Implementing Universal Instructional Design In Postsecondary Courses And Curricula

This paper provides an introduction to Universal Instructional Design, an adaptation of the architectural concept of universal design, and discusses the benefits of this model as an inclusive approach to higher education. Electronic links to free resources are provided in the reference list

Telling the 30-Minute TV Message in One or Two Minutes

It is my belief that TV and radio, if used properly, can help the farmer and consumer to select the information they want and need from that which is available

Implementing Integrated Multicultural Instructional Design In Management Education

This purpose of this paper is to summarize the principles of integrated multicultural instructional design (IMID; Higbee, Goff, & Schultz, in press; Higbee, Schultz, & Goff, 2010) and present specific strategies for incorporating IMID in management education. The primary goal of IMID is to promote the integration of multicultural content and diverse teaching and learning strategies in postsecondary curricula, programs, courses, and academic support services. Results of a pilot project will be presented that include student evaluations of faculty teaching methods; inclusion of multicultural course content; strategies for the assessment of learning; and commitment to diversity, multiculturalism, and social justice when IMID is embedded in the curriculum. This paper also includes a discussion of andragogy related to multicultural strategies and the creation of inclusive learning environments in collegiate management education

Taking A Pulse: Student-Athletes Descriptors For Their First Semester Of College

This paper summarizes the responses of 103 student-athletes enrolled in a first-year experience course when asked, What adjective best describes your first semester in college? Not surprisingly, the most frequent descriptors were busy, fun, stressful, and different. The paper concludes by discussing the implications of collecting this type of data as a form of early warning system

African University Students Perspectives On Disability Access

Responding to the United Nations Convention on the Rights of Persons With Disabilities (CRPD), this paper reports on the results of one phase of a qualitative research study conducted at a large, public, multi-campus university in East Africa to explore the challenges faced by students with physical disabilities. Recommendations from a focus group are presented and implications for pedagogical and institutional transformation are discussed

Assessing Feeding Damage from Two Leaffooted Bugs, Leptoglossus clypealis Heidemann and Leptoglossus zonatus (Dallas) (Hemiptera: Coreidae), on Four Almond Varieties.

Leaffooted bugs (Leptoglossus spp; Hemiptera: Coreidae) are phytophagous insects native to the Western Hemisphere. In California, Leptoglossus clypealis and Leptoglossus zonatus are occasional pests on almonds. Early season feeding by L. clypealis and L. zonatus leads to almond drop, while late season feeding results in strikes on kernels, kernel necrosis, and shriveled kernels. A field cage study was conducted to assess feeding damage associated with L. clypealis and L. zonatus on four almond varieties, Nonpareil, Fritz, Monterey, and Carmel. The objectives were to determine whether leaffooted bugs caused significant almond drop, to pinpoint when the almond was vulnerable, and to determine the final damage at harvest. Branches with ~20 almonds were caged and used to compare almond drop and final damage in four treatments: (1) control branches, (2) mechanically punctured almonds, (3) adult Leptoglossus clypealis, and (4) adult Leptoglossus zonatus. Replicates were set up for eight weeks during two seasons. Early season feeding resulted in higher almond drop than late season, and L. zonatus resulted in greater drop than L. clypealis. The almond hull width of the four varieties in the study did not influence susceptibility to feeding damage. The final damage assessment at harvest found significant levels of kernel strikes, kernel necrosis, and shriveled almonds in bug feeding cages, with higher levels attributed to L. zonatus than L. clypealis. Further research is warranted to develop an Integrated Pest Management program with reduced risk controls for L. zonatus

An Exploration Of Theoretical Foundations For Working Mothers Formal Workplace Social Networks

This paper presents a multidisciplinary integrative exploratory review of possible theoretical foundations for working mothers’ formal workplace social networks. Beginning with theoretical overviews of work-life balance, career development, mentoring, psychology, and social capital this paper develops a plausible possible framework rooted in women’s psychological developmental theory. The authors conclude that the theoretical frameworks for human resource development (HRD) and human resource management (HRM) do not identify one unified specific framework for research and scholarly investigation of working mothers’ formal workplace social networks, while presenting a conceptual model grounded in Gilligan’s (1982) principles appears to be a good fit for enhancing the understanding of the phenomenon

Responding To The Concerns Of Student-Athletes Enrolled In A First-Year Experience Course

This paper summarizes results of a study of 105 student-athletes enrolled in a first-year experience course. Students were asked, “What is the biggest unanswered question you have about college?” Results indicated that students’ most burning questions were related to academics; relatively few student responses were directly related to being a student-athlete. Discussion of the findings includes designing first-year experience courses to respond to students’ concerns

The Invisible Hand: The Power Of Language In Creating Welcoming Postsecondary Learning Experiences

This manuscript discusses from the joint perspectives of an undergraduate student and a faculty member the often invisible role that language can play in providing postsecondary learning experiences that can either include or exclude students on the basis of social identity.  The authors discuss ignorance, uncertainty, and political correctness as barriers to open communication about race, ethnicity, gender, sexual orientation, disability, and other aspects of social identity.  They then address writing about diversity and provide ideas for engaging in conversations about diversity in the classroom

Student Perspectives On Behaviors That Constitute Cheating

A previous study conducted a decade ago determined that there can be considerable disagreement—not only between students and faculty, but also among students and among faculty—regarding behaviors that constitute cheating. This article reports the results of a research study that replicated the student survey administered for the previous study, but with changes in the questionnaire to reflect how technology has become infused in teaching and the assessment of learning. Recommendations for preventing academic dishonesty are also provided