scholarly journals Rapid Dissemination of College Food Insecurity Findings in A Multi-Institutional Study Using the eB4CAST Approach

Nutrients ◽  
2020 ◽  
Vol 12 (6) ◽  
pp. 1646
Author(s):  
Melissa D. Olfert ◽  
Rebecca L. Hagedorn ◽  
Ayron E. Walker ◽  
Rachel A. Wattick
Keyword(s):  
Higher Education ◽  
Food Insecurity ◽  
Online Survey ◽  
Education Institution ◽  
Evidence Based ◽  
Higher Education Administrators ◽  
Prevalence Estimates ◽  
Rapid Dissemination ◽  
Education Administrators ◽  
Specific Food

The sharing of college food insecurity data with higher education administrators and stakeholders is essential to increase awareness of campus-specific food insecurity outcomes. This study utilized the evidence-Based forecast C-capture, A-assemble, S-sustain, T-timelessness (eB4CAST) approach to develop campus-specific food insecurity reports for researchers involved in a multi-institutional food insecurity study. eB4CAST reports were developed for each higher education institution (n = 22). The reports were four pages of visual data that included details of the eB4CAST approach and the multi-institutional food insecurity study, campus demographics, an overview of college food insecurity, food insecurity prevalence estimates at all participating institutions, and student use and awareness of campus resources, as well as the campus-specific resources that are available. The interpretation and forecasted use of the reports were evaluated through a 17-item online survey. The survey was completed by 26 content experts and showed a favorable perception of the eB4CAST institutional report. A majority of participants strongly agreed that the eB4CAST food insecurity report was clear to understand (72%), it was easy to read (64%), the statistics were easy to interpret (80%), it shared valuable information (92%), and it was impactful to their work (80%). Further, 84% of participants found the overall information of the report to be relevant and sharable. Participants forecasted disseminating the reports primarily to administration (77%) and with other faculty and staff (85%). These findings highlight the projected usability of the visualized data eB4CAST report across many sectors of college food insecurity research, which may help disseminate rapid findings on this emerging issue and increase awareness.

scholarly journals The Effects Of Different Sections And Students Pre-Course Interest On An Instructors Teaching Evaluations

2007 ◽  
Vol 4 (3) ◽  
Author(s):  
Obeua S. Persons
Keyword(s):  
Higher Education ◽  
Teaching Effectiveness ◽  
Higher Education Administrators ◽  
Teaching Evaluations ◽  
Teaching Ability ◽  
Education Administrators

This study has identified two important factors, unrelated to an instructor’s teaching ability, which can affect an instructor’s teaching evaluations.  The first factor, which has never been examined in any prior studies, is the section effect.  This study finds that teaching evaluations differ significantly across sections of the same course taught by the same instructor.  This section effect cannot be explained by six student-related variables.  The second factor, which is students’ pre-course interest measured at the beginning of a course, is found to be positively related to teaching evaluations.  These findings suggest that higher-education administrators may want to consider the section effect and the students’ pre-course interest when they evaluate an instructor’s teaching effectiveness for promotion, tenure and merit decisions.

scholarly journals Impacting Networked Technologies on Teaching Practices

2018 ◽  
Author(s):  
Maria Cutajar ◽  
Matthew Montebello
Keyword(s):  
Higher Education ◽  
Teaching Practices ◽  
Exploratory Research ◽  
Higher Education Administrators ◽  
Online Environment ◽  
Teaching Experiences ◽  
Policy Makers ◽  
Education Administrators ◽  
Shed Light ◽  
Work And Life

Networked technologies are found permeating all work and life activities even in the education realm. Today’s networked technologies are changing the way we interact within the online environment and amongst themselves. Networked technologies have unleashed a plethora of possibilities for educators to take advantage of by employing them as part of their teaching practices. In this paper are presented findings related to how academics are experiencing networked technologies for teaching and their relation to learning. A phenomenographic approach and subsequently a quantitative stance was employed to shed light on the nature and the current dynamic of such practices. This paper recounts the phenomenographic outcome, but it particularly attends to subsequent quantitative findings obtained from consideration of learning experiences against the phenomenographic map of variation in teaching experiences whereby an unexpected clustering trend was exposed. The outcomes of this exploratory research provide crucial and essential insights for higher education administrators and policy makers on how to regulate themselves with regards to the adoption of networked technologies within their institution.

Redesigning Prediction Algorithms for At-Risk Students in Higher Education

2019 ◽  
pp. 232-250 ◽  
Author(s):  
Dennis Foung
Keyword(s):  
Higher Education ◽  
At Risk ◽  
Logistic Regression ◽  
Academic Writing ◽  
Industry 4.0 ◽  
Classification Tree ◽  
At Risk Students ◽  
Higher Education Administrators ◽  
Writing Courses ◽  
Education Administrators

Use of algorithms and data mining approaches are not new to Industry 4.0. However, these may not be common for students and educators in higher education. This chapter compares various classification techniques: classification tree, logistic regression, and artificial neural networks (ANN). The comparison focuses on each method's accuracy, algorithm, and practicality in higher education. This study made use of a dataset from two academic writing courses in a university in Hong Kong with more than 5,000 records. Results suggest that classification trees and logistic regression can be easily used in the higher education context, but ANN may not be applicable in higher educational settings. The research team suggests that higher education administrators take this research forward and design platforms to realize these classification algorithms to predict at-risk students.

Assessing the role of college as a sustainability communication channel

2017 ◽  
Vol 18 (7) ◽  
pp. 1060-1075 ◽  
Author(s):  
Alisa P. Lertpratchya ◽  
John C. Besley ◽  
Adam Zwickle ◽  
Bruno Takahashi ◽  
Cameron Thomas Whitley
Keyword(s):  
Higher Education ◽  
Theory Of Planned Behavior ◽  
Planned Behavior ◽  
Undergraduate Students ◽  
Environmental Sustainability ◽  
Communication Channel ◽  
Online Survey ◽  
Large Population ◽  
Education Institution ◽  
Content Type

Purpose The purpose of this study is to assess the effectiveness of higher education institution as a sustainability communication channel. The theory of planned behavior was used to examine the degree to which a student’s tenure at a large university with active and visible sustainability initiatives is associated with changes in views about sustainability and changes in reported sustainability behaviors. Design/methodology/approach This study involved a campus-wide online survey on undergraduate students at a large mid-western university. A direct measurement approach to the theory of planned behavior was used to measure changes in attitudes, normative beliefs, perceived behavioral controls and self-reported behaviors on five different environmental sustainability behaviors. Findings Overall findings support the notion that higher education institutions can be effective communication channels for sustainability issues, as students who have been in college for a longer period of time reported somewhat more positive attitudes, normative and efficacy beliefs and more sustainable behaviors. Practical implications By measuring specific components of the theory of planned behavior, this study provides insights on specific areas in which campaigns targeting college students in different college years could become more effective. Originality/value Few studies have assessed college as an effective sustainability communication channel despite the fact that it is potentially a powerful channel to reach a large population at their critical age. This study also measures specific components to sustainability behaviors by using the theory of planned behavior as a guiding framework.

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