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The results of a questionnaire survey of 132 students enrolled in the University Without Walls (UWW) program at the University of Minnesota regarding how they assessed their UWW experience in general and the services provided by faculty in particular is presented. Readers will find a special focus on how local students who reside within commuting distance to campus compare with students who live a distance from campus. Comparisons are made in terms of students' frequency and mode of communication with faculty, general satisfaction with UWW, and satisfaction with faculty services. The majority of students responded favorably to the faculty with whom they worked. Implications of the study are considered for enhancing educational services for distant students. 相似文献
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Marilou Denbo Eldred Ph.D. 《Innovative Higher Education》1981,5(3):193-201
Student advising in the University Without Walls (UWW) program at the University of Minnesota centers on helping students develop the cognitive skills described in Bloom's taxonomy as knowledge, comprehension, application, analysis, synthesis, and evaluation. Program advisors assist students in designing their degree programs and oversee students' progress through the graduation process. Each phase of student advising incorporates one or more of the cognitive skills. Advisors assess students' skill development in the early stages of their programs and then help students further develop the skills throughout the UWW program. 相似文献
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Frankie W. Lyons Duane Akroyd 《Community College Journal of Research & Practice》2014,38(2-3):194-207
Community colleges accommodate nearly half of all United States college students. Increased reliance upon community colleges is driven by the current economic downturn, rising costs of higher education, and changing expectations for today's workforce requiring advanced skill sets. Community colleges offer more affordable options for broader spectrums of students including traditional and nontraditional college students and dual-enrolled high school students. Community college faculty facilitate student learning and program completion. A shortage of community college faculty will likely emerge as numerous faculty retire. Community college administrators need strategies for retaining and recruiting faculty amid increasing retirements. One effective strategy is to offer a work environment that cultivates positive work-related attitudes (e.g., job satisfaction). This study examines the ability of select human capital investments, intrinsic rewards, extrinsic rewards, and sociodemographics to predict overall job satisfaction for full-time community college faculty. A cross-sectional predictive design was used with secondary analysis of the 2004 National Study of Postsecondary Faculty (NSOPF:04) dataset. Logistic Regression was utilized to determine predictive ability of the independent variables on overall job satisfaction. Results indicated that faculty were more likely to be satisfied with their work if they were satisfied with their salary, benefits and workload; were satisfied with the teaching support they received from their institutions; and if they perceived that females and minorities were treated fairly by the organization. Conversely, minority faculty were less likely to be satisfied, as were faculty who indicated they would again choose a career in academe if given the choice. 相似文献
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Many social work students feel anxious when taking a statistics course. Their attitudes, beliefs, and behaviors after learning statistics are less known. However, such information could help instructors support students’ ongoing development of statistical knowledge. With a sample of MSW students (N = 101) in one program, this study examined students’ feelings of anxiety and confidence, beliefs about the relevance of statistics to their education and practice, and the relationship of these attitudes and beliefs to their actual statistical competence. The findings indicate that repeated exposure to statistics supports the development of statistical competence, particularly in relevant applied contexts like field education. 相似文献
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We present a review of an after-school program that has been running at Queensborough Community College of the City University of New York for the past 5 years. The program is unique among after-school activities for high school students in several ways. First, it deliberately focuses on students who do not excel in science and math courses and students who are unsure about a college career. Second, it targets typically underrepresented minorities in the technology fields, namely blacks, Hispanics, and women. Third, it introduces these students to high-tech career options which do not require 4 years of college. The goal of the program is to make the students aware of technician-level careers and to give them a chance to learn the skills needed for such careers in order to help them make an informed decision about their future. 相似文献
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Susan Mayfield-Johnson Richard S. Mohn Amal K. Mitra Rebekah Young Elizabeth M. McCullers 《Community College Journal of Research & Practice》2013,37(6):551-563
Online distance education creates increased opportunities for continuing education and advanced training for allied health professionals living in underserved and geographically isolated areas. The purpose of this article was to explore attitudes on barriers and benefits of distance education technology among underrepresented minority allied health students. It also addressed potential issues to geographic isolation that may contribute to the shortage of adequately trained health professionals in the Mississippi Delta. Community college students, faculty, and staff of Mississippi Delta allied health programs were interviewed about their experience, barriers and benefits to participation, and self efficacy with distance education. Four focus groups meetings with 34 participants were conducted to understand perceptions of community college students and professionals about distance education. Exposure to and experience with online and distance learning format, frequent Internet usage, and plans to matriculate to a four-year university are significant factors when examining attitudes on barriers and benefits. Faculty and staff perceive that community college students would be more confident during discussions in an online environment; that an online class will reduce out-of-pocket educational expenses; and online learning will save time by making all course materials accessible from one webpage. Attitudes on benefits to distance education should be evaluated to assess whether distance education programs meet the needs of the students in underserved areas. 相似文献
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This paper focuses on the reported use of literature‐based essays (i.e., essays that draw upon established literature in their construction) in assessing students within an Education Faculty in an Australian University. Interviews with academic staff and with students were used to explore how literature‐based essays were used in the context of the assessment program for the unit (subject) and how such assessment tasks were viewed by academic staff and their students. The reported use of literature‐based essays is evaluated in terms of three criteria for sound assessment derived from the literature and the perceptions of academic staff and their students are compared in relation to each criterion. It is concluded that a number of the academic staff within the Education Faculty displayed significant shortcomings in their theoretical knowledge of assessment and that their use of literature‐based assessments frequently failed to meet one or more of the requirements for an adequate assessment program at tertiary levels. 相似文献
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《Higher Education Policy》2001,14(3):261-269
This study reports the findings of a survey of the perceptions of faculty and students regarding the effectiveness of the summer program at KFUPM. In this study the objective was to identify the concerns of faculty and students about the summer program and suggest possible policies for development. Information was collected using a questionnaire. Students were given 200 questionnaires to fill out and 160 were completed and returned (80% response rate). Faculty on the other hand, were given 70 questionnaires to fill out and 35 were completed and returned (50% response rate). From the study, it was concluded that the summer program should not offer courses that require a long time to develop skills. It should only be conducted as a supplementary semester to help those, unable to complete their course work successfully during the regular semesters, or improve their skill, which indirectly affect the overall completion of their degrees. The study revealed that there were some concerns about the summer program that need to be addressed by the university administration. It also highlighted the need for the introduction of relevant policy measures for the efficient operation and development of the summer program at the university. 相似文献
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M. Tamara Polo Sánchez Carolina Fernández-Jiménez María Fernández Cabezas 《International Journal of Disability, Development & Education》2018,65(4):442-458
In this article we analyse the inclusion of students with disabilities in the field of university attendance, emphasising the importance of attitudes of teachers as well as the rest of the university community as a whole for inclusion to be successful. The effect of variables of gender, education and training and contact with students with disabilities on these attitudes is also detailed. A scale was applied to assess attitudes towards disabilities to 2671 participants, including students with and without disabilities, teachers and administrative and services staff from the Faculty of Education in a University in Southern Spain. The results show that in general, the university community has positive attitudes towards students with disabilities, with differences according to the group, with university teachers having the most favourable attitudes. The results are discussed and suggestions for future research are offered. 相似文献
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In a report entitled Reshaping the Graduate Education of Scientists and Engineers (National Academy of Sciences, 1995), the Committee on Science, Engineering, and Public Policy proposed a modified PhD training model that retains an emphasis on intensive research experiences, while incorporating additional experiences to prepare graduates for an increasingly diverse job market. The National Science Foundation (NSF) subsequently instituted the Integrative Graduate Education and Research Traineeship (IGERT) program to foster interdisciplinary training of doctoral students. Faculty in kinesiology graduate programs are often well positioned to contribute to such interdisciplinary training programs. We highlight an example of such a program, specifically the NSF IGERT program on Musculoskeletal and Neural Adaptations in Form and Function at Arizona State University. Both benefits and challenges of IGERT participation are considered. 相似文献
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What is it that makes a PhD such a difficult process, and prevents candidates from completing on time? In this paper, we propose that self‐sabotaging behaviours, including overcommitting, procrastination and perfectionism, have a role to play. At Flinders University, we have developed a program in which we work with PhD students to help to reduce these behaviours and give them the strategies and attitudes they need to successfully (and happily!) complete their thesis. The program utilises cognitive–behavioural coaching, an evidence‐based strategy that we claim leads to significant and long‐term behavioural change. An evaluation of the program indicates that it is very successful, improving students’ ability to manage their time, set specific times for writing, and show work to their supervisor regularly, and that these behaviours were associated with lower levels of stress and improved ability to complete. 相似文献
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The shortage of minority faculty presence on college and university campuses has been a matter of some concern in recent years. The purpose of this article to describe one college's initiative to address this issue. The West Virginia Graduate College's Minority Faculty Fellowship Program was designed to recruit minority doctoral students who are at the dissertation stage of their program. Appointed as non-tenure track faculty members, fellows are provided with experiences that will help them acclimate to the professoriate. This article describes the program, highlights the institutional benefits, outlines the program's strengths and weaknesses, and makes recommendations for those interested in developing similar programs.John S. Gooden, Ed.D. (University of Massachusetts at Amherst), is an Assistant Professor in the Department of Educational Leadership and Counseling at Eastern Michigan University. He is a former West Virginia Graduate College Faculty Fellow. His areas of professional expertise include administrative certification, school violence, and educational technology. Paul A. Leary, Ed.D. (University of Massachusetts at Amherst), is a Professor in the Educational Leadership Department at West Virginia Graduate College. His areas of professional interest focus on educational governance, educational policy, and program evaluation. Ronald B. Childress, Ed.D. (The University of Tennessee at Knoxville), is a Professor in the Departments of Elementary Education, Secondary Education, and Educational Leadership at West Virginia Graduate College. His areas of professional expertise include curriculum planning, program evaluation, and program management. 相似文献
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This article examines the academic adjustment and learning processes of international and local first‐year students. Twenty first‐year local and international students participated in a semi‐structured interview study upon the completion of their first year in a Faculty of Commerce and Management. Students reported positive and negative critical incidents which helped or hindered their learning during the first year. In addition, students described their feelings, thoughts and behaviours in relation to these incidents. Critical incidents were coded, themes identified, and comparisons made across local and international student groups. The impact of particular teaching processes are considered, and implications for teaching and learning in the first year are discussed. 相似文献
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Glenice Watson 《Technology, Pedagogy and Education》2013,22(3):255-270
Abstract The concern that teachers are being inadequately prepared by their pre-service education to be confident and competent users of information technology remains, despite over a decade of computer availability in education systems. This paper examines the views of 234 pre-service teachers who experienced an information technology component in their teacher education course. It finds that many students have low computer self-efficacy and express negative feelings about information technology. These perceptions are gender and age related. It concludes that the need for information technology competency training remains important, but such programmes need to be specifically tailored to account for the wide range of experiences and attitudes of pre-service teachers. 相似文献
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Sophie Shauli Tali Heiman Dorit Olenik-Shemesh 《Journal of Research in Special Educational Needs》2023,23(3):199-212
In the last 20 years, increasing numbers of students with educational challenges (SECs) have been included in mainstream schools. Inclusion creates complex classroom situations for mainstream teachers who need to have excellent decision-making skills and the ability to face and resolve ethical dilemmas. College students and pre and in-service teachers were asked about their attitudes towards SEC inclusion, as well as three open-ended dilemmas during vignettes depicting challenging situations in inclusive class forcing decision-making. An online closed and open-ended questionnaire was administered (n = 489). The analysis revealed significant differences in the type of solution to these dilemmas in the three groups. There was a significant interaction between high sensitivity to the feelings of the inclusive students and the participants' overall tendency to support the inclusion of the SECs, positive attitudes towards inclusion, low expression of stigma and a higher sense of self-efficacy. Implications and practical offers are discussed. 相似文献
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Community helpers have been discussed in early childhood education for many years. Young children are familiar with the police officer, fire-fighter, postal worker, nurse and doctor. They are able to describe the workers' uniforms as well as their work places. Yet they know very little about the skills and attitudes these helpers possess. Teachers can expand the study of community helpers by using a Career Education approach.Ann Harsh has taught primary grades in several states. Bitsy Browne Miller has taught primary and upper elementary grades in Mississippi. They are both doctoral students at the University of Southern Mississippi in Hattiesburg. 相似文献