New Adjunct Faculty Outreach

This causal-comparative study sought to determine if targeted communication from CTLE-W to adjunct faculty during their first term teaching would increase utilization of CTLE-W resources. Results from this study showed that new adjunct faculty are more likely to continue seeking assistance from CTLE-W if they are contacted during their first term

Distance Learning and the Non-Native English Speaker: A Correlational Study

In higher education, there is an increasing trend of Non-native English speakers (NNESs) enrolling in courses. In addition to an increase in NNESs in higher education, online learning also continues to rise every year. While there has been research investigating NNESs in traditional higher education courses, an opportunity remains to discover how NNESs perform in online courses. The purpose of this study was to explore the correlation between non-native English speakers’ (NNESs) responses on the Distance Education Learning Environments Survey (DELES) and final course grades in an online research course. The participants for this study were undergraduate NNESs enrolled in an online research course during the summer and fall of 2017. Data was compiled from the pre- and post-DELES responses and final grades for NNESs. The researcher compared NNESs’ responses from the DELES pre-survey to final course grades to determine if there was a positive correlation. Likewise, the researcher compared NNESs’ responses from the DELES post-survey to final course grades to explore if a positive correlation existed. To analyze the data, a Pearson Product Moment correlation coefficient was used to determine the relationship between NNESs’ responses on the DELES pre-survey and final course grades as well as the DELES post-survey responses and the final course grades. The analysis showed no correlation between the DELES pre-survey and post-survey with final course grades in an online research course. Lastly, the researcher addressed the implications of the results, limitations of the research, and made recommendations for future research

The Uselessness of Education

Reading for Pleasure (Essay Review

A Bold Experiment in Teaching Values

A religiously diverse school has proven that teachers can instill both personal and social virtues and a desire to excel, and that academic excellence flows from character development

In India / A Bold Experiment in Teaching Values

A religiously diverse school has proven that teachers can instill both personal and social virtues and a desire to excel, and that academic excellence flows from character development

Supporting English Learners in Your Online Courses

Research shows that approximately a quarter of post-secondary students are enrolled in online courses (Smith, 2016). As online education continues to grow, so does the need for differentiated instruction in the online environment. Differentiating content, product, and/or processes can enable teachers to meet the language needs of English Learners (ELs) in their online course. ELs can vary from international study students to immigrant refugees students. In addition, the educational backgrounds and English proficiency can differ. Due to this variation of English skills, ELs often have increased needs in an online course because they are navigating two languages as well as the technology itself (de la Varre, Keane & Irvin, 2011). This presentation will offer strategies and tools that can be used to support ELs in an online course

In India/ A Bold Experimental in Teaching Values

A religiously diverse school has proven that teachers can instill both personal and social virtues and a desire to excel, and that academic excellence flows from character development. Since its conception 36 years ago, the city Montessori school (CMS), a nonprofit private school in Lucknow, India has been teaching children values. The world\u27s largest school, with 19,000 students and 15 branches, the City Montessori School has provided an exemplary education for students in Kindergarten through the 12th grade by focusing on both academic excellence and children\u27s emotional and spiritual well-being. Four integrated concepts, called the Four Building Blocks, from the basis of our approach: Universal Values (kindness, compassion, cooperation, responsibility, and other such values rooted in the world\u27s religions); Excellence: Global Understanding; and Service. Taken together, these guiding principles promote the education for the whole child, with Universal Values as the first block-foundation-upon which the others are built

Uncertainty and Human Capital Decisions: Traditional Valuation Methods and Real Options Logic

As the importance of human capital increases in organizations, so does the need to develop more sophisticated financial valuation models. This paper reviews some of the major traditional financial decision making models used in costing employment mode choices. It then introduces the real options valuation approach for costing such choices. The advantage of the real options model is demonstrated to build flexibility into employment decisions

Who am I? The Identity Crisis of a Researching Academic Developer

According to social identity theory, academic developers experience role conflict. This struggle stems from responsibilities that fall into various professional categories. An academic developer is both staff and faculty; both developer and researcher. These differing identities often have contradictory purposes, leaving the academic developer conflicted. In this poster session, two researching academic developers explore the challenges and benefits of this identity crisis