14th Annual Focus on Creative Inquiry Poster Forum Program

The Focus on Creative Inquiry (FoCI) Poster Forum is an annual event in which Creative Inquiry (CI) teams can present their research and project accomplishments through posters and interactive displays. It is a celebration of student and mentor collaborations and accomplishments! Teams take this opportunity to develop and hone their communication skills

13th Annual Focus on Creative Inquiry Poster Forum Program

The Focus on Creative Inquiry (FoCI) Poster Forum is an annual event in which CI teams can present their research and project accomplishments through poster and interactive displays. FoCI is a celebration of student and mentor collaboration and accomplishments! FoCI is a great venue for students to develop and hone their communication skills

Universities as Citizens Summer Planning Institute

Table of Contents: General Information; Developing and Action Plan; Institutional Change; Resources; and Selected Reading

USING COGNITIVE WORD GAMES TO PROMOTE LEXICAL MEMORY ACCESS AND VOCABULARY RETRIEVAL IN SECOND LANGUAGE LEARNERS

Fluency in a second language (L2) is one of the most important skills for the modern world. However, adults learning a new language face many obstacles, including motivation, time, and other challenges in learning. Technology learning tools may help solve these problems. In this dissertation, I tested the effectiveness of cognitive word games as a vocabulary learning method, with the main goal of investigating how different word games including a crossword paradigm task, a free association task and a word-stem completion task were effective at improving vocabulary memory access. The games selectively increased semantic (meaning) or orthographic (spelling) associations in an English lexicon, which may lead to improved access and usage of L2 vocabulary. Three experiments were conducted. Experiment 1 examined lexical memory and recognition/retrieval processes in native English speakers. The results showed a significant effect of the game conditions on response times of a lexical association task, such that the most effective training game was the free association task. Experiment 2 was designed to probe the same game effectiveness with non-native English speakers. This time, the findings indicated significant effects of the training games on correct responses of the lexical association task and response times of a new anagram solving task. Experiment 3 was designed to investigate the game effectiveness on comprehensive English reading test scores. The results suggested that after a week of training, the games failed to improve learners\u27 performance on the English reading scores. However, training methods differed in how much the learners improved during the practice, with crossword practice leading to large improvements and word stem completion getting worse, indicating differences in engagement and in-task language learning. In addition, feedback from participants revealed that some of them enjoyed the games, especially the crossword paradigm task. In summary, these studies provided a broad understanding of using the word games to enhance English vocabulary skills. The games can be used for further lexical investigations or adapted for classroom purposes

Every Pawn is a Potential Queen: How Female Early-Career Faculty Play the Game of Tenure

The research on early-career faculty on the tenure track suggests they are surviving amidst low job satisfaction. Scholars found that early-career faculty lack the skills and preparation needed for the job, perceive the tenure process to be vague or unclear, feel isolated or disenchanted with their work, and struggle with time management (Austin, 2002; Austin, Sorcinelli, & McDaniels, 2007; Batille & Brown, 2006; Ponjuan, Conley, & Trower, 2011; Tierney & Bensimon, 1996). Female early-career faculty are susceptible to additional gendered and biased challenges (Gappa, Austin, & Trice, 2007). Missing from the literature are the positive experiences of early-career faculty. The purpose of this study is to describe the professional approaches of six female early-career faculty who work at selective liberal arts colleges and how those approaches are similar or different from four of their peers at a large research university, using theories of intrinsic motivation (Pink, 2009), agency (Bandura, 2001), and positive deviance (Spreitzer & Sonenshein, 2003) to frame the inquiry. A secondary purpose of this study is to describe the strategies to faculty work that deviate positively from the typical early-career faculty behaviors articulated in the existing research. Using a qualitative embedded multi-case study design, data was collected from ten female early-career faculty from three different institutions. Using constant comparative analysis and pattern matching, the theme of tenure as a game emerged, as well as the greater metaphor that participants approach their work like they are playing a challenging, but gratifying, game of chess. There were four major insights that surfaced from the findings. First, female early-career faculty assess their skills to play the game and take subsequent actions to improve their positions within the first few years of their appointments. Second, female early-career faculty seize opportunities to advance quickly by the middle of the probationary period. Third, female early-career faculty incorporate moves that reinforce their passions throughout their appointments. And finally, positive-deviant approaches combined participants’ skills, awareness of opportunity, and passion into a single move at the onset, which ultimately positioned participants for success

The Trinity College Handbook, 1994-95

https://digitalrepository.trincoll.edu/handbook/1026/thumbnail.jp

Graduate Catalog, 1997-1998

Marshall University Graduate Catalog for the 1997-1998 academic year.https://mds.marshall.edu/catalog_1990-1999/1007/thumbnail.jp

2009 Founder\u27s Day Program of Events

Program of events for the 2009 Founder\u27s Day.https://ir.library.illinoisstate.edu/founding/1235/thumbnail.jp