A Systematic Approach to Design of Distance Graduate Management Programmes

This study describes the systematic creation, application and evaluation of acomprehensive framework for the design of distance graduate programmes, the goal of which is to inform decision-making for sustainable curricula that suit the growing demand for flexible learning options. A wide range of challenges face educators, and existing models appear to be insufficient to guide such endeavours. Successful distance learning is rooted in the values of the institution and requires a significant amount of organizational support, needs assessment of stakeholders, strategic planning, implementation and evaluation. This first international study of distance masters degree programmes in Tourism and Hospitality Management (T&HM) employs an exploratory mixed method research design in a comprehensive investigation of the interrelated elements that contextualize and are part of the distance graduate curriculum. Director interviews and online surveys of alumni contribute insights into the graduate distance learning experience. A short case study within an Irish higher education institution pilots the draft framework; triangulating data by adding the perspective of traditionalinstructors transitioning into a blended learning format. This study provides a robust curriculum model linking new findings and rich eclectic sources that can assist distance programme planners in the selection of technologyenhancedapproaches to meet the unique needs and interests of learners whilebalancing change. Extending the academic plan of Stark and Lattuca (1997, 2009), this timely study offers a design framework to formatively stimulate quality interaction, foster high-level thinking and motivate both learners and instructors in a student-centred paradigm. Holistic design, not technology alone, opens the way to enhancing flexibility and programme competitiveness and resilience in a borderless academic community

The Synergies, Efficacies and Strategies Involved in Teaching Creativity and Leadership Together: A Grounded Theory

Leadership researchers and authors cite creativity as an important leadership skill. Creativity researchers and authors cite leadership skills developed as the leader internalizes cognitive, rational and semantic problem solving skills. In this study, eight faculty members at Buffalo State College who uniquely teach creativity and leadership together were interviewed regarding their opinions about how and why creativity and leadership are taught in the same program and they were invited to explore the connections between the two subjects. The resultant qualitative data was analyzed using Atlas.ti to develop a grounded theory describing what is needed to teach creativity and leadership together effectively and the synergies that result from that practice. Findings include showing creativity as a strong component of effective leadership, a definition of Creative Leadership, the importance of a creative environment for both creativity and leadership and the need to develop a creative mindset along with the skill set and tool set usually imparted to leaders through training and education programs. Implications for the program at Buffalo State involved additions of more interpersonal skills and balancing the subjects appropriately. Implications for other programs emphasize the creative environment and the need for time, education, a skilled faculty and patience for the synergies to develop

History Teachers\u27 Perspectives of Time Constraints, Engagement, and Relevance in the Curriculum

Over the last 20 years, many state school administrators have reduced social studies instructional time in favor of time dedicated to reading or math skills due to the pressure of standardized testing. The purpose of this qualitative case study, which was based on constructivist theories about learning and schema theory, was to analyze teachers\u27 perspectives on teaching history lessons, in terms of engagement and relevance, while working within new time constraints. Purposeful sampling was used to select 6 teachers for interviews; all had experience teaching social studies courses at the upper elementary and middle levels in a public school district that has been influenced over the last 20 years by the pressures of standardized testing. Interview data were coded and analyzed for common themes. The teachers reported that the lack of planning time and instructional time, compounded with students\u27 lack of schema, hampered the delivery of engaging and relevant history lessons based on the tenets of constructivism. The results of the data collection were used to design a professional development program that would allow teachers to work with engaging instructional strategies designed to stimulate situational interest, which would ultimately lead to schema development. This study has implications for positive social change in that school leaders and other stakeholders could use the results to make decisions about the allotment of instructional and preparation time to provide teachers adequate opportunities to design and deliver engaging and relevant history lessons to enhance students\u27 learning

Quantitative Literacy and High School Mathematics : The Evolution of a Collaboratively Constructed Course and Its Impact on Students\u27 Attitudes and Numeracy

This study describes a practitioner action research project in which I co-constructed a high school mathematics elective course with my students. The focus of the course was on developing students’ quantitative literacy. I examined the impact of the coconstruction process on the evolution of the course, analyzed how the course influenced students’ quantitative literacy and attitudes about mathematics, and reflected on some of the lessons I learned about making mathematics more relevant for my students. This study fills a gap in the literature by describing the impact of a quantitative literacy course at the high school level and by documenting the effect of co-construction on an entire course. In order to answer my research questions, I relied on qualitative data gathered from surveys, questionnaires, classroom assessments, transcriptions of classroom discussions, field notes, and my own research journal. The findings of this study highlight some of the complexities involved in the co-construction process, the impact of coconstruction on students’ interest, and some key themes related to teaching for quantitative literacy

A Case Study on the Efficacy of STEM Pedagogy in Central New York State: Examining STEM Engagement Gaps Affecting Outcomes for High School Seniors and Post-2007 Educational Leadership Interventions to Reinforce STEM Persistence with Implications of STEM Theoretic Frameworks on Artificial Intelligence / Machine Learning

STEM (science, technology, engineering, and mathematics) has gained significant notoriety and momentum in recent years. STEM literacy highlights the vital connection between an educated STEM workforce and U.S. national prosperity and leadership. STEM educational and job placement goals have been a national priority for over the past 20 years. However, the STEM gap is widening—contributing to increasing STEM pipeline leakage and the social injustice milieu of a noncompetitive workforce— undermining efforts to create prosperity and sustain global leadership. The pace of STEM jobs filled lags the rate of technological advancement and the surges in skilled STEM labor demand. The aggregate disparity over time has troubling implications. The purpose of the study was to examine the STEM gap touchpoints for a Central New York high school during the transition period upon entering college or the workforce. A qualitative case study used Lesh’s translation model as a research framework. A semi-structured, focus group protocol was employed to gain a fresh perspective on the STEM gap problem and identify purposeful interventions. A major finding was the slow pace of adopting institutional reforms that replaces standardscompetency-based learning with progressive application- and outcome-based pedagogy. The study has implications for school districts, secondary schools, and higher education teacher preparedness programs in STEM pedagogy and curriculum development. A knowledge-based, progressive STEM theoretic framework with pedagogical scaffolding is conceptualized rooted in artificial intelligence and machine learning. The study presents recommendations for school districts, secondary education teachers, state education and legislative leaders, higher education institutions, and future research

The Moral Trial: Economists and the Socratic Problem

Most people believe economists are more selfish than noneconomists. The reasons for such belief and for the related moral condemnation of economists remain confused. Both charges and evidence are insufficient to support substantial judgements. Further elaboration would be welcome before drawing implications from the current charge (i.e. economists are more selfish than noneconomists), further investigations into the causes of this phenomenon (self- selection or training) are required for blaming economists and suggesting corrections, and further evidence needs be gathered to sustain the charges. Alternative explanations (beyond selfselection and training) are also suggested, which might lead to different implications, charges, and corrections.Economics, Experiments, Moral Trial, Self-Interest, Socratic Problem

Digital wonders: examining awe-inspiring virtual reality as a tool to promote curiosity and exploration

Awe is a sense of enormity that alludes comprehension. Because of awe's properties as a knowledge emotion, awe elicitors can increase awareness of knowledge gaps, boost scientific interest, and promote inquiry. However, the relationship between awe and exploratory behavior, such as information seeking, remains unclear. Using a mixed-methods approach, this dissertation asks how and to what extent awe fosters information seeking. This question was examined through a two-pronged approach. First, in a laboratory setting, participants (n = 32) were exposed to a variety of awe elicitors through a virtual reality (VR) head-mounted display. Participants' quantitative and qualitative responses were gathered immediately after exposure in the laboratory as well as 24 hours later through questionnaires. Second, a stratified sample of participants who voluntarily conducted information seeking (n = 8) completed phenomenologicallyinformed interviews. Findings indicate that although awe is primarily experiential, information seeking may arise from surprising learners with unknown and unexplained phenomena. Additionally, feelings of perceptual envelopment and accessing the inaccessible characterized participants' VR-based awe experiences. From a practical perspective, these findings suggest that simulating moments of discovery during travel may increase learners' intrinsic motivations for formal and informal research. Emergent findings also reveal that creating awe-inspiring VR content may require reduced didactic information to generate feelings of presence. From a theoretical perspective, this study pushes empirical awe literature beyond the confines of laboratory settings, illustrates how understudied awe elicitors pique curiosity, and provides a nuanced, qualitative report on the phenomenon of virtually-induced awe.Includes bibliographical references

Developing a culminating assessment for psychology undergraduate students

The purpose of this project was to create a comprehensive exam for a California State University to measure student learning in Psychology within a multi-matrix method Outcomes Assessment process

Evaluating a 1:1 Computer Program in a Secondary School

The purpose of this study was to evaluate the success of the Lewis Central High School 1:1 Chromebook initiative. This evaluation replicated a study by Dr. Don Johnson evaluating a 1:1 Ipad initiative within the Fort Calhoun Community Schools. The resulting data is intended to provide the Lewis Central Community School District results and feedback to be used toward the implementation of future school-wide initiatives in a more effective and efficient manner. Using Developmental Evaluation model/design, the research findings will be reported to the school board, the Lewis Central High School Building Leadership Team, and to the local Phi Delta Kappa chapter in a poster session. Questionnaires were answered by students, parents, and staff related to this research to formulate all conclusions. Longitudinal student performance data was considered as a means to interpret the survey results as well as statements garnered through the open-ended question survey responses. The data collected for this research project indicates that the implementation of the 1:1 Chromebook initiative at Lewis Central High School had a positive impact upon exposure, use, and attitudes about technology among students, staff, and parents alike. While themes exist among all three groups concerning areas of improvement, such as internet connectivity in the school, blocking of websites, and the reliability of the technology, the overall perception about the 1:1 Chromebook initiative at Lewis Central High School was positive