Writing fellows in an undergraduate psychology course

This study seeks to examine the uses of embedded writing tutoring (specifically, a Writing Fellow) in an undergraduate psychology course in order to better understand the impacts of such programs on students’ writing process, written products, and attitudes toward writing. A Writing Fellow attended lab meetings and held office hours in one section of a research methods course. The other two sections of the course served as treatment-as-usual control groups. Throughout the semester, students reported their writing process and attitudes toward writing. Student writing was evaluated using an APA-style scoring instrument. Students in the experimental and control conditions were not found to differ on writing scores, process reports, or attitudes toward writing. However, insight was gained into student use of and attitudes toward supplemental instruction opportunities. Further research is needed to better understand the complex relationship between embedded writing tutors and the professors and students with whom they interact

Integrating Teams In Multidisciplinary Project Based Learning in Mechanical Engineering

Mechanical/Industrial Engineering students at Higher Technical School of Industrial Engineering (ETSII) of Technical University of Madrid (UPM) receive an in-depth knowledge of mechanical design and manufacturing processes, but the increasing interaction with other engineering branches, induces the need to integrate concepts which allow students to make an integral design of new products, and thereby facilitate their subsequent integration into multidisciplinary engineering teams in industry. Complex engineering projects are usually carried out by the assimilation of different work teams, which could even be located geographically distant. Collaborative Web environments are proven to be ideal knowledge repositories, as it has seen in Academia and in Industry. The work here presented reproduces the organization of actual engineering projects, and brings it into the classroom. This new way of developing Project Work documentation and discussion has helped students become self-directed learners who internalize specific topics from different subjects, programmes and courses with their own interests, and has been considered as an easy alternative to promote active learning, not only in this area but in other courses. Project were launched in the engineering disciplines, each offering possibilities for the application of specific skills in the following courses: TEC -Manufacturing Technology-, CAD -Computer Aided Design-, SIM -Simulation in Mechanical Engineering-, and FAB -Fabrication / Manufacturing. TEC and SIM are applied in the Mechanical Engineering programme at ETSII, while FAB is part of the Industrial Engineering programme; finally CAD is voluntarily employed by students in different semesters and programmes. The new approach is oriented towards inducing collaboration within multidisciplinary teams. This paper describes the experience of collaboration among students and teachers in order to develop multidisciplinary projects, and to reproduce as closely as possib- - le, the team's integration into a company environment. A new methodology based on student interaction and content development in a Wiki environment has been developed. The collaborative server has allowed creating an “out-of-the-classroom” active discussion forum for students of different teams /topics, and to compile an important “project work” portfolio. This experience has been very satisfactory for students and teachers, who have participated with enthusiasm due to the exit of the well-distributed work and the easiness of use of the selected platform (Wiki). The quality of the developed projects has been dramatically improved due to the integration of the results provided by the different teams

Repository-Based Software Engineering Program: Working Program Management Plan

Repository-Based Software Engineering Program (RBSE) is a National Aeronautics and Space Administration (NASA) sponsored program dedicated to introducing and supporting common, effective approaches to software engineering practices. The process of conceiving, designing, building, and maintaining software systems by using existing software assets that are stored in a specialized operational reuse library or repository, accessible to system designers, is the foundation of the program. In addition to operating a software repository, RBSE promotes (1) software engineering technology transfer, (2) academic and instructional support of reuse programs, (3) the use of common software engineering standards and practices, (4) software reuse technology research, and (5) interoperability between reuse libraries. This Program Management Plan (PMP) is intended to communicate program goals and objectives, describe major work areas, and define a management report and control process. This process will assist the Program Manager, University of Houston at Clear Lake (UHCL) in tracking work progress and describing major program activities to NASA management. The goal of this PMP is to make managing the RBSE program a relatively easy process that improves the work of all team members. The PMP describes work areas addressed and work efforts being accomplished by the program; however, it is not intended as a complete description of the program. Its focus is on providing management tools and management processes for monitoring, evaluating, and administering the program; and it includes schedules for charting milestones and deliveries of program products. The PMP was developed by soliciting and obtaining guidance from appropriate program participants, analyzing program management guidance, and reviewing related program management documents

Academic Affairs Report, Fall 2012

Inside this issue: -- A Letter from Provost Gloria Gibson-- Transition in Teacher Preparation-- STEM Hub Hires New Manager-- Faculty Development Highlights-- The Office of International Programs Launches The UNI Diplomat Series-- Retention Council Works to Help All Students Graduate-- UNI I am...Nine Student Profiles-- Campus Coalition Builders: Creating a More Diverse and Inclusive Community-- James Loewen, Diversity Inclusion Lecturer, 2013-- Cornerstone Studies The Great Migration -- Office of Research and Sponsored Programs Update-- Recognizing Facultyhttps://scholarworks.uni.edu/provostnews/1001/thumbnail.jp

Growing Pains: Exploring the Transition from a Community College into a Four-Year Comprehensive College

The highest degree awarded by the community college has generally been the associate in arts or the associate in science degree (Cohen & Brawer, 2008); however, an increasing number of community colleges have expanded their missions to award baccalaureate degrees (Levin, 2004; Russell, 2010; Walker, 2005). Although some community colleges have adopted the four-year degree function while maintaining their community college mission, others have become full baccalaureate degree granting colleges. In fact, this trend contributed to a 70% increase in the number of baccalaureate colleges from 1995-2006 (Longanecker, 2008). Nevertheless, little research exists on what this process looks like (Longanecker, 2008; Toma, 2012). As such, the purpose of this study was to explore Ardent\u27s transition from a community college into a four-year comprehensive college. I was particularly interested in learning about what the transition entailed and possible implications for various stakeholders. Although for accreditation purposes some community colleges offering baccalaureates have been required to abdicate \u27community\u27 from their name and become categorized as four-year colleges (Floyd, 2006), Ardent sought such categorization and had an explicit organizational vision to become a university. In order to explore what the transition from a community college into a four-year comprehensive college looks like, I employed case study methods as they allowed for an in-depth examination and understanding of such process (Stake, 1995, 2000). More specifically, this research is an example of an intrinsic case study (Stake, 1995, 2000) at Ardent College, a former community college in the southwestern United States. As I believed this transition could be best understood from the perspective of those experiencing and enacting this transition, I sought the perspectives of faculty, staff, and administrators at the College. Additionally, I collected organizational documents, that could help me further understand what the transition entailed (Stake, 2000). Participant observations on campus and college events also contributed to my understanding of Ardent\u27s transition. The main finding of this study was that Ardent\u27s transition entailed an organizational cultural shift in efforts to gain legitimacy. Specifically, Ardent\u27s cultural shift was enabled by tightening operations and formalizing operations. Furthermore, although access was pronounced as the primary reason for Ardent\u27s transition into a four-year college, findings indicate that decisions made by individuals primarily charged with steering Ardent\u27s transition, in fact, undercut access

Chemistry & Chemical Biology 2013 APR Self-Study & Documents

UNM Chemistry & Chemical Biology APR self-study report, review team report, response to review report, and initial action plan for Spring 2013, fulfilling requirements of the Higher Learning Commission

J Public Health Manag Pract

Public health departments and medical schools are often disconnected, yet each has much to offer the other. There are 4 areas in which the 2 entities can partner; in Atlanta, Georgia, the Morehouse School of Medicine (particularly its Prevention Research Center or PRC) and the Fulton County Department of Health and Wellness have demonstrated partnership in each area. With respect to teaching, the 2 have collaborated on clerkships for medical students and rotations for preventive medicine residents. In research, Morehouse faculty and health department staff have worked together on projects. In service, the 2 entities have been able to put into practice interventions developed through their joint research efforts. In governance, the health department has a representative on the PRC board, while the PRC principal investigator serves on the Fulton County Board of Health. Benefits have accrued to both entities and to the communities that they serve.57CCU42068/PHS HHS/United StatesU48DP000049/DP/NCCDPHP CDC HHS/United StatesU54 MD007588/MD/NIMHD NIH HHS/United StatesU58DP000984/DP/NCCDPHP CDC HHS/United StatesUL1 RR025008/RR/NCRR NIH HHS/United StatesUL1 TR000454/TR/NCATS NIH HHS/United StatesUL1RR025008/RR/NCRR NIH HHS/United StatesUL1TR000454/TR/NCATS NIH HHS/United States2015-02-03T00:00:00Z24667192PMC431550

Looking Ahead: Workforce Supply/Demand Analysis for New Jersey's Pharmaceutical and Medical Technology Industries

This analysis presents the results of a workforce supply and demand analysis of the pharmaceutical and medical technology industries in New Jersey

Integration of Faith and Learning in Christian Higher Education : Professional Development of Teachers and Classroom Implementation

Problem. Few studies have focused on effective professional development programs that enhance faith-learning implementation in the Christian higher education classroom, and little has been documented about what integration of faith and learning actually looks or sounds like in Christian higher education classrooms. Purpose. This study had four purposes: To describe the training processes used for preparing teachers in Christian higher education for implementing EFL in the classroom. To compare these methodologies with Jesus’ training methodologies and research-based professional development programs. To understand how teachers in Christian higher education classrooms defined IFL. To identify and document some exemplary practices of faith and learning integration in Christian higher education classrooms. Methodology. This study used a descriptive, qualitative case study method comprising purposive sampling techniques; participant observation; semi-structured, in-depth interviews; surveys; observation of three Faith and Learning Seminars, and observation of six teachers from the three Christian colleges. Findings and Conclusions. A triangulation of this data revealed common themes. First, the training processes employed at the Faith and Learning Seminars seemed to emphasize more the publication of IFL (position) papers than classroom implementation. These training processes lacked some essential components which Jesus, the Master Teacher/Trainer, used to train His disciples—components which research has found to facilitate transfer of skills to the workplace, enhance effectiveness, impact student performance, and help implementors deal with their personal concerns about the new knowledge. Second, there was no single definition of IFL. Definitions of IFL fell into three classifications: intellectual (thinking Christianly and seeking the mind of God, and seeking balance between the spiritual and the secular), lifestyle, and discipleship/relationship. However, most seminar participants defined IFL intellectually. Third, many of the IFL practices in the Christian higher education classrooms seemed to be based on teacher talk and did not occur at the level of student learning. This study revealed that the most obvious reason for thus was that both the teachers and their trainers in IFL seemed to lack the training on how to model or provide practical suggestions on how to implement IFL in the classroom. Pedagogy is a crucial component for classroom implementation of IFL

An Analysis of the Ready, Set, Go! Program on Program Participants and the Ability to Build Community Capacity

The study examined the impacts of the Ready, Set, Go! training program on its participants. The purpose of this study is to assess the effects of the Ready, Set Go! program on building community capacity in the state of Tennessee. A survey was developed and administered to 110 participants at the conclusion of their training. One hundred percent (100%) of participants responded. Three respondents (2.7%) were military personnel, three (2.7%) were veterans, and twenty-three (20.7%) had a spouse or family member in the military. Survey data was used to determine participation in the training leads to participants becoming involved in OMK community action. Data was used to determine if perceived utility of program and knowledge gain lead to anticipated involvement with the Operation: Military Kids program. The results showed that perceived utility does correlate to future involvement while knowledge gain does not determine future community action. Future trainings should focus on the relevance of the material so trainees will be interested in participating in community action