Design, Implementation, and Assessment of an Undergraduate Interdisciplinary Watershed Research Laboratory

This article discusses the establishment of Shippensburg University's Burd Run Interdisciplinary Watershed Research Laboratory and the advantages of linking disciplinary perspectives across courses in geology, geography, biology, and teacher education. The laboratory provides an easily adaptable conceptual model for improving environmental science education at teaching-oriented institutions nationwide. Its success is largely attributable to three factors: the project is student-centered and goal specific; the selected watershed is accessible, diverse, and at a manageable scale; and the Laboratory Advisory Board provides for continuous revision, adaptation, and improvement. Educational levels: Graduate or professional

From flowers to palms: 40 years of policy for online learning

This year sees the 40th anniversary of the first policy paper regarding the use of computers in higher education in the United Kingdom. The publication of this paper represented the beginning of the field of learning technology research and practice in higher education. In the past 40 years, policy has at various points drawn from different communities and provided the roots for a diverse field of learning technology researchers and practitioners. This paper presents a review of learning technology-related policy over the past 40 years. The purpose of the review is to make sense of the current position in which the field finds itself, and to highlight lessons that can be learned from the implementation of previous policies. Conclusions drawn from the review of 40 years of learning technology policy suggest that there are few challenges that have not been faced before as well as a potential return to individual innovation

Changing power relations in work based learning: Collaborative and contested relations between tutors, learners and employers

This is the author's pdf pre-print of a book chapter due to be published in 2011.This book chapter discusses some of the implications for the role of university tutors and the centrality of educational objectives in circumstances where there is a 'cultural shift' towards meeting the needs of learners and employers. The work based and integrative studies (WBIS) programme at the University of Chester is used as a case study to examine the changing power relations between university tutors, learners, employers and the university, compared to relations on traditional programmes

UTILIZING THE COUNCIL FOR THE ADVANCEMENT OF STANDARDS IN HIGHER EDUCATION COMPONENTS AS BENCHMARKS FOR CAMPUS ACTIVITIES PROGRAMS

The purpose of this study was to examine the use of The Council for the Advancement of Standards in Higher Education (CAS) functional unit standards for Campus Activities Programs (CAP) as approximate benchmarks informing the initial steps in a large, multi-campus benchmarking process. The study was framed within Astin's (1985) theory of involvement underpinning the CAS unit standards examined (Miller, 2003). The study also utilized assumptions and principles found in the Upcraft and Shuh (1996) benchmarking model for student affairs.A survey consisting of 126-items collected campus activities program leader demographic information, commentary and opinions. Thirty two campus activities personnel working at 20 university campus locations participated in the study. Ratings of the applicability and importance of CAS standards statements for 13 component areas produced summary means used for the selection of quality improvement benchmarks.Personnel rated highly the applicability of CAS standard components to improving the campus activities program as well as the importance the standards provided to work. Approximate CAS benchmarks were selected for the program examined using a gap analysis of the difference represented between the ratings. Findings indicated the CAS standards represent a suitable framework from which staff can be empowered to identify and define quality improvement benchmarks for campus activities programs. Variation of responses in the study indicated that the component area of Facilities, Technology, Equipment, called for expanded definition and refinement. Further study should explore the role of CAS as a central resource in higher education providing approximate benchmarks to inform benchmarking and the identification of best practice programs, services, and operations in student affairs. Additional study suggested expanding the survey and extension of methods utilizing the CAS standards as a basis for the construction of functional unit quality improvement benchmarks in student affairs

A systemic framework for managing e-learning adoption in campus universities: individual strategies in context

There are hopes that new learning technologies will help to transform university learning and teaching into a more engaging experience for twenty-first-century students. But since 2000 the changes in campus university teaching have been more limited than expected. I have drawn on ideas from organisational change management research to investigate why this is happening in one particular campus university context. My study examines the strategies of individual lecturers for adopting e-learning within their disciplinary, departmental and university work environments to develop a conceptual framework for analysing university learning and teaching as a complex adaptive system. This conceptual framework links the processes through which university teaching changes, the resulting forms of learning activity and the learning technologies used – all within the organisational context of the university. The framework suggests that systemic transformation of a university’s learning and teaching requires coordinated change across activities that have traditionally been managed separately in campus universities. Without such coordination, established ways of organising learning and teaching will reassert themselves, as support staff and lecturers seek to optimise their own work locally. The conceptual framework could inform strategies for realising the full benefits of new learning technologies in other campus universities

Language and anxiety: an ethnographic study of international postgraduate students

This paper presents some findings from an ethnographic study of international postgraduate students at a university in the South of England, which involved interviews and participant observation over a twelve-month academic year. One of the major themes that emerged from this research was students’ anxiety over their level of English language. Although all students entered their course with a minimum level of IELTS 6, the majority felt disadvantaged by particularly poor spoken English, and suffered feelings of anxiety, shame and inferiority. Low self-confidence meant that they felt ill-equipped to engage in class discussion and in social interaction which used English as the medium of communication. A common reaction to stress caused by language problems was to retreat into monoethnic communication with students from the same country, further inhibiting progress in language. Whilst some linguistic progress was made by nearly all students during the academic sojourn, the anxiety suffered by students in the initial stage must not be underestimated, and appropriate support systems must be put in place to alleviate their distress