scholarly journals A Systematic Approach to Evaluating Teaching and Learning Initiatives in Post-secondary Education

1969 ◽  
Vol 39 (2) ◽  
pp. 45-76
Author(s):  
Cindy Ives ◽  
Lynn McAlpine ◽  
Terry Gandell
Keyword(s):  
Teaching And Learning ◽  
Social Science Research ◽  
Science Research ◽  
Support Staff ◽  
Post Secondary ◽  
Evaluation Of Teaching ◽  
University Level ◽  
The University ◽  
The Impact ◽  
Learning Interventions

This article describes a research-driven heuristic for the scholarly evaluation of teaching and learning interventions, which is systematic, collaborative, and discipline focused. We offer this guide to educational developers and other instructional support staff who are tracking the impact of interventions in teaching and learning with academic colleagues who lack backgrounds in educational evaluation or social-science research. Grounded in our experience in three different faculties, the framework may be modified to meet the needs of other contexts and disciplines. To aid such modification, we explicitly describe the thinking underlying the key decision-making points. We offer practical advice that may assist academics and academic developers with evaluation processes, thus addressing the scarcity in the literature of comprehensive, programmatic, scholarly, and systematic assessments of innovations in teaching and learning at the university level.  

Political Issues and the Vote: November, 1952

1953 ◽  
Vol 47 (2) ◽  
pp. 359-385 ◽  
Author(s):  
Angus Campbell ◽  
Gerald Gurin ◽  
Warren E. Miller
Keyword(s):  
Presidential Election ◽  
Party Identification ◽  
Social Science Research ◽  
Science Research ◽  
List Type ◽  
University Of Michigan ◽  
Political Issues ◽  
Carnegie Corporation ◽  
The University ◽  
The Impact

In March, 1952 the Carnegie Corporation made available to the Social Science Research Council a research grant to support a major study of factors influencing the popular vote in the 1952 presidential election. Under the sponsorship of the Council's Committee on Political Behavior this project is currently being carried out by the Survey Research Center of the University of Michigan.The study was developed around six major objectives:1. To identify the voters and non-voters, Republicans and Democrats, within four major geographical areas, in regard toa. socio-economic characteristics;b. attitudes and opinions on political issues;c. perceptions of the parties and the candidates.2. To compare these groups to the corresponding groups in the 1948 presidential election.3. To trace the resolution of the vote with particular attention to the undecided and changing voters.4. To study the impact of the activities of the major parties on the population.5. To analyze the nature and correlates of political party identification.6. To analyze the nature and correlates of political participation.

scholarly journals Entrepreneurial Pathways in Art

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Kaisu Tuominiemi ◽  
Scott Benzenberg
Keyword(s):  
Art World ◽  
Art Students ◽  
Art Programs ◽  
Post Secondary ◽  
Arts Programs ◽  
University Level ◽  
Studio Practices ◽  
And Performance ◽  
The University ◽  
The Impact

Art programs at the university level are often designed in a studio-based model where the curriculum objective is “high-levels of disciplinary expertise” (Hong, Essig, & Bridgstock, 2012). These programs graduate artists who, while highly proficient in creation and performance, must navigate a career market which is limited and highly competitive.  This studio model is shifting. Many arts programs at the university level are now beginning to incorporate courses which help artists as they navigate the business of the art world, but these types of interventions still neglect opportunities to fully harness artistic skillsets of art students. Arts Entrepreneurship is an emerging discipline in post-secondary education. This discipline aims address the needs of the artist while also recognizing the unique habits of mind the artist might bring into enterprise. The scope of this discipline extends beyond studio practices by considering and measuring the impact of an artists’ work. “The unique mission of arts programs and therefore a unique of arts entrepreneurship education and a defining aspect of its signature pedagogy is the practice of making art work in and for the real world” (Hong, Essig, & Bridgstock, 2012). In this discipline, artists extend the scope of their “work” beyond creation and towards practices which can future sustain an artistic venture. Arts Entrepreneurship therefore seeks to graduate artists who are able to consider and measure the scope of external impacts. The proposal here seeks to address the need of graduates in art education to pursue meaningful employment while also generating new potentials the artist’s role in wider society.

scholarly journals Teaching and Learning Science in the 21st Century: Challenging Critical Assumptions in Post-Secondary Science

2018 ◽  
Vol 8 (1) ◽  
pp. 12 ◽  
Author(s):  
Amanda Glaze
Keyword(s):  
Teaching And Learning ◽  
Science Literacy ◽  
Secondary Science ◽  
Post Secondary Education ◽  
Post Secondary ◽  
University Level ◽  
Problem Solve ◽  
The University ◽  
University Settings ◽  
Literate Society

It is widely agreed upon that the goal of science education is building a scientifically literate society. Although there are a range of definitions for science literacy, most involve an ability to problem solve, make evidence-based decisions, and evaluate information in a manner that is logical. Unfortunately, science literacy appears to be an area where we struggle across levels of study, including with students who are majoring in the sciences in university settings. One reason for this problem is that we have opted to continue to approach teaching science in a way that fails to consider the critical assumptions that faculties in the sciences bring into the classroom. These assumptions include expectations of what students should know before entering given courses, whose responsibility it is to ensure that students entering courses understand basic scientific concepts, the roles of researchers and teachers, and approaches to teaching at the university level. Acknowledging these assumptions and the potential for action to shift our teaching and thinking about post-secondary education represents a transformative area in science literacy and preparation for the future of science as a field.

scholarly journals Faculty Experience Teaching in an Interdisciplinary First-Year Seminar Program: The Case of the University of Guelph

2016 ◽  
Vol 7 (1) ◽  
Author(s):  
Jacqueline Murray ◽  
Peter Wolf
Keyword(s):  
Teaching And Learning ◽  
The United States ◽  
First Year ◽  
Post Secondary ◽  
Experience Teaching ◽  
Secondary Teaching ◽  
Il Y A ◽  
The University ◽  
The Impact ◽  
First Year Seminar

First-year seminar programs have been a feature on the landscape of post-secondary teaching and learning in the United States, since they first appeared in the 1880s at Boston University (Mamrick, 2005). More recently, they have begun to appear at Canadian universities. For example, first-year seminars were introduced a decade ago at the University of Guelph, as a campus-wide initiative. To recognize the first decade that these unique, interdisciplinary seminars have been offered, faculty were surveyed to understand better the impact of the program on those teaching in it, as well as their perceptions of their students. The experience of the University of Guelph suggests first-year seminar programs can have a significant influence on the teaching and professional experience of faculty and encourages them to extend their networks beyond the department and across the campus. Significantly, seminars serve as sites for pedagogical experimentation that can influence departmental curricula. Faculty who teach a first-year seminar have high satisfaction and report myriad benefits to morale, teaching, and research. The salutary effects of a first-year seminar program are not local but would be transferable across post-secondary institutions. Aux États-Unis, on a beaucoup parlé des programmes de séminaires de première année dans le paysage de la pédagogie dans l’enseignement supérieur, depuis leur première apparition dans les années 1880 à l’Université de Boston (Mamrick, 2005). Plus récemment, ils ont commencé à apparaître dans les universités canadiennes. Par exemple, des séminaires de première année ont été introduits il y a dix ans à l’Université de Guelph en tant qu’initiative à l’échelle du campus. Afin de marquer la première décennie au cours de laquelle ces séminaires interdisciplinaires uniques ont été offerts, une enquête a été menée auprès des professeurs pour mieux comprendre les effets du programme sur les enseignants, ainsi que les perceptions de leurs étudiants. L’expérience de l’Université de Guelph suggère que les programmes de séminaires de première année peuvent avoir une influence importante sur l’enseignement et sur l’expérience professionnelle des professeurs et peuvent les encourager à élargir leur réseau au-delà du département et sur tout le campus. Il est significatif de constater que les séminaires servent de sites pour des expériences pédagogiques qui peuvent influencer les programmes d’études départementaux. Les professeurs qui enseignent un séminaire de première année en retirent une grande satisfaction et rapportent une myriade d’avantages pour le moral, l’enseignement, et la recherche. Les effets salutaires d’un programme de séminaires de première année ne sont pas ressentis uniquement au niveau local, ils sont transférables à tous les établissement d’enseignement supérieur.

scholarly journals On the Discursive and Methodological Categorisation of Islam and Muslims in the West: Ontological and Epistemological Considerations

Religions ◽  
2020 ◽  
Vol 11 (10) ◽  
pp. 501
Author(s):  
Fethi Mansouri
Keyword(s):  
Social Science ◽  
Social Science Research ◽  
Science Research ◽  
Religion And Politics ◽  
The West ◽  
Research Agendas ◽  
Muslims In The West ◽  
The Impact

This article reflects on the ethical and epistemological challenges facing researchers engaged in contemporary studies of Islam and Muslims in the West. Particularly, it focuses on the impact of the constructions and categorisations of Muslims and Islam in research. To do this, it considers the entwinement of public discourses and the development of research agendas and projects. To examine this complex and enmeshed process, this article explores ideological, discursive and epistemological approaches that it argues researchers need to consider. In invoking these three approaches alongside an analysis of a collection of recent research, this article contends that questions of race, religion and politics have been deployed to reinforce, rather than challenge, certain essentialist/orientalist representations of Islam and Muslims in the West in research. As this article shows, this practice is increasingly threatening to compromise, in a Habermasian communicative sense (i.e., the opportunity to speak and be heard for all concerned), the ethical and epistemological underpinnings of social science research with its emphasis on inclusion and respect.

scholarly journals Doing Less with More: Cohorts, Education and Civic Participation in America

2016 ◽  
Author(s):  
Jonathan Horowitz
Keyword(s):  
Higher Education ◽  
High School Students ◽  
Civic Participation ◽  
Social Science Research ◽  
Science Research ◽  
Birth Cohorts ◽  
School Students ◽  
College Degrees ◽  
Geographic Space ◽  
The Impact

Decades of social science research demonstrate the impact of education on civic participation. However, prior scholarship generally assumes that the returns to education do not change over time or geographic space. Absolute educational effects are not always plausible; as more individuals obtain a college degree, there are a greater number of qualified individuals competing for the same social resources. The present study tests the impact of education on civic participation, and whether this effect changes as the number of college-educated individuals increases over birth cohorts. The present findings suggest that in some cases, a college degree's impact on civic participation declines as more individuals obtain college degrees. The findings challenge commonly held assumptions about the effect of higher education on civic participation. Furthermore, the findings suggest that while sending an individual to college may increase civic participation, encouraging all high school students to go to college may undercut the benefits of college attendance.Keywords: higher education, cohorts, civic engagement, volunteering

scholarly journals Hagnýting menntunar meðal háskólamenntaðs starfsfólks einkarekinna fyrirtækja og opinberra stofnana

2017 ◽  
Vol 13 (1) ◽  
pp. 151
Author(s):  
Ingi Rúnar Eðvarðsson ◽  
Guðmundur Kristján Óskarsson ◽  
Jason Már Bergsteinsson
Keyword(s):  
Social Science Research ◽  
Science Research ◽  
Target Population ◽  
University Education ◽  
Private Companies ◽  
Public Companies ◽  
National Population Register ◽  
The Difference ◽  
The One ◽  
The University

The aim of the article is to examine whether there is a difference in the utilization of education among university educated employees in private companies on the one hand and public institutions on the other. The target population of the research was based on a random sample drawn from the National Population Register by the National Survey of the Social Science Research Institute of the University of Iceland from 9 March to 9 April 2016. The survey included 2,001 individuals, aged 18 or above, from all over the country. A total of 1,210 persons responded to the survey. This research only involved those participants in the sample who had completed a university education and were salaried employees in Iceland. After data cleansing, 374 participants remained, 178 males and 196 females. The initial results of the research indicated that 20.3% of participants were over-educated for their jobs. The majority of females work in public companies, while the majority of males work in private companies. Individuals with under-education are most likely to be found within public companies, at the same time as over-educated individuals are most likely to be found in private companies (the difference lies in the under- and over-education of females). Those working in public companies come primarily from educational and health sicences, while engineers and natural sicentists work primarily at private companies. Incomes are higher in private companies.

scholarly journals Teachers' multiple roles and perceived loss of professionalism in Tanzanian secondary schools

2019 ◽  
Vol 24 (1) ◽  
pp. 11-19
Author(s):  
Godlove Lawrent
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
Teaching Quality ◽  
Support Staff ◽  
Multiple Roles ◽  
Education Expansion ◽  
Teaching Competence ◽  
Competence Beliefs ◽  
The Government ◽  
The Impact

The rapid increase in Tanzanian primary school enrolments in the last decade was prompted by the government to develop the Secondary Education Expansion Policy. My study, therefore, explored the impact of this policy on teachers’ professional lives. A qualitative approach was adopted to gain detailed insights into the phenomena under investigation. Data were collected from 30 participant teachers from four community secondary schools in Tanzania through interviews and document analysis. Overall the findings revealed that the government’s shortcomings in hiring support staff prompted teachers to perform extra duties alongside teaching. It also found that the lack of the government’s commitment to rewarding teaching quality exacerbated teachers’ engagement in other income-generating activities. Teachers’ engagement in these non-teaching tasks both in school and out of school affected their own professional identities which subsequently impacted on their teaching competence beliefs. These findings recommend that in order to enhance the quality of teaching and learning, the government of Tanzania must improve teachers’ welfare by employing enough support staff to assist in teaching and learning.

The Determinants of Program Success and Failure

1981 ◽  
Vol 1 (4) ◽  
pp. 433-464 ◽  
Author(s):  
Harold Wolman
Keyword(s):  
Public Policy ◽  
Cost Benefit Analysis ◽  
Evaluation Research ◽  
Social Science Research ◽  
Cost Benefit ◽  
Science Research ◽  
Program Performance ◽  
Policy Makers ◽  
Program Success ◽  
The Impact

ABSTRACTRecent social science research – particularly evaluation research and cost-benefit analysis – has produced a substantial and very useful literature on the impact of public policy and on the relationship of program inputs to outputs and outcomes. However, the explicit focus of these analytic techniques on impacts and outcomes does not systematically yield useful information on why programs have been successes or failures. Policy-makers faced with an evaluation of program success or failure obviously need to know something about the why question if they are to make needed adjustments in the program or carry the lessons of one program to other areas. This article attempts to present a comprehensive framework for explaining and understanding program performance. It is meant to have two uses and to serve two clienteles. First, it presents for social scientists a set of research questions to guide research into the determinants of program performance. Second, it provides public policy-makers with a set of action questions which should be asked and answered appropriately in the actual formulating and carrying out of public policy, as a means of enhancing the chances of program success. The framework is divided into two parts, the formulating process and the carrying out process, although these two processes may overlap considerably, both in time and in terms of substantive concerns. Program success may be impeded by problems or inadequacies in one or more of the components in either the formulating stage or the carrying out stage or in both.

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