.","PeriodicalId":89968,"journal":{"name":"Journal of college teaching and learning","volume":"24 1","pages":"1-12"},"PeriodicalIF":0.0,"publicationDate":"2015-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79273918","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: 16
The Impact Of Lecture Capture On Student Performance In Business Courses 课堂捕捉对商科课程学生表现的影响
Journal of college teaching and learning Pub Date : 2015-01-13 DOI: 10.19030/TLC.V12I1.9071
Neil Terry, Anne Macy, R. Clark, G. Sanders
{"title":"The Impact Of Lecture Capture On Student Performance In Business Courses","authors":"Neil Terry, Anne Macy, R. Clark, G. Sanders","doi":"10.19030/TLC.V12I1.9071","DOIUrl":"https://doi.org/10.19030/TLC.V12I1.9071","url":null,"abstract":"This paper examines the effect of the e-learning technology of lecture capture on the performance of undergraduate business students in business law, economics, finance, and management courses. The sample consists of 890 student observations at a midsized regional institution located in the Southwestern region of the United States. The dependent variable is percentage score on a comprehensive final exam in advanced business courses. The empirical model controls for effort, grade point average, standardized test scores (SAT/ACT), and instruction mode. Demographic variables are gender, ethnic background, age, major, and transfer students. Effort measured via homework score, grade point average, ability measured via standardized test scores, academic major, and access to lecture capture are the five model variables that are positive and statistically significant. Age, classification as a transfer student, and online courses without lecture capture are the three statistically significant variables with a negative coefficient. The demographic variables associated with African-American, Hispanic, and gender are not statistically significant determinants of performance on the final exams. The results indicate that students completing business courses with access to lecture capture score approximately three percent higher on the final exam, holding other factors constant.","PeriodicalId":89968,"journal":{"name":"Journal of college teaching and learning","volume":"66 1","pages":"65-74"},"PeriodicalIF":0.0,"publicationDate":"2015-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83738222","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: 17
Visual Inspirations: The Pedagogical and Cultural Significance of Creative Posters in the Art Classroom. 视觉灵感:艺术课堂创意海报的教学与文化意义。
Journal of college teaching and learning Pub Date : 2015-01-13 DOI: 10.19030/TLC.V12I1.9068
Cindy Hasio
{"title":"Visual Inspirations: The Pedagogical and Cultural Significance of Creative Posters in the Art Classroom.","authors":"Cindy Hasio","doi":"10.19030/TLC.V12I1.9068","DOIUrl":"https://doi.org/10.19030/TLC.V12I1.9068","url":null,"abstract":"Creative posters in the classroom can inspire students to become engaged and motivated in learning art. Within the classroom, there are many places to put posters so that students can read them (especially when they get bored in the classroom) - on the cabinets, near the chalkboard, on the teachers desk and any spare space on the wall. There is cultural significance for using creative posters in the classroom; like advertising - the posters operate on a cultural level to provide symbolic associations between images, media figures, and values related to the students lifestyle (Alperstein, 2003). Creating creative posters for a lesson, discussion, or example as part of this lesson helps students develop their critical thinking skills.","PeriodicalId":89968,"journal":{"name":"Journal of college teaching and learning","volume":"8 1","pages":"39-44"},"PeriodicalIF":0.0,"publicationDate":"2015-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89812027","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: 6
The Impact of Teacher Observations with Coordinated Professional Development on Student Performance: A 27-State Program Evaluation. 协调专业发展的教师观察对学生表现的影响:一个27个州的项目评估。
Journal of college teaching and learning Pub Date : 2015-01-13 DOI: 10.19030/TLC.V12I1.9070
Steven H. Shaha, Kelly F. Glassett, Aimee Copas
{"title":"The Impact of Teacher Observations with Coordinated Professional Development on Student Performance: A 27-State Program Evaluation.","authors":"Steven H. Shaha, Kelly F. Glassett, Aimee Copas","doi":"10.19030/TLC.V12I1.9070","DOIUrl":"https://doi.org/10.19030/TLC.V12I1.9070","url":null,"abstract":"The impact of teacher observations in alignment with professional development (PD) on teacher efficacy was quantified for 292 schools in 110 districts within 27 U.S. States. Teacher observations conducted by school leaders or designated internal coaches were coordinated with PD offerings aligned with intended teacher improvements. The PD involved throughout was an online, on-demand system teachers accessed as convenient with a range of PD assistance regarding teaching techniques and participative teacher/user interactive communities for collaboratively posting and downloading PD-related materials. Results indicate that systemic teacher observations, coupled with aligned PD, resulted in significantly improved student achievement in reading and math on standardized assessments.","PeriodicalId":89968,"journal":{"name":"Journal of college teaching and learning","volume":"2 1","pages":"55-64"},"PeriodicalIF":0.0,"publicationDate":"2015-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78374962","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
College And Community Collaboration For Graduate Workforce Readiness 大学和社区合作毕业生劳动力准备
Journal of college teaching and learning Pub Date : 2014-10-21 DOI: 10.19030/TLC.V11I4.8896
Imani Akin, Crystal Neumann
{"title":"College And Community Collaboration For Graduate Workforce Readiness","authors":"Imani Akin, Crystal Neumann","doi":"10.19030/TLC.V11I4.8896","DOIUrl":"https://doi.org/10.19030/TLC.V11I4.8896","url":null,"abstract":"This research continues to examine appropriate learning activities and environments to support student development and workforce readiness. In the current study college graduates were interviewed to gain the graduates’ perspective of what transitional activities were needed to support readiness for the workforce. In the current study college graduates were interviewed to gain the graduates’ perspective of what transitional activities were needed to support readiness for the workforce. The findings and recommendations include appropriate coaching, as well as implementation of specific strategies to support student readiness for the workforce by designing a plan for collaboration with companies to bridge student transition into the workforce.","PeriodicalId":89968,"journal":{"name":"Journal of college teaching and learning","volume":"114 1","pages":"207-216"},"PeriodicalIF":0.0,"publicationDate":"2014-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86224622","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
Preliminary Analysis Of Interteaching's Frequent Examinations Component In The Community College Classroom 社区大学课堂互动教学中频繁考试成分的初步分析
Journal of college teaching and learning Pub Date : 2014-09-17 DOI: 10.19030/TLC.V11I4.8851
Theresa A. Felderman
{"title":"Preliminary Analysis Of Interteaching's Frequent Examinations Component In The Community College Classroom","authors":"Theresa A. Felderman","doi":"10.19030/TLC.V11I4.8851","DOIUrl":"https://doi.org/10.19030/TLC.V11I4.8851","url":null,"abstract":"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.","PeriodicalId":89968,"journal":{"name":"Journal of college teaching and learning","volume":"11 1","pages":"149-156"},"PeriodicalIF":0.0,"publicationDate":"2014-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81991472","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: 11
Teaching an Electrical Circuits Course Using a Virtual Lab 利用虚拟实验室教学电路课程
Journal of college teaching and learning Pub Date : 2014-09-17 DOI: 10.19030/TLC.V11I4.8853
Zahidur Rahman
{"title":"Teaching an Electrical Circuits Course Using a Virtual Lab","authors":"Zahidur Rahman","doi":"10.19030/TLC.V11I4.8853","DOIUrl":"https://doi.org/10.19030/TLC.V11I4.8853","url":null,"abstract":"This paper describes designing and implementing a scholarship of teaching and learning (SoTL) study in a basic electrical circuits course at LaGuardia Community College. Inspired by my understanding of Shulman’s (2005) concept of “signature pedagogy” and Mazur’s (2009) emphasis on student-centered approaches, and aware that our students did not always understand the electrical theory concepts presented in class, I decided to change my pedagogy. We explain our efforts to train our students to think as engineers, first by making them more “visible” and “accountable” in the classroom, and second, by offering them hands-on practice through the use of Multisim, a free and open source simulation software. The study presented here reports the effect that using Multisim had on our students’ ability to learn and apply electrical theories and concepts. The implications for the teaching of the basic electrical circuit course are offered as well as my reflection on my own growth as a teacher and my developing understanding of the scholarship of teaching and learning.","PeriodicalId":89968,"journal":{"name":"Journal of college teaching and learning","volume":"126 1","pages":"163-168"},"PeriodicalIF":0.0,"publicationDate":"2014-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76356931","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: 6
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