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2016 - ASHE Annual Conference: Higher Education and the Public Good Pages: unavailable || Words: unavailable || 
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1. Broadhurst, Chris., Martin, Georgianna., Hoffshire, Mike. and Takewell, William. "“Students at the margins”: Student affairs administrators creating inclusive campuses for LGBTQ students in the South" Paper presented at the annual meeting of the ASHE Annual Conference: Higher Education and the Public Good, Hyatt Regency Columbus, Columbus, Ohio, Nov 09, 2016 Online <APPLICATION/PDF>. 2018-04-21 <http://citation.allacademic.com/meta/p1159765_index.html>
Publication Type: Research Paper
Review Method: Peer Reviewed
Abstract: This narrative study examines how student affairs administrators in the Southern United States worked to create inclusive campuses for LGBTQ students. Participants shared stories of how they advocated for LGBTQ students, educated others about needs of LGBTQ students, and worked to change institutional policies.

2017 - Comparative and International Education Society CIES Annual Meeting Words: 442 words || 
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2. Kim, Sujung., Kainuma, Naomi., Li, Wenyulin., Lee, Tsai-Chen., Zhang, Zidian., Segura, Alicia. and Gao, Shaojing. "“International” Students or “Internationalized” Students: Making and Unmaking of International Student Identities" Paper presented at the annual meeting of the Comparative and International Education Society CIES Annual Meeting, Sheraton Atlanta Downtown, Atlanta, Georgia, <Not Available>. 2018-04-21 <http://citation.allacademic.com/meta/p1217672_index.html>
Publication Type: Panel Paper
Abstract: In this presentation, we will discuss first, the motivation to initiate this course at the administration level. Second, the transformational process how the undergraduate interns’ self-identities are shifted after their arrival on campus into “international students,” and how the undergraduate seminar course have guided them to reconstruct their own identities from international students to empowered critical intellectuals at the US university. Third, how the course graduate teaching assistants, who are serving as the course instructors, have changed their perception of undergraduate international students and the ways in which they empower themselves through the course.
In the existing  literature, international college students, who are enrolled in post-secondary institutions in English-spoken economically advanced countries, are mainly discussed as ‘educational consumers’ or ‘a source of revenue.’ In Rizvi (2006) and McCarthy’s (2015)  studies, international students are greatly interested in acquiring postsecondary certificates from economically advanced countries such as the U.S., Canada, and Australia. With their awareness of the high market value of college and university diploma especially of the top-tier colleges and universities of those English-spoken economically advanced countries, these students in the literature are mainly portrayed as self-entrepreneurs who utilize their study abroad as a crucial opportunity to accumulate their qualifications for their future employment and to sustain their class privileges or to move upwardly in the social-class  structures.
Building on the existing literature, our study especially pays attention to the shift of our own identity before and after our arrival at the University of Illinois at Urbana-Champaign. In particular, we focus on how we are identified by the institution and how our participation in the undergraduate seminar for enriching international students’ academic and social lives at the US university as an course administrator, instructors, facilitators or interns affect the shift on our own perspectives on our social identities and higher education.
One of the key findings of our community autoethnographic writing is that many of the students are “already cosmopolitan, already international” before they came to study in the US. However, it was the moment when they arrived on campus that they were categorized as “international students” and subject to various campus policies, from visa to tuition fee to residential and language policies, etc. In this presentation, student presenters will share their experiences and reflections on these different aspects of being “internationalized” and “otherized.” We argue that the categorization of ‘international students’ functions as a label that posit us outsiders by denoting our differences that may or may not be at the core of our own perceptions of our identities. This in turn functions as somewhat otherizing us as exotic foreigners and segregating us as someone who needs to be integrated into the mainstream.

2006 - American Association of Colleges of Pharmacy Words: 266 words || 
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3. Pruchnicki, Maria. and Beatty, Stuart. "Use of Asynchronous Web-Based Discussion Board by Students to Enhance Student-to-Student Learning in a Distance Education Course." Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Sheraton San Diego Hotel & Marina, San Diego, California, USA, Jul 05, 2006 <Not Available>. 2018-04-21 <http://citation.allacademic.com/meta/p118799_index.html>
Publication Type: Abstract
Abstract: Purpose: To enhance student-to-student learning by using a web-based asynchronous discussion board in a pathophysiology and therapeutics (P&T) course for post-B.S. Doctor of Pharmacy students.

Methods: Students in a cardiology P&T course, part of a required six-semester sequence, were offered an optional online discussion assignment. A set of 6 patient scenarios was posted for each of 3 disease state discussions (DSD): hypertension, thromboembolism, and heart failure (total=18). To receive credit for a DSD, students provided (at minimum) one therapeutic recommendation (REC) for a case, and one response (RESP) to another posted REC. Each REC and RESP was limited to 250 words. Faculty reviewed postings, but did not contribute to discussions. Extra-credit points earned contributed to course grades. Feedback on the assignment was solicited from all students in the course evaluation.

Results: Twenty-three students enrolled in the course, with 39.1% (n=9) participating in all 3 DSD; 73.9% (n=17) and 34.8% (n= 8) participated in 1 or 2 of the discussions, respectively. Students posted an average (SD) of 2.8 (1.9) REC and 2.4 (1.7) RESP per mini-case. Twelve follow-up questions for 10 postings were added by instructors after the extra-credit period. Only 50% (n=6) received further RESP. Twenty-one students completed course evaluations and 80.9% (n=17) read all/most of messages even if they did not participate in posting. Of all students, 80.9 % (n=17) agreed/strongly agreed that the format provided valuable learning opportunities.

Implications: Computer-mediated communication may be an under-used but effective method to encourage peer interaction and professional exchanges between pharmacy students.

2008 - NCA 94th Annual Convention Pages: 36 pages || Words: 8004 words || 
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4. Gaughan, Jennifer. "Should Communication Students Take a Departmental Skills Assessment? A Comparison of Student Results on a Departmental Assessment with Student Success Rates" Paper presented at the annual meeting of the NCA 94th Annual Convention, TBA, San Diego, CA, Nov 20, 2008 Online <PDF>. 2018-04-21 <http://citation.allacademic.com/meta/p256274_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Abstract:
The problem for this study was that faculty in the department of Communications were reporting that many students enrolled in the program seem to be under-prepared for the coursework involved with the Communication Arts major. Efforts to alleviate this problem included the design of a minimum standards skills assessment for incoming majors to determine entry levels of preparation. Prior to this exam, there had been no departmental standard of measuring basic skill requirements necessary for the major. However, it was not known what effect administering the exam would have on student success rates and retention.
The purpose of this study was to test the notion that students considering the Communication major might be better served by a departmental performance requirement to enter the major, similar to the entrance requirement of other performing arts majors such as art, theater or music. To test that notion, a study was conducted that compared student success rates in the Communication major, as evidenced by student GPAs in the major, between students who achieved the cutoff score or higher on a minimum standards departmental assessment exam with students who did not achieve the cutoff score on the departmental assessment exam. If students who achieved a cutoff score on a minimum standards departmental assessment exam perform better in the program (as measured by their GPA within the major) than students who do not meet the cutoff score, then the exam might be considered as a new departmental tool in helping to predict student success in the program, and consequently perhaps, graduation rates.

2012 - MWERA Annual Meeting Pages: unavailable || Words: unavailable || 
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5. Zhao, Lu. "The Influence of Class Humor on Students’ Engagement, Students’ Perception, Students’ Achievement" Paper presented at the annual meeting of the MWERA Annual Meeting, Hilton Orrington Hotel, Evanston, Illinois, Nov 07, 2012 Online <APPLICATION/VND.OPENXMLFORMATS-OFFICEDOCUMENT.WORDPROCESSINGML.DOCUMENT>. 2018-04-21 <http://citation.allacademic.com/meta/p600593_index.html>
Publication Type: Paper Presentation
Review Method: Peer Reviewed
Abstract: This study aims to examine the relationship between student engagement, achievement, and whether humor can harmonize the relationship between teacher and student. Student perception assessment scale and feedback survey will be used to assess the relationship between class humor and students’ engagement, students’ achievement, and students’ perception. Moreover, one-way ANOVA will be used to measure class humor, students’ engagement, students’ perception, and students’ achievement. Correlation will conduct the relationship between class humor and students’ perception, engagement, and achievement. In addition, liner regression will be used to analyze the indirect effect of mediator variable—engagement.

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