Values, ethics and empowering the self through cooperative education

Following the recent global financial crisis and the collapse of major organisations such as Lehman Brothers, and the earlier corporate failings of Enron and HIH, there has been a shift of focus towards the role of ethics education in the formation of business professionals. In other professional settings, such as policing and medicine, similar major crises have highlighted the significance of the early development of ethical practice in emerging professionals. This paper considers the nature of professional ethics for an emerging professional, arguing that professional ethics should be a key factor in cooperative education programs. The paper considers the role of values and ethics education in empowering the emerging professional to shape and change their workplace. Building on this argument, the paper suggests foundational elements of an approach to professional ethics in cooperative education programs concluding with a suggested research path for further exploration of the content and nature of such an approach

The relationship of undergraduate cognitive development and academic advising preference at two small, private, liberal arts colleges

Though developmental advising has been widely accepted for some time, some recent studies have questioned whether this approach to advising is universally appropriate. The primary purposes of this study were to determine what, if any, relationship exists between students\u27 preference for academic advising approach and either their level of cognitive development or their gender. One hundred seventy-three students at two small, private, liberal arts colleges completed the Academic Advising Inventory (AAI) to assess their advising preferences and the Measure of Epistemological Reflection (MER) to measure cognitive development levels. A correlation coefficient of scores on the AAI and the MER indicated there is no significant relationship. Similarly, there was no statistically significant difference in mean scores on advising preference between men and women. In response to additional research questions regarding other factors that might influence student preference for advising approach or affect students\u27 advising experiences, MER results and information from interviews of twelve participants revealed that relational skills of advisers, student lack of experience with advising, and adviser accessibility influence student advising experiences. Implications for practice in the field of academic advising and recommendations for further research are included

1974-1975 Bulletin

LXXXIV, Number 1 Scanned from the copy held in the Registrar\u27s Office.https://ecommons.udayton.edu/bulletin_grad/1042/thumbnail.jp

1975-1976 Bulletin

LXXXVI, Number 1 Scanned from the copy held in the Registrar\u27s Office.https://ecommons.udayton.edu/bulletin_grad/1043/thumbnail.jp

1976-1978 Bulletin

Volume LXXXVII, Number 1 Scanned from the copy held in the Registrar\u27s Office.https://ecommons.udayton.edu/bulletin_grad/1032/thumbnail.jp

TEACHER INSIGHTS AND FACILITATION OF EQUITABLE LEARNING ENVIRONMENTS FOR DIVERSE & ENGLISH LANGUAGE LEARNERS IN SCIENCE CLASSROOMS

The number of diverse students within the American school system Is growing vastly. Researchers predict that language minority students will comprise over 40 percent of elementary and secondary students by 2030 (Thomas. Collier, & National Clearinghouse for Bilingual Education, 1997). English language learners are the fastest-growing learner population, with 60% within the last 15years (Breiseth, 2015). However, the school setting does not adequately serve the needs of diverse students and. more so, those that are Culturally and Linguistically Diverse (CLO), such as ELLs. This study intends to examine how science teachers are creating equitable learning spaces and experiences within their classrooms for English Language learners and other diverse learners. The main research question that was studied is \u27In what ways do science teachers conceptualize equitable learning spaces and experiences within their classrooms for diverse language learners?\u27. The research question was examined through Interviews and focus groups. The significant findings of this study are that teachers play an essential role In creating equitable learning environments. It is challenging and complex for teachers to build these environments for students without the support of equity-focused professional development. Teachers can develop their pedagogical design to exceed Banks\u27 (1998} multicultural approaches past level two through equity-focused professional development. Students are essential, their backgrounds are Important. and their cultural differences are an asset to their learning. In the classroom, students should not feel like the inaccessible curriculum is penalizing them because of their cultural background. We cannot change our backgrounds or ethnicities, and they should not be held against us, especially in school

1977-1978 Bulletin

Volume LXXXVIII, Number 1 Scanned from the copy held in the Registrar\u27s Office.https://ecommons.udayton.edu/bulletin_grad/1019/thumbnail.jp