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Research in Higher Education - Responses to the College Student Experiences Questionnaire at each of five types of institutions (Selective Liberal Arts, General Liberal Arts, Comprehensive Colleges... 相似文献
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Journal of Science Education and Technology - The development of STEAM (Science, Technology, Engineering, Liberal Arts, and Mathematics) curricula has emerged in the past decade. A pedagogical... 相似文献
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Institutions have focused on providing faculty with technological training to enhance their online teaching, but many online instructors would like to learn more effective pedagogical practices. This phenomenological study determines what experienced, award-winning South Dakota e-learning instructors perceive to be effective pedagogical practices. This study identified effective pedagogical practices for online teaching that are reflective of theories and practices referenced in the college teaching literature. 相似文献
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张涛 《大连教育学院学报》2001,17(1):12-15
当前基础教育和中等职业教育面临着新的形势和任务 ,对教育学院的教研工作提出了新的要求。教研工作必须以全新的教育理念和创新精神 ,在学科德育、素质教育课堂教学体系等方面进行研究和探索 ,加强对基础薄弱学校和中等职业学校的教学研究和指导 ,积极参与教师继续教育的课程培训 ,全面提高教研员的整体素质 ,更好地为基层学校服务 相似文献
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高职院校信息类专业文理分科生源成绩差异分析 总被引：1，自引：0，他引：1
胡晓燕 《连云港职业技术学院学报》2011,24(4):62-64
运用统计学方法,对高职院校的文理生成绩差异性进行了分析。研究结果表明：以理工课程为主的信息类专业,文理生的基础课成绩差异明显,专业课成绩差异不大。文科生源的增加,并没有降低学院总体的教学水平。在生源减少的情况下,适当增加文科生的招生比例是可行的。通过成绩变化趋势的分析,为提高教学质量提供改进建议。 相似文献
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John C. Smart 《Research in higher education》1989,30(4):387-401
The central purpose of this study was to determine the relationship between organizational decline and three domains of effectiveness (i.e., academic, morale, and external adaptation) in private colleges and universities. The study differed from earlier inquiries in terms of its measurement of the organizational decline construct and its reliance on faculty perceptions of organizational effectiveness. The results clearly demonstrate that the relationship between decline and effectiveness is not uniform across the three types of private institutions (i.e., Research Universities, Comprehensive Colleges, Liberal Arts Colleges). For example, organizational decline has a negative effect on effectiveness in the academic domain only at Liberal Arts Colleges. Similarly, the magnitude of decline necessary to have a negative effect on effectiveness varies among the three institutional types. The implications of these findings for future research and for the management of decline in private higher education are discussed. 相似文献
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Extensive research on college impact has identified a range of practices that enhance students’ academic outcomes. One practice—clear and organized instruction—has received increasing attention in recent research. While a number of studies have shown that clear and organized instruction is related to a range of postsecondary outcomes, researchers have not considered the mechanisms that link this educational practice to student outcomes. In this study, we draw on the constructivist theory of learning to identify potential mechanisms that may explain the relationship between clear and organized instruction and academic performance. Results from the Wabash National Study of Liberal Arts Education, including an analytical sample of 7116 students attending 38 four-year institutions in the USA, indicate that three mechanisms examined—faculty interest in teaching and student development, academic motivation, and academic engagement—explain almost two-thirds of the relationship between clear and organized instruction and first-year GPA. When students experience greater exposure to clear and organized instruction, they perceive their faculty as being more invested in their learning and development, and they report being more academically motivated and engaged in their studies. Moreover, students who enter college less academically prepared benefit more from exposure to clear and organized instruction. 相似文献
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Laura L. Bierema 《Innovative Higher Education》1996,20(3):145-159
This article highlights the philosophies of adult education and total quality and shows how they are combined to create a powerful educational tool. The article scans the literature, shares a case study at a community college, and offers examples and strategies for making learning a more collaborative, adult, high quality process.Laura L. Bierema obtained a Bachelor's degree in Liberal Arts from Michigan State University, a Master's degree in Labor & Industrial Relations from Michigan State University, and an Ed.D. in Adult Education from the University of Georgia. Dr. Bierema is currently a faculty member at Washtenaw Community College in Ann Arbor, Michigan. Her interests include teaching effectiveness, women's development, organizational learning, qualitative research, and total quality management. 相似文献
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Ralph F. Cater 《College Teaching》2013,61(4):190-192
AbstractThe Faculty Writing Fellows Seminar was designed to develop university instructors’ skill in writing instruction: The 2015–16 professional development project offered faculty at Southern Oregon University a chance to read writing-pedagogy research, collaboratively develop their teaching practices, and—most importantly—put themselves in the shoes of student writers. The seminar had a positive impact on instructors’ teaching and students’ writing. Instructors showed growth in confidence, empathy, knowledge, and instruction. Their students’ essays outscored essays by students in nonparticipating instructors’ classes. The study argues for professional development that simultaneously builds pedagogical knowledge and skills and incorporates emotional and psychosocial aspects of teaching and learning. 相似文献
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《College Teaching》2013,61(4):113-115
Ph.D. programs train students to perform quality research but not necessarily to deliver quality undergraduate instruction. For students who want to develop such skills, and for universities interested in creating programs to combine broad disciplinary instruction with specialization in effective pedagogical practices, there is a Ph.D. alternative—the Doctor of Arts (D.A.). The D.A. is regarded as a Ph.D. equivalent and aims to better train students to be effective educators since the majority of academic positions are located at primarily undergraduate institutions, with substantially more faculty time consumed by teaching duties than research. A significant difference between traditional Ph.D. and D.A. students is the latter engage in scholarship of teaching and learning, through both topical seminars and participation in supervised teaching internships. Thirty years of job placement statistics gathered from Idaho State University D.A. programs indicate that graduates are well qualified to enter into faculty positions at a wide range of higher education institutions. 相似文献
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This qualitative study explores the process of implementing effective online teaching practices through interviews with thirty exemplary instructors. Emergent themes include providing students with constructive feedback, fostering interaction and involvement, facilitating student learning, and maintaining instructor presence and organization. Analyses of the findings and implications for online instruction are presented.An earlier version of this paper was presented at the 2004 Annual Meeting of the Association for the Study of Higher Education.Cassandra C. Lewis is a research assistant at the University of Maryland University College. She is also a doctoral candidate in the department of Education Policy and Leadership at the University of Maryland, College Park. Husein Abdul-Hamid is Associate Provost and Executive Director of the Office of Evaluation, Research, and Grants at the University of Maryland University College. He holds a Ph.D. in Statistics from American University. 相似文献
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Richard H. Byrns 《College Teaching》2013,61(4):146-148
A small-scale phenomenological study reveals interesting and suggestive insights into the pedagogical technology experiences of late-career faculty with institutional recognition as successful instructors. Referred to in much of the literature as “resistant” and assumed to lack training in pedagogical technology and/or to adhere to passive learning strategies, the faculty in this study described attempts, successful and unsuccessful, to integrate technology into their teaching. Their experiences and perceptions point out the questionable effects of taking a “toolism” approach to faculty development and the risk associated with proceeding with unexamined assumptions about such faculty and their technology use. 相似文献
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Abdreheman Seid Abdella 《International Journal of Inclusive Education》2018,22(6):671-682
The purpose of this study was to examine instructors’ willingness to provide instructional accommodations for students with disabilities in universities. Questionnaire was distributed to a total of 252 instructors from four universities and quantitative data were generated. Then appropriate quantitative methods of data analysis were employed. The results indicated that the majority of instructors participated in this study found to have positive willingness to provide instructional accommodations. Concerning the relationship between instructors’ willingness and background variables, the result revealed that, a statistically significant mean score difference existed between groups of background variables like location of university, age, Special Needs Education course, teaching methodology training, awareness raising training on Inclusive Education and experience in teaching students with disabilities. Finally, using exploratory factor analysis, this study showed that there were four components or factors that represent the underlying constructs of willingness to provide instructional accommodations items. 相似文献
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In an information-processing organization, it is essential that lines of communications stay open and fluid, and that can best be accomplished through cooperative teamwork. In science, when graphite is subjected to extreme heat and pressure, it is converted into a diamond. When pressure is applied to a collegiate bureaucracy through retraining key personnel, it can be transformed into a team promoting unity and interaction. Strategies for developing teams are discussed.Mark D. Weber earned his Bachelor of Arts degree, with a major in Zoology, from the University of South Florida, his Master of Arts degree, with a major in Secondary Science Education, from Oral Roberts University, and his Ed.D. in Higher Education Administration from Oklahoma State University. After a career in which he provided orthopedic services to physicians and medical facilities, he taught in private schools and Tulsa Junior College before joining Oral Roberts University where he is Assistant Professor of Anatomy in the School of Medicine.Thomas A. Karman earned his Bachelor of Arts degree, with majors in History and Political Science, from Albion College, his Master of Arts, with a major in East Asia Regional Studies, from Harvard University, and his Ph.D. in Higher Education from the University of Toledo. After serving The Defiance College as a faculty member and administrator, he joined Oklahoma State University, where he is Professor and Head of the department of Educational Administration and Higher Education. 相似文献
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随着时代的发展,培养创新人才已经成为现代高等教育的核心内容。许多高校加快了文科实验室开放的脚步。本文以黄冈师范学院文学院秘书实训实验室为例,就实训实验室开放管理、开放内容和要求以及应注意的问题进行一些有益探索,旨在充分发挥实训实验室的资源优势,培养学生的创新精神和实践动手能力, 相似文献