scholarly journals Virtual induction ceremonies: Upholding time-honored tradition

2020 ◽  
Vol 10 (5) ◽  
pp. 77
Author(s):  
Emily E. Hopkins ◽  
Kathleen C. Spadaro
Keyword(s):  
Online Education ◽  
Liberal Arts ◽  
Education Programs ◽  
New Members ◽  
Liberal Arts University ◽  
The Past ◽  
Southwestern Pennsylvania ◽  
Honor Societies ◽  
Website Use ◽  
Honor Society

An induction ceremony is a time-honored tradition among honor societies. Designed to recognize new members and denote transition into the society, induction signifies an important step in formal membership. However, with the growth of online education programs, there is a need for honor societies to adapt from traditional on-ground communities to virtual ones.  This adaptation includes conducting an induction ceremony virtually to further create a sense of membership belonging and value.  Recognizing the importance of upholding a time-honored tradition, a small private liberal arts university in Southwestern Pennsylvania sought to digitally record their international honor society chapter induction ceremony and share it with their distance inductees via their chapter website. Use of the virtual induction began prior to becoming an international chapter and has continued annually for the past 10 years. Therefore, this experience exchange shares strategies for planning and conducting a successful virtual induction ceremony, thus emphasizing the importance of membership induction for all students especially those online.

Investigating different options in course delivery – traditional vs online: is there another option?

2018 ◽  
Vol 35 (4) ◽  
pp. 230-239 ◽  
Author(s):  
Ashley Hass ◽  
Mathew Joseph
Keyword(s):  
Online Education ◽  
Undergraduate Students ◽  
Liberal Arts ◽  
Online Courses ◽  
Content Type ◽  
Liberal Arts University ◽  
Face To Face ◽  
Traditional Courses ◽  
Southwest Region ◽  
Southwest Usa

Purpose The purpose of this paper is to examine students’ perceptions of online vs traditional (face-to-face) course offerings at the business school of a liberal arts university in southwest USA. The research compares perceptions of students who have been subjected to online education along with those who have not been exposed to online education and examines likelihood to take online courses. Design/methodology/approach Paper and pencil surveys were distributed in different classes in business classes at a university in southwest USA. The target group was undergraduate students. Findings The results indicate that overall, students have neutral perceptions about online courses, while favorable perceptions are strongly associated with likelihood to take online courses. Moreover, prior exposure with online courses is not a significant factor in forming favorable perceptions about online courses. Research limitations/implications The present research is limited in generalizability and the institution surveyed in the southwest region is new to online courses offering in their curriculum and not all the participants had prior experience with online courses. Originality/value Although this paper compares online education with traditional, another option for methods of education include hybrid models incorporating both. A possible third option not discussed through this research is a hybrid or blended learning course, a combination of both online and traditional courses. This opens the options for the student, as hybrid courses can be built with many different options. One includes using technology for “screencasts” or lectures online.

Project Management Methods for the Implementation of an Online Faculty Development Course

2014 ◽  
pp. 829-839
Author(s):  
Andrew A. Tawfik ◽  
Carol Reiseck ◽  
Richard Richter
Keyword(s):  
Project Management ◽  
Online Education ◽  
Faculty Development ◽  
Liberal Arts ◽  
Online Courses ◽  
Retention Rates ◽  
Liberal Arts University ◽  
Online Faculty Development ◽  
Development Course

The case study describes the project management methods used in the implementation of a faculty development course at a small liberal arts university. The faculty development course, which was delivered online through the Learning Management System (Blackboard), not only provided faculty with technical competencies, but also a pedagogical framework for online instruction. As faculty members began to see the potential of using technology to overcome time and distance challenges, they became more interested in online education. To accomplish the project goals, the instructional design team created a detailed spreadsheet that outlined the design and implementation strategy for the initiative. Success criteria included increased demand and enrollment in the course, formal adoption of the professional development course as an institutional requirement, expansion of student enrollments in online courses, and student retention rates. The case study describes the unique project management considerations, documentation, and planning required throughout the project.

scholarly journals In Search of Pedagogies for Teaching Qualitative Research Online: A Vygotskian Approach

2017 ◽  
Vol 2 (3) ◽  
pp. 60
Author(s):  
Maja Miskovic ◽  
Elena Lyutykh
Keyword(s):  
Qualitative Research ◽  
Online Education ◽  
Doctoral Students ◽  
Liberal Arts ◽  
Online Courses ◽  
The United States ◽  
Leadership Studies ◽  
Liberal Arts University ◽  
Constructivist Approaches ◽  
Do So

Little has been said on how to teach qualitative research in general and more recently on how to do so in online courses. Drawing on the cultural-historical theory of Lev Vygotsky and his followers, we engage with theoretical tenets that inform a design of an online qualitative research course in a private liberal arts university in the United States with large enrollments of doctoral students in leadership studies. Though examination of constructivist approaches to online education that are integrated within our classroom practices, we highlight unique challenges of teaching qualitative research online and offer insights to inform instructors of similar courses with intent to continue an important conversation about complexities of teaching qualitative research.

Project Management Methods for the Implementation of an Online Faculty Development Course

2013 ◽  
pp. 153-167
Author(s):  
Andrew A. Tawfik ◽  
Carol Reiseck ◽  
Richard Richter
Keyword(s):  
Project Management ◽  
Online Education ◽  
Faculty Development ◽  
Liberal Arts ◽  
Online Courses ◽  
Retention Rates ◽  
Liberal Arts University ◽  
Online Faculty Development ◽  
Development Course

The case study describes the project management methods used in the implementation of a faculty development course at a small liberal arts university. The faculty development course, which was delivered online through the Learning Management System (Blackboard), not only provided faculty with technical competencies, but also a pedagogical framework for online instruction. As faculty members began to see the potential of using technology to overcome time and distance challenges, they became more interested in online education. To accomplish the project goals, the instructional design team created a detailed spreadsheet that outlined the design and implementation strategy for the initiative. Success criteria included increased demand and enrollment in the course, formal adoption of the professional development course as an institutional requirement, expansion of student enrollments in online courses, and student retention rates. The case study describes the unique project management considerations, documentation, and planning required throughout the project.

scholarly journals Understanding organizational culture to transform a workplace behavior: Evidence from a liberal arts University

2016 ◽  
Vol 3 (4) ◽  
pp. 89
Author(s):  
Oris Guillaume ◽  
Amy Austin
Keyword(s):  
Organizational Culture ◽  
Liberal Arts ◽  
Organizational Leaders ◽  
Organizational Cultures ◽  
Workplace Behavior ◽  
New Members ◽  
Liberal Arts University ◽  
Vital Part ◽  
Basic Assumptions ◽  
The University

Nelson and Quick (2013) describe organizational cultures as “a pattern of basic assumptions that are considered valid and that are taught to new members as a way to perceive, think and feel in the organization” (p.592). Organizational cultures are a vital part of any company’s environment and provide employees with the necessary tools to integrate themselves into the overall organizational dynamic; however, most organizational cultures are plagued with dysfunctional dynamics that have stemmed from a dysfunctional personality of a key leader in their environment. This paper is based on the experience of designing and delivering special change, the organizational culture has been, for the most part, healthy and thriving. In this paper, we will review some of the problems facing the University and how key organizational leaders have successfully influenced change in a manner that has led to the valuable organizational culture in place today.

scholarly journals Logged In And Connected? A Quantitative Analysis Of Online Course Use And Alumni Giving

2013 ◽  
Vol 6 (3) ◽  
pp. 361-370
Author(s):  
Andrew Tiger ◽  
Landon Preston
Keyword(s):  
Online Education ◽  
Liberal Arts ◽  
Marketing Research ◽  
Research Literature ◽  
Alumni Giving ◽  
Rapid Expansion ◽  
Online Course ◽  
Liberal Arts University ◽  
Predictive Variables ◽  
Education Administrators

Business and education stand out as two of the most prominent sectors affected by the rapid expansion of the Internet. A significant body of literature within business has been devoted to developing positive e-commerce exchanges that develop customer loyalty. While online education grows each year, the long-term significance of online education to develop a loyal alumni base has yet to be studied. Findings in marketing research literature on trust and loyalty provide exceptional significance for online education, especially in a tight economic climate that has forced colleges and universities to rely on alumni giving for operational support. This study examines the significance of online course use as a predictive variable for alumni giving at one medium sized, private liberal arts university using 3,450 students. The results show a negative correlation between the online classes and alumni giving, among other predictive variables used in alumni giving. The findings provide foundational insights for education administrators and fundraisers involved in online education and its effect on alumni giving.

Tradition and Human Life

2018 ◽  
Author(s):  
Gerald O’Collins, SJ
Keyword(s):  
Human Life ◽  
Theological Reflection ◽  
Human Beings ◽  
New Members ◽  
The Past ◽  
Peter Berger ◽  
Global View ◽  
Anthony Giddens ◽  
Edward Shils ◽  
Traditional Patterns

Help towards understanding the human and religious functions of tradition comes from such sociologists as Peter Berger, Anthony Giddens, and Edward Shils. Tradition by Shils continues to illuminate how, although human beings modify inherited beliefs and change traditional patterns of behaviour, the new always incorporates something of the past. Shils takes a global view of tradition; it embodies everything individuals inherit when born into the world. It is through tradition that new members of society begin to identify themselves. The bearers of tradition may be not only official but also ‘learned’ and ‘ordinary’. Shils dedicates many further pages to changes in traditions and the forces leading to these changes. What sociologists like Giddens say about globalization also affects theological reflection on tradition. Surprisingly, the very few theologians who have published on tradition have ignored the sociologists.

Emerging Framework for Planning and Implementation of Online Programs

2010 ◽  
Vol 1 (4) ◽  
pp. 1-16 ◽  
Author(s):  
Victor M. Hernández-Gantes
Keyword(s):  
Strategic Planning ◽  
Online Education ◽  
Program Planning ◽  
Successful Implementation ◽  
Online Programs ◽  
The Past ◽  
Effective Program ◽  
Assessment Strategies ◽  
Interactive Feedback ◽  
Dramatic Growth

The dramatic growth of online education over the past two decades is requiring colleges to make a shift from fragmented approaches to program planning and implementation towards a framework integrating both into a coherent support system. This article provides an overview of an emerging holistic framework for planning and implementation of online programs calling for shared strategic planning needs assessment strategies, and establishing program consensus. Guided by a program vision, curriculum and instructional strategies are identified along with internal and external supports needed for successful implementation. The framework suggests demand-driven strategic planning, benchmarking approaches to implementation practices, and interactive feedback to ensure effective program planning and implementation.

scholarly journals Online teaching: a reflection

2021 ◽  
pp. 1-8
Author(s):  
Sam Baddeley
Keyword(s):  
Online Education ◽  
Classroom Practice ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Personal Reflection ◽  
Remote Education ◽  
The Past

This article, written at the start of April 2021, is a personal reflection on what has and hasn't worked in remote/online education. I have drawn on my own experience of teaching over the course of the past year, observations of classroom practice I have undertaken as a mentor and middle leader with responsibility for teaching and learning in my school, and conversations I have had with colleagues in my school and elsewhere; it is, therefore, highly anecdotal, and the reader is asked to bear in mind the fact that, like many others, my journey into online teaching was enforced by the closure of schools during the first nationwide lockdown in March 2020. My core aim during both lockdowns was to provide for my students the best experience possible until such a time as we could all return to the physical classroom. As it became clear towards the end of 2020 and the start of 2021 that we were going to need to return to remote education, I began to think more deeply about the strategies I was employing in my online teaching, how effective they were for my students, and what I might do to maximise their learning experience and outcomes.

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