scholarly journals Bridging the Gap

2012 ◽  
Vol 42 (1) ◽  
pp. 1-29
Author(s):  
Amy S. Thompson ◽  
Sandra L. Schneider
Keyword(s):  
College Graduates ◽  
Current Trend ◽  
South Florida ◽  
Positive Trend ◽  
Global Citizens ◽  
Post Secondary ◽  
Face To Face ◽  
Language Courses ◽  
Defense Language Institute ◽  
The University

As language requirements burgeon at the post-secondary level inattempts to create global citizens out of college graduates,universities nationwide have seen a sharp increase in languagecourse enrollments, especially in the Less Commonly TaughtLanguage (LCTL) courses (Furman, Goldberg, & Lusin, 2007).While this is a positive trend from an intellectual and culturalpoint-of-view, the sudden growth presents a unique set of problemsfor course implementation. There has been a current trend ofoffering language courses online to meet increasing demands forcommonly taught languages (CTLs) (e.g., Chenoweth, Ushida, &Murday, 2006; Sanders, 2005), but little has been written aboutonline offerings for LCTLs (c.f., Winke, Goertler, & Amuzie, 2010).To respond to the need for high-quality pedagogical materials forLCTLs and to compensate for the lack of face-to-face classroomsettings, the Center for the Study of International Languages andCultures (CSILC) at the University of South Florida (USF) hascreated lessons in Dari, Pashto, and Urdu for the Global LanguageOnline Support System website (GLOSS; gloss.dliflc.gov)supported by the Defense Language Institute Foreign LanguageCenter. This paper is an analysis of considerations that informedthe process and products of these modules. A discussion ofimplications and directions for further study concludes the paper.

scholarly journals FRAMEWORK FOR TEACHING PARALLEL FLIPPED CLASSROOMS

2019 ◽  
Author(s):  
Ioana Rontu ◽  
Mohammed Moshirpour ◽  
Sepideh Afkhami Goli ◽  
Fatemeh Sharifi ◽  
Ehsan Mohammadi
Keyword(s):  
Learning Styles ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Lessons Learned ◽  
Post Secondary ◽  
Face To Face ◽  
Flipped Classrooms ◽  
Course Material ◽  
Face To Face Instruction ◽  
The University

Advancements in information technology has given rise to a new flipped learning environment that is increasingly used at post-secondary institutions. This new pedagogical approach provides a personalized learning experience by accommodating different students’ learning styles. Students interact with the course material prior to attending scheduled face-to-face instruction, where learning is reinforced by working through examples and application problems. This paper provides a practical guiding framework for the collaboration and coordination of multiple instructors in a flipped delivery course style, based upon a literature review, qualitative research, and experience. We used a qualitative approach using a questionnaire to gather lessons learned and suggestions from instructors. The responses were analyzed to extract common themes which were mapped to create a conceptual framework for successful multi-instructor flipped course delivery. Recommendations are made as per three chronological sequences of before, during and after the course offering. The framework aims to support the planning, implementation and evaluation stages of organizing and managing a multi-instructor flipped course. This paper stresses the importance of the teaching team proactively completing the planning and design of course components before the start of the course. Quantitative student feedback received from the fall 2018 course offering in Schulich School of Engineering at the University of Calgary is used to support the flipped classroom delivery, multi-instructor delivery style.

scholarly journals Mutual Transparency or Mundane Transgressions? Institutional Creeping on Facebook

2011 ◽  
Vol 9 (1/2) ◽  
pp. 17-30 ◽  
Author(s):  
Daniel Trottier
Keyword(s):  
Social Media ◽  
Personal Information ◽  
University Administrators ◽  
Web Based ◽  
Academic Context ◽  
Post Secondary ◽  
Face To Face ◽  
Social Media Site ◽  
Personal Experiences ◽  
The University

This article explores the post–secondary sector’s adoption of social media. Social media plays an increasing role in the visibility of personal information. The term refers to a set of web–based services that facilitate the authorship and distribution of media between users. The most popular social media site is Facebook with over 750 million users worldwide. Facebook was originally launched as a service for university students to author and distribute information about their personal identity, interpersonal connections, and social activities. While Facebook has since expanded its scope beyond universities, student life remains a heavily ‘Facebooked’ phenomenon. University administrators are keenly aware of their students’ presence on this site, and are adopting new practices to harness Facebook as an extension of their professional duties. This paper draws upon findings from a series of fourteen semi–structured face–to–face interviews with various administrators and employees at a medium–sized university in Eastern Ontario. As Facebook first emerged in an academic context, these findings provide a rich example of how institutions can scrutinize populations using social media. These findings suggest that institutional surveillance on Facebook stems from ground–up practices prior to implementing top–down mandates, suggesting that these practices have developed from institutional users’ personal experiences with the site. As well, the visibility of the university and its reputation is offered by respondents as motive for scrutiny, suggesting a discourse of mutual transparency of both the university as an institution as well as its student population.

Innovations and challenges in SDG integration and reporting in higher education: a case study from the University of South Florida

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Brooke Hansen ◽  
Peter Stiling ◽  
Whitney Fung Uy
Keyword(s):  
Higher Education ◽  
Participant Observation ◽  
South Florida ◽  
Content Type ◽  
Global Citizens ◽  
Sustainability Literacy ◽  
Development Goals ◽  
The Times ◽  
The University

Purpose As the UN Sustainable Development Goals (SDGs) have been widely adopted since 2015, higher education institutions (HEIs) are experimenting with ways they can be measured, reported and incorporated into all realms of the university. In this process, the challenges of SDG integration into HEIs have become more evident, from lack of resources and sustainability literacy to having multiple disconnected programs that feature the SDGs. Design/methodology/approach A mixed methods approach using archival materials, literature reviews, interviews and participant observation has been adopted for a case study at a university in the process of adopting the SDGs in multiple areas. Findings The University of South Florida began with efforts to incorporate SDGs at the undergraduate level, such as the Global Citizens Project that brands both events and courses with SDGs. Institutional changes coupled with the launch of the Times Higher Education University Impact Rankings provided more opportunities to have broader conversations about SDGs in all areas of campus.

Hypertext Call: a pragmatic approach

ReCALL ◽  
1991 ◽  
Vol 3 (5) ◽  
pp. 9-14 ◽  
Author(s):  
Gordon J A Burgess
Keyword(s):  
Language Learning ◽  
Pragmatic Approach ◽  
Face To Face ◽  
Language Courses ◽  
The University

Since 1984, CALL materials have been used on a regular basis in the German Department at the University of Aberdeen in integrated language courses, in order to practise and consolidate the material taught in face-to-face contact classes. CALL work essentially forms a backup to the taught part of the course. What the students are taught one week, they practise in their CALL class the following week, and additionally have the opportunity to work on further exercises on a private-study basis. Within the field of language learning, our experience suggests that the computer can be above all a superb tool for revision and consolidation. With the development and use of hypertext materials, there is more than just the possibility that it can now become even more effective than hitherto.

2011 BEEF FORAGE SURVEY RESULTS

EDIS ◽  
2016 ◽  
Vol 2016 (7) ◽  
Author(s):  
Sonja C. Crawford ◽  
Christa L. Kirby ◽  
Tycee Prevatt ◽  
Brent A. Sellers ◽  
Maria L. Silveira ◽  
...  
Keyword(s):  
Program Evaluation ◽  
Organizational Development ◽  
Management Practices ◽  
South Florida ◽  
University Of Florida ◽  
Development Unit ◽  
Survey Results ◽  
County Extension ◽  
Ranch Management ◽  
The University

The University of Florida / IFAS South Florida Beef Forage Program (SFBFP) is composed of county Extension faculty and state specialists.  The members, in conjunction with the UF/IFAS Program Evaluation and Organizational Development unit, created a survey in 1982, which is used to evaluate ranch management practices.  The survey is updated and distributed every 5 years to ranchers in 14 South Florida counties: Charlotte, Collier, DeSoto, Glades, Hardee, Hendry, Highlands, Hillsborough, Lee, Manatee, Martin, Okeechobee, Polk, and Sarasota.  The responses are anonymous.  

scholarly journals Melite Civitas Romana in 3D: Virtualization Project of the Archaeological Park and Museum of the Domus Romana of Rabat, Malta

2021 ◽  
Vol 7 (1) ◽  
pp. 51-83
Author(s):  
Davide Tanasi ◽  
Stephan Hassam ◽  
Kaitlyn Kingsland ◽  
Paolo Trapani ◽  
Matthew King ◽  
...  
Keyword(s):  
Laser Scanning ◽  
Structured Light ◽  
Terrestrial Laser Scanning ◽  
Archaeological Site ◽  
South Florida ◽  
Virtual Museum ◽  
Current State ◽  
Structured Light Scanning ◽  
The University ◽  
Archaeological Excavations

Abstract The archaeological site of the Domus Romana in Rabat, Malta was excavated almost 100 years ago yielding artefacts from the various phases of the site. The Melite Civitas Romana project was designed to investigate the domus, which may have been the home of a Roman Senator, and its many phases of use. Pending planned archaeological excavations designed to investigate the various phases of the site, a team from the Institute for Digital Exploration from the University of South Florida carried out a digitization campaign in the summer of 2019 using terrestrial laser scanning and aerial digital photogrammetry to document the current state of the site to provide a baseline of documentation and plan the coming excavations. In parallel, structured light scanning and photogrammetry were used to digitize 128 artefacts in the museum of the Domus Romana to aid in off-site research and create a virtual museum platform for global dissemination.

scholarly journals A Better Learning Community: Mixed-Methods Reveal Medical Student Preferences with Implications for Learning Community Design and Implementation

2021 ◽  
Vol 8 ◽  
pp. 238212052110148
Author(s):  
Jasna Vuk ◽  
Steven McKee ◽  
Sara Tariq ◽  
Priya Mendiratta
Keyword(s):  
Mixed Methods ◽  
Learning Community ◽  
Online Survey ◽  
Free Form ◽  
University Of Arkansas ◽  
Medical Sciences ◽  
Face To Face ◽  
Personal Support ◽  
School Learning ◽  
The University

Background: Medical school learning communities benefit students. The College of Medicine (COM) at the University of Arkansas for Medical Sciences (UAMS) provides medical students with academic, professional, and personal support through a learning community (LC) made of 7 academic houses. Objectives: To evaluate the effectiveness of the academic house model at UAMS utilizing a mixed-methods survey. The aims were to: (1) assess student experience and satisfaction with academic houses, (2) describe the realms of advising and guidance, and (3) identify areas for improvement. Method: An online survey was assigned to 723 COM students (all students enrolled, first through fourth years) at UAMS in March 2019. The survey was comprised of 25 items (10 multiple-choice, 8 on the Likert scale, and 7 open-ended questions). Data was depicted using frequency and percentages and/or thematic review of free-form responses. Results: The survey response rate was 31% (227 students). The majority of students responding (132, 58.1%) attended 2 or more face-to-face meetings with the faculty advisor within the preceding year. However, 27 (11.9%) students did not have any meetings. Approximately two-thirds of the respondents were satisfied or very satisfied with the guidance and direction provided by their advisors [very satisfied (n = 83; 36.6%); satisfied (n = 77; 33.9%)]. Themes that emerged from student generated areas for improvement include time constraints, advisor/advisee interest mismatch, and perceived inadequacy of advising content/connections. Conclusions: This study confirms the effectiveness of the LC model for advising and mentoring in the COM at UAMS. Uniquely, this study identifies not only learners’ satisfaction with their LC but also highlights areas for improvement which are widely generalizable and important to consider for institutions with or planning to start an LC.

scholarly journals COVD-26. TELEPHONE CONSULTATIONS IN NEURO-ONCOLOGY DURING THE COVID-19 PANDEMIC: LEVELS OF PATIENT SATISFACTION AND COMPARISON WITH TRADITIONAL FACE-TO-FACE CONSULTATIONS

2020 ◽  
Vol 22 (Supplement_2) ◽  
pp. ii26-ii26
Author(s):  
Emma Toman ◽  
Claire Goddard ◽  
Frederick Berki ◽  
William Garratt ◽  
Teresa Scott ◽  
...  
Keyword(s):  
Patient Satisfaction ◽  
University Hospitals ◽  
Health Crisis ◽  
Patient Satisfaction Questionnaire ◽  
Telephone Consultation ◽  
Exact Test ◽  
Face To Face ◽  
Significant Difference ◽  
The Face ◽  
The University

Abstract INTRODUCTION Controversy exists as to whether telephone clinics are appropriate in neurosurgical-oncology. The COVID-19 pandemic forced neuro-oncology services worldwide to re-design and at the University Hospitals Birmingham UK, telephone clinics were quickly implemented in select patients to limit numbers of patients attending hospital. It was important to determine how these changes were perceived by patients. METHODS A 20-question patient satisfaction questionnaire was distributed to patients who attended neuro-oncology clinic in person (“face-to-face”), or via the telephone. Fisher’s exact test was used to determine significance, which was set at p< 0.05. RESULTS Eighty questionnaires were distributed between June 2020 and August 2020. Overall, 50% (n=40) of patients returned the questionnaire, 50% (n=23) of face-to-face and 50% (n=17) telephone patients. Of those who received telephone consultations, 88% (n=15) felt the consultation was convenient, 88% (n=15) were satisfied with their consultation and 18% (n=3) felt they would have preferred to have a face-to-face appointment. Of those who attended clinic in person, 96% (n=22) felt their consultation was convenient, 100% (n=23) were satisfied with their consultation and 13% (n=3) would have preferred a telephone consultation. Within the face-to-face clinic attendees, only 13% (n=3) were concerned regarding the COVID risk associated with attending hospital. There was no significant difference in patient convenience or satisfaction (p=0.565 and p=0.174 respectively) between face-to-face and telephone clinics. There was no significant difference in whether patients would’ve preferred the alternative method of consultation (p > 0.999). CONCLUSION Our study suggests that careful patient selection for neuro-oncology telephone clinic is not inferior to face-to-face clinic. Telephone clinic during COVID-19 pandemic proved to be convenient, safe and effective. This global health crisis has transformed telephone neuro-oncology consultations from an experimental innovation into established practice and should be continued beyond the pandemic in select cases.

scholarly journals Doctoral research amidst the Covid-19 pandemic: Researcher reflections on practice, relationships, and unexpected intimacy

2021 ◽  
Vol 20 (1-2) ◽  
pp. 570-578
Author(s):  
Luke Ray Campbell
Keyword(s):  
Social Work ◽  
Participant Recruitment ◽  
Digital Platforms ◽  
Face To Face ◽  
Social Work Research ◽  
Doctoral Research ◽  
University Of Edinburgh ◽  
Interpretive Method ◽  
The University ◽  
Radical Shift

Responding to the Special Issue call by the Qualitative Social Work: Research and Practice Journal, this article reflects on the challenges faced by a Social Work doctoral student at the University of Edinburgh (Scotland) during the Covid-19 outbreak. Having already commenced their fieldwork through a series of Freirean-style dialogical interviews via Biographical Narrative Interpretive Method (B.I.N.M.), the nationwide-lockdown demanded a drastic deviation from the intended in-person face-to-face interviews with lone parent participants. Significant academic consideration had already been given to the researcher’s existing academic, professional, and social relationships to north and northwest Edinburgh - the geographical focus within the study - via a process of reflexivity prior to commencing the interviews, yet the shift from discussions in neutral venues (e.g. community centres and public cafes) to dialogues conducted exclusively via digital platforms brought about a radical shift in interpersonal dynamics as both researcher and participant were exposed to each other’s homes, families, and other aspects of domestic life. The change in circumstances bore major implications not only for participant recruitment, but also created an unexpected intimacy within the interviewer-interviewee relationships.

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