Spartan Daily, May 10, 1966

Volume 53, Issue 117https://scholarworks.sjsu.edu/spartandaily/4851/thumbnail.jp

Impact of Inquiry-Based, Question-and-Answer Instruction in High-Enrollment Classes

Lecturing is a common way to teach large classes, especially in mathematics. Other styles of instruction have been proven to be more effective in small classroom settings, but those styles are not always practical (or even feasible) in classes with 200+ students. The lecturing dialogue primarily exists at the intersection of Spectrum Theory and the Socratic Method, utilizing inquiry-based learning within the realm of active learning, experiential learning, and constructivism to appeal to learners with various learning styles, which helps students to discover new information (specifically, why things occur in the way that they do) and make connections between old and new material. Spectrum Theory outlines different teaching styles, based on how much a specific style is teacher-centered versus student-centered. The lecturing dialogue combines several of the different approaches from the Spectrum of Teaching Styles, specifically lecture, tutoring, instructional conversation, inquiry-based learning, and guided discovery. It utilizes the Socratic Method to turn students into active learners through constructivism and experiential learning. A high-enrollment, college algebra class using a standard lecture significantly outperformed a class using the lecturing dialogue on labs, surveys/questionnaires, and final grade, but not on final grades without the labs. The labs could be worked on outside of the class, so factors beyond the teaching style may have influenced the results. There was not significant difference between the classes in regards to attitude (enjoyment, motivation, value, and self-confidence). Overall, it appears as though the teaching style has no real impact on either student performance or student attitude in large college algebra classes

The New Hampshire, Vol. 67, No. 23 (Dec. 7, 1976)

An independent student produced newspaper from the University of New Hampshire

Spartan Daily, October 1, 1997

Volume 109, Issue 23https://scholarworks.sjsu.edu/spartandaily/9170/thumbnail.jp

Spartan Daily, January 26, 1996

Volume 106, Issue 2https://scholarworks.sjsu.edu/spartandaily/8787/thumbnail.jp

Spartan Daily, February 3, 2003

Volume 120, Issue 7https://scholarworks.sjsu.edu/spartandaily/9803/thumbnail.jp

An assessment of the levels of ethical perception among public University student in Malaysia

Ethics is indeed crucial because we will not survive the 21st century with the 20th century ethics. With the onset of globalization, many hands guide the controls and many decisions move those hands whose core values play an instrumental role in creating a stable and peaceful future for the world (Institute of Global Ethics, 1999).Denhardt (1999) suggests that ethics should be concerned with providing normative guidance, standards for behavior and goals for policy and practice at all levels.Colleges and universities are custodians of knowledge. Because possession of knowledge is the source of power, understood here as the ability to influence decisions in contemporary society, these institutions are also the gateway to power, significantly affecting the quality of economic and social life throughout the world. Thus, insofar as colleges and universities create and disseminate knowledge within a particular society,they are institutions with moral responsibilities to maintain the well being of that society (Wilcox and Ebbs, 1992). Ethics is not merely another subject or discipline taught at a university for the University is a community of scholars from a variety of disciplines who come together [uni-verto = turn into one because they are ultimately concerned with the common good of society, not merely the good of individuals (Curtin University, 2001). Today that concern extends to the ethical dilemmas currently faced by the global community.Thus, ethics should play a central role in a university and not merely a cosmetic role (i.e. as a set of rules to disciplinary misconduct). Education and training is the primary communications vehicle that a university can utilize to promote and instill core values so that students are able to recognize and respond to ethical dilemmas in personal, professional and global life. Globalization, liberalization and higher mobility made possible through Information and Communication Technology (ICT) revolution and the Internet amplify the role that the university play in producing individuals who can and will search within themselves to ensure that the power and responsibility bestowed upon them are factored into ethics i.e., Justice, Responsible Care and Respect for Persons.Students on today’s campuses encounter a variety of complex situations for which they are often ill prepared by experience or individual development. The relationship between students’ attitudes and values and the environment that supports or challenges them stands as a dynamic dialectic of confirmation and rejection that affects the ethical positions and choices of both the individual and the institution.Ethics can be defined as the rules and principles that define right and wrong conduct (Davis & Frederick, 1990). Whether an individual acts ethically or unethically is a result of complex interaction between the individual stage of moral development and several moderating variables including individual characteristics, organization structured design, organizational culture and the intensity of the ethical issues

Spartan Daily, February 6, 2002

Volume 118, Issue 9https://scholarworks.sjsu.edu/spartandaily/9783/thumbnail.jp

Spartan Daily, February 6, 2002

Volume 118, Issue 9https://scholarworks.sjsu.edu/spartandaily/9783/thumbnail.jp

Spartan Daily, December 9, 1994

Volume 103, Issue 68https://scholarworks.sjsu.edu/spartandaily/8638/thumbnail.jp