Research-Based Best Practices for Student Services for Adult Learners

2021 ◽  
pp. 172-190
Author(s):  
Kimberly Morse
Keyword(s):  
Higher Education ◽  
Adult Learners ◽  
Qualitative Analysis ◽  
Student Services ◽  
The United States ◽  
Department Of Education ◽  
United States Department ◽  
Online Learners ◽  
States Department ◽  
Research Based Best Practices

The purpose of this chapter is to explore the student services that are available in institutions of higher education and the efficacy in the student experience. This chapter provides a background of the student services that are required per the United States Department of Education and guidelines, legislation, regulations, and other policies containing specific supports that must be provided. A comprehensive qualitative analysis is presented to provide the perspectives of availability of student services among adult online learners and student services representatives. Recommendations are provided based on the findings from the qualitative analysis.

Sexual Harassment and Internships: How Do We Protect Our Students and Program?

2017 ◽  
Vol 6 (4) ◽  
pp. 391-393 ◽  
Author(s):  
Anne C. Russ ◽  
Dani M. Moffit ◽  
Jamie L. Mansell
Keyword(s):  
Higher Education ◽  
United States ◽  
Civil Rights ◽  
Sexual Harassment ◽  
Title Ix ◽  
Department Of Education ◽  
Responsibility To Protect ◽  
United States Department ◽  
Education Programs ◽  
States Department

Sexual harassment is a sensitive and pervasive topic in higher education. Programs and institutions have the responsibility to protect the students from sexual harassment under Title IX of the Education Amendments of 1972 (United States Department of Education Office of Civil Rights, 2011). While much attention has been focused toward on-campus interactions (i.e., professor/student, student/student), many students participate in off-campus fieldwork and internships associated with coursework, where the students are still protected under Title IX. The purpose of this discussion is to define sexual harassment, summarize research regarding sexual harassment in a fieldwork setting, consider how sexual harassment affects students, and identify resources to help programs identify and respond to sexual harassment.

Common Standards for Online Education Found in Accrediting Organizations

2014 ◽  
pp. 50-76
Keyword(s):  
Online Education ◽  
The United States ◽  
Department Of Education ◽  
United States Department ◽  
Educational Standards ◽  
Online Faculty ◽  
Regional Accreditation ◽  
States Department ◽  
National Accreditation ◽  
Training Professional

Standards for education are established by a number of governing agencies including regional accreditation committees, national accreditation committees, committees on educational standards within colleges and universities, and the United States Department of Education. These standards are long-established and are updated occasionally to reflect the changes in the fields of education. This chapter discusses the standards, as they exist today, in all of the aforementioned accreditation committees. Specifically, this chapter focuses on the educational standards as they currently exist for distance and online education, such as the standards for teacher training, professional development opportunities, and resources for online faculty.

Feeling Silly and White

2017 ◽  
pp. 400-414
Author(s):  
Denise Davis-Maye ◽  
Annice Yarber-Allen ◽  
Tamara Bertrand Jones
Keyword(s):  
Higher Education ◽  
Best Practices ◽  
African Ancestry ◽  
Department Of Education ◽  
Economic Opportunity ◽  
United States Department ◽  
States Department ◽  
Participation Of Women ◽  
K 12 ◽  
Methodological Evaluation

The following chapter provides an overview of the Summer Institute on the Welfare of Women in Belize (SIWWB) and highlights the results of a mixed-methodological evaluation of the project funded by United States Department of Education Fulbright Hays Group Projects Abroad program. The objectives were for 12 higher education and K-12 educators to study Belizean women's historical and contemporary issues; study the cultural heritage and contributions of ethnic groups; study the legacy of participation of women of African ancestry; to examine access to economic opportunity and advancement for women of African ancestry; and finally to develop curricula that will prepare students for an increasingly global and interdependent world. The chapter will present a stimulating discussion of the results of the evaluations, challenges experienced in successfully implementing this faculty-led study abroad experience, as well as highlight best practices and provide recommendations for best practices for future projects.

simSchool and the Conceptual Assessment Framework

2011 ◽  
pp. 308-322 ◽  
Author(s):  
David Gibson
Keyword(s):  
Classroom Management ◽  
Cognitive Abilities ◽  
The United States ◽  
Department Of Education ◽  
United States Department ◽  
Assessment Framework ◽  
Training Environment ◽  
States Department ◽  
Differentiating Instruction ◽  
Games And Simulations

simSchool is a game-based simulation developed with funding from the Preparing Tomorrow’s Teachers to Use Technology (PT3, 2003) program of the United States Department of Education. The simulation provides users with a training environment for developing skills such as lesson planning, differentiating instruction, classroom management, special education, and adapting teaching to multiple cognitive abilities. This chapter uses simSchool as an example to present and discuss an application of the Conceptual Assessment Framework (CAF) of (Almond, Steinberg, & Mislevy, 2002) as a general model for building assessments of what users learn through games and simulations. The CAF organizes the theories of teaching as well as the inferential frameworks in simSchool that are used to provide feedback to players about their levels of knowledge and abilities as teachers. The framework is generally relevant and useful for planning how to assess gains made by users while playing games or using simulations.

simSchool and the Conceptual Assessment Framework

2011 ◽  
pp. 3595-3606
Author(s):  
David Gibson
Keyword(s):  
Classroom Management ◽  
Cognitive Abilities ◽  
The United States ◽  
Department Of Education ◽  
United States Department ◽  
Assessment Framework ◽  
Training Environment ◽  
States Department ◽  
Differentiating Instruction ◽  
Games And Simulations

simSchool is a game-based simulation developed with funding from the Preparing Tomorrow’s Teachers to Use Technology (PT3, 2003) program of the United States Department of Education. The simulation provides users with a training environment for developing skills such as lesson planning, differentiating instruction, classroom management, special education, and adapting teaching to multiple cognitive abilities. This chapter uses simSchool as an example to present and discuss an application of the Conceptual Assessment Framework (CAF) of (Almond, Steinberg, & Mislevy, 2002) as a general model for building assessments of what users learn through games and simulations. The CAF organizes the theories of teaching as well as the inferential frameworks in simSchool that are used to provide feedback to players about their levels of knowledge and abilities as teachers. The framework is generally relevant and useful for planning how to assess gains made by users while playing games or using simulations.

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