scholarly journals A COMPARISON OF THE TEACHING PRACTICES OF NOVICE EDUCATORS IN ENGINEERING AND OTHER POST-SECONDARY DISCIPLINES

2020 ◽  
Author(s):  
Nancy Nelson ◽  
Robert Brennan
Keyword(s):  
Student Engagement ◽  
Skill Acquisition ◽  
Teaching Practices ◽  
Worked Examples ◽  
Full Time ◽  
Post Secondary ◽  
Education Experience ◽  
Part Time ◽  
Faculty Surveys ◽  
Novice Educators

There is a perception in higher education that engineering educators teach differently than those in other disciplines. Surveys of student engagement consistently rank the undergraduate engineering experience lowest among ten disciplines, as do faculty surveys of student engagement. These results suggest there is opportunity and need to improve the engineering education experience.  This research sets out to identify differences in the teaching practices of beginning engineering educators from those in other disciplines. Using the Dreyfus and Dreyfus model of skill acquisition as a framework, this study examines institutional data collected during four consecutive terms of mandatory teaching observations of new full-time and selected part-time instructors.  Descriptive statistics found that the performance of novice educators in engineering-related disciplines did rank lowest overall compared to all other disciplines. This analysis also found that there is little difference in the teaching practices of novice engineering educators from those of their more experienced colleagues. Thematic analysis found that traditional engineering classroom practices such as lecture and worked examples are common, and could be enhanced by including opportunities for meaningful active learning.  These results can inform both engineering educators and those responsible for their educational development about the common teaching practices of novice instructors and will be useful in shaping the professional development opportunities offered to engineering educators. 

scholarly journals Using administrative data to examine mental health service use among post-secondary students in Alberta, Canada

2018 ◽  
Vol 3 (4) ◽  
Author(s):  
Navjot Lamba ◽  
Robert Jagodzinski
Keyword(s):  
Mental Health ◽  
Mental Health Services ◽  
Health Service ◽  
Health Services ◽  
Secondary Students ◽  
Service Use ◽  
Full Time ◽  
Post Secondary ◽  
Part Time ◽  
Post Secondary Students

IntroductionPoor mental health among post-secondary students has been on the rise, and as such, has become a growing concern for the Alberta government. Alberta’s major post-secondary institutions have emphasized the need for evidence that would improve mental health supports for students troubled by mental health issues. Objectives and ApproachResponding to the need for evidence, the Child and Youth Data Laboratory profiled the socio-demographic characteristics (sex, socio-economic status, etc) of students who used mental health services between 2005/06 and 2010/11. In addition, using linked administrative data from a range of government programs, the profiles provide new data on the program involvement of post-secondary students who used mental health services, including educational achievement in high school, high cost health service use, the presence of chronic conditions, injury diagnoses, disability status, justice system involvement, income support, and type of mental health condition. ResultsOver the study period, 7% (~6,000) of post-secondary students received mental health services. Of those, between 11 and 13% were high cost health service users, ~20% received an injury diagnosis, and ~15% had a chronic condition. These proportions were higher compared to the proportions among students who did not receive mental health services. Rates of income support service use, corrections involvement, and students with disabilities were higher compared to students not receiving mental health services. A greater proportion of Canadian students (between 6.5% and 7.1%) compared to non-Canadian students (between 3.4% and 4.1%) received mental health services. In 2010/11, a greater proportion of part-time compared to full-time students were diagnosed with an anxiety disorder (3.4%, part-time; 2.3% full-time) or depression (4.0% part-time; 2.3% full-time). Conclusion/ImplicationsEvidence produced from linked administrative data offers a unique understanding of students who use mental health services, particularly in terms of their government program involvement. This new evidence can be used, for example, to determine if mental health service needs are different for Canadian versus non-Canadian students, or for full-time versus part-time students.

scholarly journals Instructional Practices of Part-Time Faculty at Two-Year Institutions: Observations and Implications

2020 ◽  
Vol 9 (2) ◽  
pp. 156
Author(s):  
Yahya Mohammad Alshehri
Keyword(s):  
College Students ◽  
Community College ◽  
Community College Students ◽  
Teaching Practices ◽  
Faculty Members ◽  
Full Time ◽  
Negative Effects ◽  
Part Time Faculty ◽  
Part Time ◽  
Time Faculty

This paper attempts to shed more light on the teaching practices of part-time faculty members and their impacts on community college students. It has been found that part-time faculty members employ traditional teaching practices compared to full-time faculty members. These teaching practices have, to varying degrees, negative effects on community college students. It has also been found that some of the compelling factors that hinder part-time faculty from utilizing effective teaching practices are institutional and departmental policies and practices. This paper identifies some gaps in the literature and calls future studies. It delineates a couple of recommendations aiming at improving the teaching practices of part-time faculty as well as their working condition. 

Contingent Faculty as Teachers

2011 ◽  
Vol 55 (11) ◽  
pp. 1485-1509 ◽  
Author(s):  
Roger G. Baldwin ◽  
Matthew R. Wawrzynski
Keyword(s):  
Teaching Practices ◽  
National Study ◽  
Contingent Faculty ◽  
Full Time ◽  
Undergraduate Level ◽  
Academic Environments ◽  
Policy Practice ◽  
Learning Centered ◽  
Part Time ◽  
The Subject

Contingent faculty (full-time and part-time) who are not eligible for tenure or permanent employment provide a large portion of the instruction in U.S. higher education institutions, especially at the undergraduate level. However, in spite of the important functions contingent faculty perform, we know relatively little about their teaching practices or their impact on the educational environment of colleges and universities. This article uses data from the 2004 National Study of Postsecondary Faculty (NSOPF-04) to determine if contingent faculty (full-time and part-time) and “permanent” (tenured and tenure-eligible) faculty differ in their use of subject-centered and learning-centered teaching strategies. Holland’s academic environments model was also used to examine the subject-centered and learning-centered teaching practices of permanent and contingent faculty within broad academic areas. Findings indicate that the teaching practices of part-time contingent faculty differ in important ways from their other faculty colleagues. In contrast, the teaching practices of full-time contingent faculty more closely parallel those of their tenured and tenure-eligible colleagues. Based on these findings, implications for policy, practice, and additional research on this growing segment of the U.S. professoriate are included.

scholarly journals Special Consideration in Post-Secondary Institutions: Trends at a Canadian University

2015 ◽  
Vol 45 (4) ◽  
pp. 261-282
Author(s):  
Joelle Zimmermann ◽  
Stuart B Kamenetsky ◽  
Syb Pongracic
Keyword(s):  
Economic Status ◽  
Demographic Variables ◽  
Special Consideration ◽  
Full Time ◽  
Grade Point ◽  
Post Secondary ◽  
Request Rate ◽  
Part Time ◽  
University Officials ◽  
Course Difficulty

This study examined trends in the practice of granting special consideration for missed tests and late papers in colleges and universities. We analyzed a database of 4,183 special consideration requests at a large Canadian university between 1998 and 2008. Results show a growing rate of requests per enrolment between 2001 and 2007. Although university officials and faculty are concerned that request making is excessive, an in-depth investigation of request making by the number of requests per student, request rate by course difficulty, grade point average, and illness-related work absences in the general population fails to support suspicions of dishonest behaviour. Furthermore, demographic variables—aside from part-time versus full-time student status, and to a lesser degree socio-economic status—do not distinguish students who made frequent requests from those who made few. We discuss potential explanations for the increase in requests for special consideration.  

scholarly journals The Effects of Gender and Parental Education on Participation Within Post-Secondary Education in the 1970s and 1980s

1989 ◽  
Vol 19 (1) ◽  
pp. 49-62
Author(s):  
Neil Guppy ◽  
Krishna Pendakur
Keyword(s):  
Higher Education ◽  
Secondary Education ◽  
Parental Education ◽  
Family Background ◽  
Full Time ◽  
Post Secondary Education ◽  
Factors Affecting ◽  
Post Secondary ◽  
Part Time ◽  
The Impact

Knowledge of factors affecting access to post-secondary education is growing, but we know much less about influences shaping patterns of study within higher education. This paper explores the impact of gender and parental education on student decisions to study part-time or full-time, to choose college or university, and to enroll in different fields of study. These issues are examined using representative national samples of Canadian students from 1974-75 and 1983-84. We demonstrate that both gender and family education play decisive roles in influencing patterns of participation in higher education and that the effects of family background differ significantly between women and men.

scholarly journals Alternative and independent: The universe of technology-related “bootcamps”

2019 ◽  
Author(s):  
Caren A Arbeit ◽  
Alexander Bentz ◽  
Emily Forrest Cataldi ◽  
Herschel Sanders
Keyword(s):  
Public Discourse ◽  
Mode Of Delivery ◽  
The United States ◽  
Workforce Training ◽  
Full Time ◽  
Skilled Workers ◽  
Post Secondary ◽  
Part Time ◽  
The Universe ◽  
Classification Structure

In recent years, nontraditional workforce training programs have proliferated inside and outside of traditional post-secondary institutions. A subset of these programs, bootcamps, advertise high job placement rates and have been hailed by policymakers as key to training skilled workers. However, few formal data exist on the number, types, prices, location, or other descriptive details of program offerings. We fill this void by studying the universe of bootcamp programs offered as of June 30, 2017. In this report, we discuss the attributes of the 1,010 technology-related programs offered in the United States, Canada, and online. We find more diversity among bootcamp providers and programs than would be expected from public discourse. This primarily relates to the mode of delivery (online vs. in person), intensity (part time/full time), cost, and program types. Based on the data we collected, we present a classification structure for bootcamps focused on five distinct program types.

Off-time higher education as a risk factor in identity formation

2013 ◽  
Vol 44 (3) ◽  
pp. 299-309 ◽  
Author(s):  
Konrad Educational Research Institute, War ◽  
Radosław Kaczan ◽  
Małgorzata Rękosiewicz
Keyword(s):  
Secondary School ◽  
Identity Formation ◽  
Transition To Adulthood ◽  
Formal Education ◽  
Full Time ◽  
School Students ◽  
Identity Statuses ◽  
Post Secondary ◽  
University Studies ◽  
Part Time

Abstract One of the important determinants of development during the transition to adulthood is the undertaking of social roles characteristic of adults, also in the area of finishing formal education, which usually coincides with beginning fulltime employment. In the study discussed in this paper, it has been hypothesized that continuing full-time education above the age of 26, a phenomenon rarely observed in Poland, can be considered as an unpunctual event that may be connected with difficulties in the process of identity formation. Relationships between identity dimensions and identity statuses, and age and educational context were analyzed. 693 individuals aged 19-35 took part in the study. The participants attended three types of educational institutions: (1) full-time university studies (BA or MA level), (2) part-time university studies (BA or MA level), and (3) full-time post-secondary school (certificate courses such as: medical rescue, massage therapy, cosmetology, occupational therapy). Among the students of full-time university studies predictable dependencies, also in respect of highlevels of indicators of identity crisis and a high frequency of diffused identity occurrence, were observed. Such dependencies were not found in the group of full-time post-secondary school students.

Exploring Barriers to Doctoral Education in Communication Sciences and Disorders: Insights From Practicing Professionals

2020 ◽  
Vol 5 (6) ◽  
pp. 1552-1563
Author(s):  
Denise A. Tucker ◽  
Mary V. Compton ◽  
Sarah J. Allen ◽  
Robert Mayo ◽  
Celia Hooper ◽  
...  
Keyword(s):  
Doctoral Students ◽  
Online Survey ◽  
Academic Research ◽  
Doctoral Degree ◽  
Full Time ◽  
Doctoral Study ◽  
Doctoral Research ◽  
Part Time ◽  
Advance Research ◽  
Doctor Of Philosophy

Purpose The intended purpose of this research note is to share the findings of a needs assessment online survey of speech and hearing professionals practicing in North Carolina to explore their interest in pursuing a research-focused PhD in Communication Sciences and Disorders (CSD) and to document their perceptions of barriers to pursing a PhD in CSD. In view of the well-documented shortage of doctor of philosophy (PhD) faculty to attract, retain, and mentor doctoral students to advance research and to prepare future speech and hearing professionals, CSD faculty must assess the needs, perceptions, and barriers prospective students encounter when considering pursuing a doctoral research degree in CSD. Method The article describes the results of a survey of 242 speech and hearing professionals to investigate their interest in obtaining an academic research-focused PhD in CSD and to solicit their perceived barriers to pursuing a research doctoral degree in CSD. Results Two thirds of the respondents (63.6%) reported that they had considered pursuing a PhD in CSD. Desire for knowledge, desire to teach, and work advancement were the top reasons given for pursuing a PhD in CSD. Eighty-two percent of respondents had no interest in traditional full-time study. Forty-two percent of respondents indicated that they would be interested in part-time and distance doctoral study. The barriers of time, distance, and money emerged as those most frequently identified barriers by respondents. Conclusion The implications inform higher education faculty on how they can best address the needs of an untapped pool of prospective doctoral students in CSD.

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