scholarly journals Former Students Feedback On A Liberal Arts Undergraduate Course In Entrepreneurship

2011 ◽  
Vol 2 (2) ◽  
pp. 1
Author(s):  
Karl A. Egge
Keyword(s):  
Student Performance ◽  
Questionnaire Survey ◽  
Liberal Arts ◽  
Journal Articles ◽  
Preliminary Results ◽  
Alternative Classroom ◽  
Macalester College

We present initial and preliminary results from a questionnaire survey in early 2005 of former students who took the only entrepreneurship class taught once/year at Macalester College. The objective was to elicit their opinions of what should be taught, the importance of alternative classroom pedagogies, and judgments on how to evaluate student performance. Highest encouragement was given to having outside guest entrepreneur speakers. They were not enthusiastic about the importance of journal articles or even textbooks. They would counsel entrepreneurial students facing constraints on what other courses they might consider, to take especially accounting/finance. They believe grades should be based more so on projects and participation than on performance on exams. They would emphasize the courses focus to be more on starting than growing a firm.

Transitioning to Blended Learning: Understanding Student and Faculty Perceptions

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Nanette P. Napier ◽  
Sonal Dekhane ◽  
Stella Smith
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
Liberal Arts ◽  
Faculty Perceptions ◽  
Liberal Arts College ◽  
Final Exam ◽  
Face To Face ◽  
Faculty Teaching ◽  
Face To Face Instruction ◽  
The Impact

This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the midpoint and end of semester, and student performance on the final exam was compared in traditional and blended learning sections. To capture faculty perspectives on teaching blended learning courses, written reflections and discussions from faculty teaching blended learning sections were analyzed. Results indicate that student performance in the traditional and blended learning sections of the course were comparable and that students reported high levels of interaction with their instructor. Faculty teaching the course share insights on transitioning to the blended learning format.

scholarly journals 75. How do GPs Explain Chronic Knee Pain in Older Adults? Preliminary Results from a National Pilot GP Questionnaire Survey

Rheumatology ◽  
2014 ◽  
Vol 53 (suppl_1) ◽  
pp. i83-i83
Author(s):  
Elizabeth Cottrell ◽  
Elaine Thomas ◽  
Trishna Rathod ◽  
Edward Roddy ◽  
Mark Porcheret ◽  
...  
Keyword(s):  
Older Adults ◽  
Knee Pain ◽  
Questionnaire Survey ◽  
Preliminary Results ◽  
Chronic Knee Pain

scholarly journals The Flipped Classroom in a Terminal College Mathematics Course for Liberal Arts Students

AERA Open ◽  
2018 ◽  
Vol 4 (1) ◽  
pp. 233285841875926
Author(s):  
Christina L. Carter ◽  
Randolph L. Carter ◽  
Alexander H. Foss
Keyword(s):  
Black Students ◽  
General Education ◽  
Student Performance ◽  
Liberal Arts ◽  
Flipped Classroom ◽  
Mixed Model ◽  
College Mathematics ◽  
Final Exam ◽  
Percentage Points ◽  
Mathematics Course

The purpose of this study was to assess the effect of flipping the classroom on final exam scores in a terminal general education college mathematics course for a diverse student population. We employed a quasiexperimental design. Seven instructors collectively taught 13 sections of each pedagogy (flipped/traditional). Six hundred thirty-two students participated. Common final exams were graded concurrently. Mixed-model analyses were performed. Students in flipped sections scored 5.1 percentage points higher on average than those in traditional sections (p = .02) when controlling for math SAT and financial aid status, an improvement of 7.8 points among Black students (p < .01) and 1.0 points among Whites (p = .67). The estimated average difference between White and Black students, conditional on covariates, was 5.2 percentage points in traditional sections (p < .01) and –1.6 in flipped sections (p = .39). The 6.8-point difference in achievement gap between pedagogies was statistically significant (p < .01). Flipping the classroom was associated with improved student performance, particularly among Black students.

Impressions of Mobile Operators on College Students

2012 ◽  
Vol 468-471 ◽  
pp. 2065-2070
Author(s):  
Ling Fang ◽  
Li Yan
Keyword(s):  
College Students ◽  
Impression Management ◽  
Questionnaire Survey ◽  
Liberal Arts ◽  
Engineering Students ◽  
Comparison Analysis ◽  
Science And Engineering ◽  
Professional Students ◽  
The Face ◽  
Liberal Arts Students

This paper mainly surveys the different groups of college students to investigate the different aspects of impressions mobile operators made on them. The questionnaire survey shows that students of different gender have significant differences in market impression and technology impression (P<.001); Students of different family residences have no different impressions in mobile operators; Students of different grades have significant differences in market impression, employee impression and total score (*P< .05); Students of different majors have significant differences in all impression dimensions except technology impression. And after multiple comparison analysis, the impressions of different professional students differ mainly between the liberal arts students and science and engineering students. Through this investigation, the study aims to improve the capability of mobile operators in making appropriate impression management when they are in the face of college students, the potential high-end users.

scholarly journals CHALLENGES OF TEACHERS IN AN RURAL MIDDLE SCHOOL IN YUCATAN, MEXICO.

2017 ◽  
Vol 5 (11) ◽  
pp. 172-179
Author(s):  
Cristóbal Ramón ◽  
Edith Cisneros
Keyword(s):  
Middle School ◽  
Data Collection ◽  
Focus Groups ◽  
Educational Policy ◽  
Student Performance ◽  
The State ◽  
Preliminary Results ◽  
Documentary Analysis ◽  
Improve Student Performance ◽  
Qualitative Observation

This paper examines from the perspective of teachers the problems faced by a telesecundaria school for the achievement of its educational objectives, as well as the actions that have been implemented to overcome their problems, located in the state of Yucatán. The case was selected based on its actual results before the ENLACE test. The data collection included interviews, focus groups, documentary analysis and qualitative observation. The preliminary results indicate that there are individual and general factors that need to be taken into account in order to improve the education of the students: lack of effectiveness in the development of educational policy programs, lack of some resources and infrastructure, lack of technological resources, training teacher, management of the school center. The strategies the school makes to address these problems are helping to improve student performance.

Academic Psychological Capital: A Novel Approach to Freshmen Retention

2020 ◽  
pp. 152102512098037
Author(s):  
Johanna Sweet ◽  
Susan Swayze
Keyword(s):  
Student Performance ◽  
Financial Management ◽  
Liberal Arts ◽  
Core Curriculum ◽  
Psychological Capital ◽  
Peer Group ◽  
The United States ◽  
Freshmen Retention ◽  
Novel Approach ◽  
Capital Development

Psychological capital (PsyCap) is uniquely positioned at the intersection between student and academic institution. College administrators should look to psychological capital, beyond just student performance, for retention efforts in the financial management of the institution. The psychological capital and retention of four cohorts of freshmen at a small liberal arts residential college in the Southeast region of the United States were analyzed. The findings indicate that psychological capital, hope, and self-efficacy are predictors of freshmen to sophomore retention. Psychological capital impacts student performance, peer-group and faculty interactions, and should be considered as a method to manage dropout decision per Tinto’s (1975) Institutional Departure Model. Psychological capital development initiatives should be incorporated into orientation and in freshmen core curriculum as a method to retain students.

scholarly journals Factors Affecting Students Career Choice In Accounting: The Case Of A Turkish University

2011 ◽  
Vol 4 (10) ◽  
pp. 29-38 ◽  
Author(s):  
Ali Uyar ◽  
Ali Haydar Gungormus ◽  
Cemil Kuzey
Keyword(s):  
Career Choice ◽  
Student Performance ◽  
Questionnaire Survey ◽  
Career Choices ◽  
Factors Affecting ◽  
Job Opportunities

This study investigates the reasons that influence students career choices in accounting. In order to determine these reasons, a questionnaire survey has been employed. The empirical findings can be divided into two categories. First, students who have a desire to work in accounting field assume that accounting field provides good job opportunities, and the field matches with their abilities and interests. Second, students who have no desire to work in the field of accounting assume that other fields provide wider job opportunities and are less stressful, tiring, and tedious. In addition, the association of the factors that play role in choosing or not choosing a career in accounting field with student performance in accounting course is investigated.

scholarly journals A Questionnaire Survey on the Sense of Educational and Social Equities among College Students in China

2020 ◽  
Vol 15 (14) ◽  
pp. 122
Author(s):  
Xiaolei Wang ◽  
Junchen Wang ◽  
Zengxin Li
Keyword(s):  
College Students ◽  
Questionnaire Survey ◽  
Liberal Arts ◽  
Educational Equity ◽  
Social Equity ◽  
The Social ◽  
Outcome Equity ◽  
Survey Results ◽  
Quantile Method ◽  
One Way Anova

The sense of equity reflects how fair a domain is as evaluated by those engaging in that domain. It is very meaningful to explore the sense of equity among college students, which are a special group of people. This study carried out a questionnaire survey on the sense of equity among 982 college students in China, from the perspectives of educational equity and social equity. The questions were validated by the 27/73 quantile method, and the survey results were analyzed through one-way analysis of variance (one-way ANOVA). The results showed that the college students could evaluate the sense of equity rather accurately and generally had a higher sense of equity, but failed to sense the social outcome equity well; their sense of social equity was lower than the sense of educational equity; the sense of equity varied between college students in different majors: the science majors had a lower sense of equity than those majoring in liberal arts; some college students had a misunderstanding of equity.

Teaching the Ethical Principles of Psychology

1988 ◽  
Vol 15 (1) ◽  
pp. 22-26 ◽  
Author(s):  
Thomas V. McGovern
Keyword(s):  
Liberal Arts ◽  
Ethical Issues ◽  
Ethical Principles ◽  
Teaching Ethics ◽  
Journal Articles ◽  
Graduate Courses ◽  
Graduate Course ◽  
Specific Discipline ◽  
Ethics And Psychology

Despite an increasing emphasis on ethical issues in recent textbooks and journal articles, teaching the graduate course in ethics and psychology has received almost no attention. This article describes my rationale, method, and evaluations for such a course. Broader issues, such as liberal arts versus specific, discipline-oriented outcomes for graduate courses and the teacher as scientist-practitioner, are also discussed in relation to my experience with teaching ethics.

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