scholarly journals Faculty attitudes toward technology-driven instruction in developmental mathematics

2021 ◽  
Vol 29 ◽  
pp. 45
Author(s):  
Jenna W. Kramer ◽  
Stephany Cuevas ◽  
Angela Boatman
Keyword(s):  
Student Performance ◽  
Developmental Mathematics ◽  
Phenomenological Study ◽  
Faculty Attitudes ◽  
Faculty Members ◽  
Policy Implications ◽  
Developmental Math ◽  
Instructional Model ◽  
Targeted Assistance

Innovation in instructional technology has contributed to the rapid implementation of technology-driven instructional platforms, particularly in developmental math coursework (Bickerstaff et al., 2016). In this phenomenological study, we investigate how faculty perceive and respond to a mandated, technology-driven instructional model for developmental math coursework at public colleges in Tennessee. Through interviews with faculty members across four colleges, we find that many faculty agreed that technology helped them to better track student performance, provide more targeted assistance, and communicate directly with students. Faculty also expressed concerns that technology provides the opportunity or temptation to game the system, interfering with true learning, and that students with the greatest needs may not be well served by the instructional model. We draw policy implications related to the role of educators in the development and implementation of curricular policy, provision and requirements for ongoing professional development, and postsecondary learning accountability.

Mentoring Experiences and Perceptions of Latino Male Faculty in Higher Education

2020 ◽  
Vol 42 (1) ◽  
pp. 117-140 ◽  
Author(s):  
Cristobal Salinas ◽  
Patrick Riley ◽  
Lazaro Camacho ◽  
Deborah L. Floyd
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Latino Students ◽  
Phenomenological Study ◽  
Family Values ◽  
Faculty Members ◽  
Latino Male ◽  
The Impact ◽  
Male Faculty

While some higher education institutions attempt to help support and retain Latino students until graduation, these same institutions often neglect the experiences of Latino faculty members. The main challenges Latino faculties encounter in higher education include cultural taxation, discrimination, and feelings of isolation. Research is limited on the experiences and role of mentorship for Latino male faculty. This phenomenological study examines how Latino male faculty members in higher education perceive mentoring both as a mentee and as a mentor. This study also examines the impact of mentoring on professional development and the path of Latino male faculty. Findings illustrate that family values, mentoring in higher education, and desire to pay forward the mentoring experience are factors that impact Latino male faculty perception of mentorship.

Ready-to-Teach Online Courses

2017 ◽  
pp. 232-252
Author(s):  
Pamela K. Quinn ◽  
Diane Mason ◽  
Kaye Shelton
Keyword(s):  
Phenomenological Study ◽  
Online Courses ◽  
Teaching Experience ◽  
Faculty Attitudes ◽  
Faculty Members ◽  
Full Time ◽  
Teaching Online ◽  
Professional Needs ◽  
Part Time ◽  
Structural Descriptions

The purpose of this phenomenological study was to investigate the roles and attitudes of experienced full-time and part-time community college faculty members teaching online courses, pre-produced by a subject matter expert, an advisory committee, and a development team. Interviews conducted with five full-time and five part-time professors were analyzed for textual and structural descriptions to understand the essence of faculty attitudes and roles toward using a ready-to-teach master course with online students. Data revealed that faculty members associated personal teaching experience with the quality of the course and that instructors were not resistant to teaching with master courses, provided the courses afforded flexibility for modifications. In addition, faculty research participants were highly satisfied in present roles because the ready-to-teach courses worked well for instructors and students while meeting the faculty members' personal and professional needs.

scholarly journals The Role and Impact of Supplemental Instruction in Accelerated Developmental Math Courses

2018 ◽  
Vol 1 (Volume 1, Issue 1) ◽  
pp. 19-24
Keyword(s):  
Developmental Education ◽  
Student Performance ◽  
Supplemental Instruction ◽  
Developmental Math ◽  
University Of Houston ◽  
Grade Performance ◽  
The University ◽  
Tutoring Programs ◽  
Difficult Issue

A difficult issue for tutoring programs is low participation, especially at commuter campuses. At the University of Houston-Downtown, this problem seems particularly acute for developmental education (DE) courses. This paper describes the Supplemental Instruction (SI) program at the University of Houston-Downtown (UHD) with focus on the role of the SI Leader in accelerated DE math courses. A study was conducted between Fall 2015 and Spring 2017 to evaluate differences in student performance in two courses between sections that were staffed with an SI Leader and those that had no assistance from the SI program. The study found statistically significant differences in grade performance between SI session participants and non-SI participants. The study also found that students passed at a higher rate in accelerated Intermediate Algebra as compared to traditional biweekly sections. Finally, students passed at a higher rate in accelerated sections that were staffed with an SI Leader compared to accelerated sections without an SI Leader.

Ready-to-Teach Online Courses

2018 ◽  
pp. 1153-1173
Author(s):  
Pamela K. Quinn ◽  
Diane Mason ◽  
Kaye Shelton
Keyword(s):  
Phenomenological Study ◽  
Online Courses ◽  
Teaching Experience ◽  
Faculty Attitudes ◽  
Faculty Members ◽  
Full Time ◽  
Teaching Online ◽  
Professional Needs ◽  
Part Time ◽  
Structural Descriptions

The purpose of this phenomenological study was to investigate the roles and attitudes of experienced full-time and part-time community college faculty members teaching online courses, pre-produced by a subject matter expert, an advisory committee, and a development team. Interviews conducted with five full-time and five part-time professors were analyzed for textual and structural descriptions to understand the essence of faculty attitudes and roles toward using a ready-to-teach master course with online students. Data revealed that faculty members associated personal teaching experience with the quality of the course and that instructors were not resistant to teaching with master courses, provided the courses afforded flexibility for modifications. In addition, faculty research participants were highly satisfied in present roles because the ready-to-teach courses worked well for instructors and students while meeting the faculty members' personal and professional needs.

Organic Leadership Style and Employee Engagement: The Mediating Effect of Social Relevance of Work in Context of Faculty Members in Higher Education

2017 ◽  
Vol 10 (1) ◽  
Author(s):  
G.P. Dang ◽  
Puneet Basur
Keyword(s):  
Higher Education ◽  
Employee Engagement ◽  
Leadership Style ◽  
Faculty Members ◽  
Mediating Effect ◽  
Social Relevance ◽  
Mediating Role ◽  
Group Members ◽  
Operational Excellence

Leadership Style has been since long acknowledged by management scholars as being an important subject in relation to organizational executions and outcome. An effective leadership would not only be able to prevent job stress and burnout among group members, but would also be successful in enhancing the motivation and engagement of the employees. It has been widely accepted that operational excellence in an organization can only be maintained through engaged employees. In this study the researchers have strived to enhance the understanding of the complex relationship between the organic leadership style and the engagement level of the employees and to further comprehend the mediating role of social relevance of work in association of the two constructs i.e. leadership style and employee engagement, in context of faculty members in higher education sector.

An Analysis of Professional Competence Indicator Possession among U.S. Accounting Faculty

2016 ◽  
Vol 32 (2) ◽  
pp. 17-38 ◽  
Author(s):  
Kenneth J. Smith ◽  
David J. Emerson
Keyword(s):  
Student Performance ◽  
Professional Competence ◽  
Academic Research ◽  
Practical Experience ◽  
Accounting Faculty ◽  
Accounting Practice ◽  
Cpa Exam ◽  
Primary Focus ◽  
New Generation

ABSTRACT Recently there has been much discourse regarding the existence, extent, causes, and consequences of a purported divide between accounting practice and academia. The crux of this issue relates to the charge that many new-generation faculty have a primary focus on academic research, but lack significant practical experience or certification, and the related claim that students may lack the requisite skills upon graduation. This study addresses these concerns by examining the incidence and trend in the possession of practice credentials, experience, and other activities among accounting faculty who graduated between 1994 and 2013. We evaluate how differences in institutional focus, possession of a practice credential, and proportion of credentialed faculty manifest in research propensities, current business experience, and student performance on the CPA exam. We identify a downward trend in practice credential possession that is more pronounced at research-oriented institutions. We further find significant differences in experience and publication activity across levels of both institutional focus and possession of a practice credential. We also find that students from research-oriented universities, schools with separate AACSB accounting accreditation, and those with a higher percentage credentialed faculty perform better on the CPA exam. Other results and the role of adjunct faculty in bridging this alleged divide are also examined.

Data-driven sector coupling in 5G-based smart networks

2021 ◽  
Vol 22 (1) ◽  
pp. 53-68
Author(s):  
Guenter Knieps
Keyword(s):  
Data Privacy ◽  
Service Providers ◽  
Policy Implications ◽  
Network Industries ◽  
5G Networks ◽  
Privacy And Security ◽  
Open Set ◽  
Application Service ◽  
Downstream Application

5G attains the role of a GPT for an open set of downstream IoT applications in various network industries and within the app economy more generally. Traditionally, sector coupling has been a rather narrow concept focusing on the horizontal synergies of urban system integration in terms of transport, energy, and waste systems, or else the creation of new intermodal markets. The transition toward 5G has fundamentally changed the framing of sector coupling in network industries by underscoring the relevance of differentiating between horizontal and vertical sector coupling. Due to the fixed mobile convergence and the large open set of complementary use cases, 5G has taken on the characteristics of a generalized purpose technology (GPT) in its role as the enabler of a large variety of smart network applications. Due to this vertical relationship, characterized by pervasiveness and innovational complementarities between upstream 5G networks and downstream application sectors, vertical sector coupling between the provider of an upstream GPT and different downstream application industries has acquired particular relevance. In contrast to horizontal sector coupling among different application sectors, the driver of vertical sector coupling is that each of the heterogeneous application sectors requires a critical input from the upstream 5G network provider and combines this with its own downstream technology. Of particular relevance for vertical sector coupling are the innovational complementarities between upstream GPT and downstream application sectors. The focus on vertical sector coupling also has important policy implications. Although the evolution of 5G networks strongly depends on the entrepreneurial, market-driven activities of broadband network operators and application service providers, the future of 5G as a GPT is heavily contingent on the role of frequency management authorities and European regulatory policy with regard to data privacy and security regulations.

scholarly journals COVID-19 uncertainty and sleep: the roles of perceived stress and intolerance of uncertainty during the early stage of the COVID-19 outbreak

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Dan Wu ◽  
Tingzhong Yang ◽  
Daniel L. Hall ◽  
Guihua Jiao ◽  
Lixin Huang ◽  
...  
Keyword(s):  
Path Analysis ◽  
Perceived Stress ◽  
Mediation Analysis ◽  
Early Stage ◽  
Intolerance Of Uncertainty ◽  
Policy Implications ◽  
Self Report ◽  
Poor Sleep ◽  
The Relationship

Abstract Background The COVID-19 pandemic brings unprecedented uncertainty and stress. This study aimed to characterize general sleep status among Chinese residents during the early stage of the outbreak and to explore the network relationship among COVID-19 uncertainty, intolerance of uncertainty, perceived stress, and sleep status. Methods A cross-sectional correlational survey was conducted online. A total of 2534 Chinese residents were surveyed from 30 provinces, municipalities, autonomous regions of China and regions abroad during the period from February 7 to 14, 2020, the third week of lockdown. Final valid data from 2215 participants were analyzed. Self-report measures assessed uncertainty about COVID-19, intolerance of uncertainty, perceived stress, and general sleep status. Serial mediation analysis using the bootstrapping method and path analysis were applied to test the mediation role of intolerance of uncertainty and perceived stress in the relationship between uncertainty about COVID-19 and sleep status. Results The total score of sleep status was 4.82 (SD = 2.72). Age, place of residence, ethnicity, marital status, infection, and quarantine status were all significantly associated with general sleep status. Approximately half of participants (47.1%) reported going to bed after 12:00 am, 23.0% took 30 min or longer to fall asleep, and 30.3% slept a total of 7 h or less. Higher uncertainty about COVID-19 was significantly positively correlated with higher intolerance of uncertainty (r = 0.506, p < 0.001). The mediation analysis found a mediating role of perceived stress in the relationship between COVID-19 uncertainty and general sleep status (β = 0.015, 95%C.I. = 0.009–0.021). However, IU was not a significant mediator of the relationship between COVID-19 uncertainty and sleep (β = 0.009, 95%C.I. = − 0.002–0.020). Moreover, results from the path analysis further showed uncertainty about COVID-19 had a weak direct effect on poor sleep (β = 0.043, p < 0.05); however, there was a robust indirect effect on poor sleep through intolerance of uncertainty and perceived stress. Conclusions These findings suggest that intolerance of uncertainty and perceived stress are critical factors in the relationship between COVID-19 uncertainty and sleep outcomes. Results are discussed in the context of the COVID-19 pandemic, and practical policy implications are also provided.

scholarly journals Adult Children’s Support and Trajectory of Depressive Symptoms Among Disabled Chinese Older Adults

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 751-751
Author(s):  
Jianyun Wang ◽  
Renyao Zhong ◽  
Yaolin Pei ◽  
Bei Wu
Keyword(s):  
Older Adults ◽  
Depressive Symptoms ◽  
Lower Risk ◽  
Risk Group ◽  
Policy Implications ◽  
Instrumental Support ◽  
Growth Mixture Model ◽  
Chinese Older Adults ◽  
Growth Mixture

Abstract This study aimed to examine the trajectory of depressive symptoms among Chinese older adults with disabilities and the role of adult children’s support in predicting trajectory classes of depressive symptoms. Data were drawn from three waves of the China Health and Retirement Longitudinal Study (2011-2015). The sample included 1420 disabled older adults age 60+ at the baseline and completed all three waves of the data. Growth mixture model shows two-class depressive symptoms trajectories: the higher risk group (25.49%) and the lower risk group (74.51%). Logistic regression results showed that respondents who received a longer term of adult children’s instrumental support were more likely to be classified in a higher risk group after controlling the covariates (OR=1.184, p&lt;0.05), while financial support and the frequency of contacts were not associated with the increased level of depressive symptoms. The policy implications were also discussed in this study.

scholarly journals Entrepreneurial intention: An analysis of the role of Student-Led Entrepreneurial Organizations

2021 ◽  
Author(s):  
Giuliano Sansone ◽  
Elisa Ughetto ◽  
Paolo Landoni
Keyword(s):  
Entrepreneurial Intention ◽  
Policy Implications ◽  
Policy Makers ◽  
Student Entrepreneurship ◽  
Entrepreneurial Organizations ◽  
Entrepreneurial Activities ◽  
The University ◽  
The Impact ◽  
The Empirical Analysis

AbstractAlthough a great deal of attention has been paid to entrepreneurship education, only a few studies have analysed the impact of extra-curricular entrepreneurial activities on students’ entrepreneurial intention. The aim of this study is to fill this gap by exploring the role played by Student-Led Entrepreneurial Organizations (SLEOs) in shaping the entrepreneurial intention of their members. The analysis is based on a survey that was conducted in 2016 by one of the largest SLEOs in the world: the Junior Enterprises Europe (JEE). The main result of the empirical analysis is that the more time students spent on JEE and the higher the number of events students attended, the greater their entrepreneurial intention was. It has been found that other important drivers also increase students’ entrepreneurial intention, that is, the Science and Technology field of study and the knowledge of more than two foreign languages. These results confirm that SLEOs are able to foster students’ entrepreneurial intention. The findings provide several theoretical, practical and public policy implications. SLEOs are encouraged to enhance their visibility and lobbying potential in order to be recognized more as drivers of student entrepreneurship. In addition, it is advisable for universities and policy makers to support SLEOs by fostering their interactions with other actors operating in the entrepreneurial ecosystem, who promote entrepreneurship and technology transfer activities. Lastly, this paper advises policy makers to assist SLEOs’ activities inside and outside the university context.

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