Journal of college teaching and learning最新文献

{"title":"An Investigation Of GEPT Test Anxiety For Medical University Students In Taiwan","authors":"Ya-huei Wang, C. Lai, H. Liao","doi":"10.19030/TLC.V10I2.7752","DOIUrl":"https://doi.org/10.19030/TLC.V10I2.7752","url":null,"abstract":"This study examines whether or not different medical university students experience different levels of anxiety in taking the General English Proficiency Test (GEPT), and whether or not there are differences in GEPT test anxiety levels among medical university students with different genders and from different departments. This study uses a GEPT test anxiety scale (GEPT-TAS) to explore the GEPT test anxiety levels of the students. The final questionnaire included 36 questions, covering the cognitive, emotional, and affective dimensions of test anxiety. Several conclusions can be made from the findings of this study. First, medical university students experience certain levels of GEPT test anxiety. Second, females experience more emotional anxiety than males. Third, nursing students experience more cognitive anxiety than students from other departments.","PeriodicalId":89968,"journal":{"name":"Journal of college teaching and learning","volume":"324 1","pages":"123-132"},"PeriodicalIF":0.0,"publicationDate":"2013-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76123061","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":"Students' Perception Of Homework Assignments And What Influences Their Ideas","authors":"Denise Letterman","doi":"10.19030/TLC.V10I2.7751","DOIUrl":"https://doi.org/10.19030/TLC.V10I2.7751","url":null,"abstract":"Authors have researched the effects of homework, but few studies have delved into the idea of students attitude towards homework. Consequently, students perception of homework, the principal participants, remains largely unknown. Students experience in homework that started as early as elementary school has influenced their ideas of homework. Trying to get students to complete their homework is one of the most frequent and frustrating behavior problems for educators. The purpose of this study is to understand students perception of homework assignments and identify factors that influenced their ideas. The participants for this research project were 180 undergraduate students enrolled in select Principles of Finance and Corporate Finance classes (encompassing three semesters and nine classes) at Robert Morris University, Pittsburgh, Pennsylvania. Results of the study summarize students  opinions of homework assignments while in high school, college, and for the specific course in which the questionnaire was administered. Tests of significance revealed seven (of the nine classes) significant differences between the actual number of times homework was handed in and the pre-conceived number of times students estimated homework assignments would be completed on time.","PeriodicalId":89968,"journal":{"name":"Journal of college teaching and learning","volume":"27 1","pages":"113-122"},"PeriodicalIF":0.0,"publicationDate":"2013-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80750450","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":"The Required Textbook Friend Or Foe? Dealing With The Dilemma","authors":"Deborah Skinner, Barb Howes","doi":"10.19030/TLC.V10I2.7753","DOIUrl":"https://doi.org/10.19030/TLC.V10I2.7753","url":null,"abstract":"The use of a required text is an accepted practice in most college courses, but two-thirds of the students are coming to class without reading the textbook, some of them never buying the textbook at all. A review of the literature about textbook usage and student reading habits provides a comparison between how faculty and students view the pros and cons of the required textbook. The analysis suggests faculty and students share the general benefits of textbook usage (e.g., knowledge, consistent material, accessible) but that those benefits are countered by several personal costs from the student perspective. The pros and cons are explained and recommendations offered to help deal with students concerns. A brief consideration of alternative strategies is presented.","PeriodicalId":89968,"journal":{"name":"Journal of college teaching and learning","volume":"41 1","pages":"133-142"},"PeriodicalIF":0.0,"publicationDate":"2013-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87344172","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":"Undergraduate Economics Journals: Learning by Doing","authors":"Robert M. Leekley, Stephanie Davis-Kahl, Michael C. Seeborg","doi":"10.19030/TLC.V10I2.7750","DOIUrl":"https://doi.org/10.19030/TLC.V10I2.7750","url":null,"abstract":"Although there are currently only a few undergraduate journals in economics, we expect their numbers to increase substantially in the future because of several developments: 1) research and writing activity is increasing in economics programs, 2) online publication is now more feasible and cost efficient than ever, and 3) students are increasingly aware of their on-line identity and desire to project a positive and professional image. Since increasing use of undergraduate journals might benefit a number of students, including potential article authors, article reviewers, and editors, there is a need to begin to assess the educational benefits of participation in journals. This paper reports results from a survey of reviewers who had reviewed articles for two undergraduate journals, The Park Place Economist and The Undergraduate Economic Review. The reviewers generally agreed that they received a range of benefits from the review process and nearly all agreed that reviewing had been a valuable use of their time. Several of the suggested benefits were positively correlated with measures of participation intensity. Nearly half the respondents thought the benefits would have been greater with more, not fewer, articles to review.","PeriodicalId":89968,"journal":{"name":"Journal of college teaching and learning","volume":"13 1","pages":"105-112"},"PeriodicalIF":0.0,"publicationDate":"2013-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84330143","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":"Student Use of Technology in Class: Engaged or Unplugged?.","authors":"Mary A. Flanigan","doi":"10.19030/TLC.V10I1.7537","DOIUrl":"https://doi.org/10.19030/TLC.V10I1.7537","url":null,"abstract":"In recent years, there has been a great deal of discussion about the need for student engagement and a meaningful connection in the classroom. With the advent of cell phones, computers and the Internet, students are more connected to, and, at the same time, more disconnected from each other than ever before. We are living in the age of exponential change and technological convergence where forms of technology speak to each other. The omnipresent cell phone is a mini-computer and according to futurist Ray Kurzweil, “What now fits in your pocket 25 years from now will fit into a blood cell and will again be millions of times more cost effective.” (Greene, 2010) A survey of 211 undergraduates was conducted in an effort to determine whether student use of technology in the classroom enhances engagement or encourages disconnection. The results are discussed and suggestions are proposed.","PeriodicalId":89968,"journal":{"name":"Journal of college teaching and learning","volume":"34 1","pages":"47-54"},"PeriodicalIF":0.0,"publicationDate":"2012-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84382199","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":"Community Colleges Online.","authors":"Corinne L. Crawford, C. Persaud","doi":"10.19030/TLC.V10I1.7534","DOIUrl":"https://doi.org/10.19030/TLC.V10I1.7534","url":null,"abstract":"Presently, community colleges are bursting at the seams. In 2011, community colleges turned away more than 400,000 prospective students. In the next six years, 63 percent of all U. S. jobs will require postsecondary education. Twenty two million new workers with postsecondary degrees will be needed by 2018. Community colleges are turning increasingly to online technology to increase capacity in order to meet the surging demand for higher education attainment. In this article we will look at the role of online education in the community college setting.","PeriodicalId":89968,"journal":{"name":"Journal of college teaching and learning","volume":"190 1","pages":"75-82"},"PeriodicalIF":0.0,"publicationDate":"2012-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77239034","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":"Advising Doctorate Candidates and Candidates' Views during the Dissertation Process.","authors":"A. Hilliard","doi":"10.19030/TLC.V10I1.7525","DOIUrl":"https://doi.org/10.19030/TLC.V10I1.7525","url":null,"abstract":"In order to provide candidates with effective advisement, it is important for the advisor to continue to practice positive professional relationships and provide relevant academic support to candidates. The advisor should work closely with other faculty members and need to listen to the voices of candidates to ensure candidates success. What should an advisor do overall for doctorate candidates? The advisor should provide candidates with developmental sessions, utilize the value of peer support, give relevant feedback and assessment timely and give a review of doctorate program expectations before and during the dissertation process. Too many candidates have struggled during the writing process, for example, of the dissertation proposal, because candidates enter the program with limited skills in technical writing. Therefore, a graduate writing center with competent faculty to facilitate such areas of support as basic writing skills for the behavioral and social sciences, manuscript structure, writing clearly and concisely, formatting and style, composing and displaying data results, and citing references properly so that candidates do not participate in plagiarism during the writing of the dissertation would be invaluable and relevant support to candidates. A session by the advisor should be dedicated to time management. It appears that too many doctorate candidates do not recognize that writing the dissertation requires a lot of time and time management is crucial in order for candidates to stay on top of their research and writing requirements.  This study will focus on the role of the advisor, candidates views about advisement based on candidates experiences, a simplified view of outcome results, research designs with clarity, what is feedback, clarity with frequent feedback makes a difference, using plagiarism checking research services and evaluation of candidates written work. The benefit of this study is to share with the broader community of doctorate program advisors and faculty committee members the need to provide the best quality experiences in advisement and instructional services to doctorate candidates to ensure their success in completing the doctorate degree program, because too many candidates complete all major course work except the actual dissertation.","PeriodicalId":89968,"journal":{"name":"Journal of college teaching and learning","volume":"10 1","pages":"7-12"},"PeriodicalIF":0.0,"publicationDate":"2012-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85088389","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":"Portfolio as a Teaching Method: A Capstone Project to Promote Recognition of Professional Growth.","authors":"Robert J. Wolffe, H. Crowe, Wayne C. Evens, K. McConnaughay","doi":"10.19030/TLC.V10I1.7524","DOIUrl":"https://doi.org/10.19030/TLC.V10I1.7524","url":null,"abstract":"A reflective portfolio as a capstone assignment was selected to accomplish recognition by teachers completing a science, technology, mathematics, engineering master’s program for elementary teachers about their professional and personal changes and to provide program evaluators additional qualitative data regarding attainment of program goals. As the teachers in the program (N=20) neared the completion of the program, they were required to take a comprehensive look at their experience. This data-driven, reflective portfolio experience showed that the process clarified teachers’ learning in strategies to improve student learning, importance of reflective practice, their role as a teacher leader, dedication to life-long learning and confidence in being an effective professional educator.","PeriodicalId":89968,"journal":{"name":"Journal of college teaching and learning","volume":"52 1","pages":"1-6"},"PeriodicalIF":0.0,"publicationDate":"2012-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79157807","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":"Caring Leadership Applied In The Classroom To Embrace The Needs Of Students","authors":"S. Wilson","doi":"10.19030/TLC.V10I1.7527","DOIUrl":"https://doi.org/10.19030/TLC.V10I1.7527","url":null,"abstract":"On a daily basis, teachers make important decisions that impact the learning and growth process of student development. One of many important decisions that teachers make pertains to the methods used to impart knowledge to students while maintaining discipline and order in a caring manner. Using literature and secondary sources, the author provides a view of caring leadership from a human intelligence perspective as a viable approach to classroom management. The paper concludes by offering a discussion on caring leadership skills and classroom management applications, as well as benefits of caring leadership to students, schools, and the community at large. The content can be used to help current and future educators become more effective leaders as they seek to enhance student learning by fostering an enriching and caring classroom experience.","PeriodicalId":89968,"journal":{"name":"Journal of college teaching and learning","volume":"50 1","pages":"23-28"},"PeriodicalIF":0.0,"publicationDate":"2012-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90989695","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":"De-Mystifying Inventive Thinking: A Survey With Pedagogic Implications","authors":"A. Clark","doi":"10.19030/TLC.V10I1.7526","DOIUrl":"https://doi.org/10.19030/TLC.V10I1.7526","url":null,"abstract":"Students on an enterprise course running in a number of colleges in the UK in which invention and innovation formed part of the curriculum were asked to complete a questionnaire immediately upon having an inventive thought in an attempt to establish the thinking processes involved. Results from those who had ideas that subsequently proved to be genuinely inventive are presented in this paper. The results show that such thinking is most frequently categorised by the thinker in terms that suggest it is similar to other everyday modes of thought, rather than anything more mysterious. The implication of this research is that accessing the kind of creativity required to begin students inventing is not as problematic as has previously been assumed, although it can be made so by approaches that fail to take account of the need for problem construction and the need to overcome the inertia created by the extent to which invention has been mythologized in the minds of both students and teachers.","PeriodicalId":89968,"journal":{"name":"Journal of college teaching and learning","volume":"9 1","pages":"13-22"},"PeriodicalIF":0.0,"publicationDate":"2012-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84179620","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}