Search results for: faculty scholarship

Authors: Lucy Tsado

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As cybercrime and cyberattacks continue to increase, the need to respond will follow suit. When cybercrimes occur, the duty to respond sometimes falls on law enforcement. However, criminal justice students are not taught concepts in cybersecurity and digital forensics. There is, therefore, an urgent need for many more institutions to begin teaching cybersecurity and related courses to social science students especially criminal justice students. However, many faculty in universities, colleges, and high schools are not equipped to teach these courses or do not have the knowledge and resources to teach important concepts in cybersecurity or digital forensics to criminal justice students. This research intends to develop curricula and training programs to equip faculty with the skills to meet this need. There is a current call to involve non-technical fields to fill the cybersecurity skills gap, according to experts. There is a general belief among non-technical fields that cybersecurity education is only attainable within computer science and technologically oriented fields. As seen from current calls, this is not entirely the case. Transitioning into the field is possible through curriculum development, training, certifications, internships and apprenticeships, and competitions. There is a need to identify how a cybersecurity eco-system can be created at a university to encourage/start programs that will lead to an interest in cybersecurity education as well as attract potential students. A short-term strategy can address this problem through curricula development, while a long-term strategy will address developing training faculty to teach cybersecurity and digital forensics. Therefore this research project addresses this overall problem in two parts, through curricula development for the criminal justice discipline; and training of faculty in criminal justice to teaching the important concepts of cybersecurity and digital forensics.

Keywords: cybersecurity education, criminal justice, curricula development, nontechnical cybersecurity, cybersecurity, digital forensics

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Authors: Tunde Szecsi, Janka Szilagyi

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Students majoring in education are underrepresented in undergraduate scholarship. To enable and encourage teacher candidates to engage in scholarly activities, it is essential to infuse skills such as problem-solving, critical thinking, oral and written communication, collaboration and the utilization of information literacy, into courses in teacher preparation programs. In this empirical study, we examined two teacher education programs – one in New York State and one in Florida – in terms of the approaches of the course-based infusion of skills for undergraduate research, and the effectiveness of this infusion. First, course-related documents such as syllabi, assignment descriptions, and course activities were reviewed and analyzed. The goal of the document analysis was to identify and describe the targeted skills, and the pedagogical approaches and strategies for promoting research skills in teacher candidates. Next, a selection of teacher candidates’ scholarly products from the institution in Florida was used as a data set to examine teacher candidates’ skill development in the context of the identified assignments. This dataset was analyzed both quantitatively and qualitatively to describe the changes that occurred in teacher candidates’ critical thinking, communication, and information literacy skills, and to uncover patterns in the skill development at the two institutions. Descriptive statistics were calculated to explore the changes in these skills of teacher candidates over a period of three years. The findings based on data from the teacher education program in Florida indicated a steady gain in written communication and critical thinking and a modest increase in informational literacy. At the institution in New York, candidates’ submission and success rates on the edTPA, a New York State Teacher Certification exam, was used as a measure of scholarly skills. Overall, although different approaches were used for infusing the development of scholarly skills in the courses, the results suggest that a holistic and well-orchestrated infusion of the skills into most courses in the teacher education program might result in steadily developing scholarly skills. These results offered essential implications for teacher education programs in terms of further improvements in teacher candidates’ skills for engaging in undergraduate research and scholarship. In this presentation, our purpose is to showcase two approaches developed by two teacher education programs to demonstrate how diverse approaches toward the promotion of undergraduate scholarship activities are responsive to the context of the teacher preparation programs.

Keywords: critical thinking, pedagogical strategies, teacher education, undergraduate student research

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Authors: Hung Tran

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This interpretive qualitative study employed three theoretical lenses: Bronfenbrenner’s (1979) Ecological System of Human Development, Vygotsky’s (1978) Sociocultural Theory of Development, and Knowles’s (1970) Adult Learning Theory as the theoretical framework in connection with the constructivist research paradigm to investigate into positive and negative aspects of the extant English as a Foreign Language (EFL) faculty mentoring programs at four higher education institutions (HEIs) in the Mekong River Delta (MRD) of Vietnam. Four apprentice faculty members (mentees), four experienced faculty members (mentors), and two associate deans (administrators) from these HEIs participated in two tape-recorded individual interviews in the Vietnamese language. Twenty interviews were transcribed verbatim and translated into English with verification. The initial analysis of data reveals that the mentoring program, which is mandated by Vietnam’s Ministry of Education and Training, has been implemented differently at these HEIs due to a lack of officially-documented mentoring guidance. Other general themes emerging from the data include essentials of the mentoring program, approaches of the mentoring practice, the mentee – mentor relationship, and lifelong learning beyond the mentoring program. Practically, this study offers stakeholders in the mentoring cycle description of benefits and best practices of tertiary EFL mentorship and a suggested mentoring program that is metaphorically depicted as “a lifebuoy” for its current and potential administrators and mentors to help their mentees survive in the first years of teaching. Theoretically, this study contributes to the world’s growing knowledge of post-secondary mentorship by enriching the modest literature on Asian tertiary EFL mentorship.

Keywords: faculty mentorship, mentees, mentors, administrator, the MRD, Vietnam

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Authors: Iman Dwi Almunandar, Nellawaty A. Tewu, Anshari Al Ghaniyy

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The emergence of academic procrastination behavior among students in Indonesian, especially the students of Faculty of Psychology at YARSI University becomes a habit to be underestimated, so often interfere with the effectiveness of learning process. The lecturers at the Faculty of Psychology YARSI University have very often warned students to be able to do and collect assignments accordance to predetermined deadline. However, they are still violated it. According to researchers, this problem needs to do a proper training for the solution to minimize academic procrastination behavior on students. In this study, researchers conducted analyze needs for deciding whether need the training or not. Number of sample is 30 respondents which being choose with a simple random sampling. Measurement of academic procrastination behavior is using the theory by McCloskey (2011), there are six dimensions: Psychological Belief about Abilities, Distractions, Social Factor of Procrastination, Time Management, Personal Initiative, Laziness. Methods of analyze needs are using Questioner, Interview, Observations, Focus Group Discussion (FGD), Intelligence Tests. The result of analyze needs shows that psychology students generation of 2015 at the Faculty of Psychology YARSI University need for training on Time Management.

Keywords: procrastination, psychology, analyze needs, behavior

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Authors: Nargiza Nuralieva

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This meta-analysis investigates the effectiveness of mental health interventions tailored for international students in China, with a specific focus on Uzbek students and Silk Road scholarship recipients. The comprehensive literature review synthesizes existing studies, papers, and reports, evaluating the outcomes, limitations, and cultural considerations of these programs. Data selection targets mental health programs for international students, honing in on a subset analysis related to Uzbek students and Silk Road scholarship recipients. The analysis encompasses diverse outcome measures, such as reported stress levels, utilization rates of mental health services, academic performance, and more. Results reveal a consistent and statistically significant reduction in reported stress levels, emphasizing the positive impact of these interventions. Utilization rates of mental health services witness a significant increase, highlighting the accessibility and effectiveness of support. Retention rates show marked improvement, though academic performance yields mixed findings, prompting nuanced exploration. Psychological well-being, quality of life, and overall well-being exhibit substantial enhancements, aligning with the overarching goal of holistic student development. Positive outcomes are observed in increased help-seeking behavior, positive correlations with social support, and significant reductions in anxiety levels. Cultural adaptation and satisfaction with interventions both indicate positive outcomes, underscoring the effectiveness of culturally sensitive mental health support. The findings emphasize the importance of tailored mental health interventions for international students, providing novel insights into the specific needs of Uzbek students and Silk Road scholarship recipients. This research contributes to a nuanced understanding of the multifaceted impact of mental health programs on diverse student populations, offering valuable implications for the design and refinement of future interventions. As educational institutions continue to globalize, addressing the mental health needs of international students remains pivotal for fostering inclusive and supportive learning environments.

Keywords: international students, mental health interventions, cross-cultural support, silk road scholarship, meta-analysis

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Authors: Rossukhon Makaramani, Supanan Sittilerd, Wipada Prasarnsaph

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The study aimed to 1) examine management status of a Program in Education at the Faculty of Education, Suan Sunandha Rajabhat University (SSRU); 2) determine main components, indicators and criteria for constructing quality assessment framework; 3) assess quality of a SSRU Program in Education; and 4) provide recommendations to promote academic excellence. The program to be assessed was Bachelor of Education Program in Education (5 years), Revised Version 2009. Population and samples were stakeholders involving implementation of this program during an academic year 2012. Results were: 1) Management status of the Program in Education showed that the Faculty of Education depicted good level (4.20) in the third cycle of external quality assessment by the Office for National Education Standards and Quality Assessment (ONESQA). There were 1,192 students enrolling in the program, divided into 5 major fields of study. There were 50 faculty members, 37 holding master’s degrees and 13 holding doctorate degrees. Their academic position consisted of 35 lecturers, 10 assistant professors, and 5 associate professors. For program management, there was a committee of 5 members for the program and also a committee of 4 or 5 members for each major field of study. Among the faculty members, 41 persons taught in this program. The ratio between faculty and student was 1:26. The result of 2013 internal quality assessment indicated that system and mechanism of the program development and management was at fair level. However, the overall result yielded good level either by criteria of the Office of Higher Education Commission (4.29) or the NESQA (4.37); 2) Framework for assessing the quality of the program consisted of 4 dimensions and 15 indicators; 3) Assessment of the program yielded Good level of quality (4.04); 4) Recommendations to promote academic excellence included management and development of the program focusing on teacher reform toward highly recognized profession; cultivation of values, moral, ethics, and spirits of being a teacher; construction of specialized programs; development of faculty potentials; enhancement of the demonstration school’s readiness level; and provision of dormitories for learning.

Keywords: quality assessment, education program, Suan Sunandha Rajabhat University, academic excellence

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Authors: Thidarath Rungruangchaikongmi, Duangsamorn Rungsawanpho

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This research aims to investigate the efficiency of storehouse management and collect problems of the process of storehouse work of Faculty of Management Science, Suan Sunandha Rajabhat University. The subjects consisting of head of storehouse section and staffs, sampled through the Convenience Sampling Technique for 97 sampling were included in the study and the Content Analysis technique was used in analysis of data. The results of the study revealed that the management efficiency of the storehouse work on the part of work process was found to be relevant to university’s rules and regulations. The delay of work in particular steps had occurred due to more rules and regulations or practice guidelines were issued for work transparency and fast and easy inspection and control. The key problem of the management of storehouse work fell on the lack of knowledge and understanding regarding university’s rules and regulations or practice guidelines of the officers.

Keywords: efficiency of storehouse management, faculty of management science, process of storehouse work, Suan Sunandha Rajabhat University

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Authors: Ahmed Abdelrahman, Ahmed Abdelraheem

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There are many essential factors affecting the integration of information and communication technology (ICT) into teaching and learning, including technology infrastructure, institutional support, professional development, and faculty members’ beliefs regarding ICT integration. The present research project investigated the current status of integrating ICT into teaching and learning at Sultan Qaboos University (SQU). A sample of 220 faculty members from six different colleges and four administrators from the Center of Educational Technology (CET) and the Center for Information Systems (CIS) at SQU in Oman were chosen, and quantitative, qualitative design using a semi-structured questionnaire, interviews and checklists were employed. The findings show that SQU had a high availability of ICT infrastructure in terms of hardware, software, and support services, as well as adequate computer labs for educational purposes. However, the results also indicated that, although SQU provided a series of professional development workshops related to using ICT in teaching, few faculty members were interested. Furthermore, the finding indicated that the degree of ICT integration into teaching at SQU was at a medium level.

Keywords: information and communication technology, integration, professional development, teaching

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Authors: Havish Nalapareddy, Mark V. Albert, Ranak Bansal, Avi Udash, Lin Lin

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Students engage in many course projects during their degree programs. However, impactful projects often need a time frame longer than a single semester. Ideally, projects are documented and structured to be readily accessible to future students who may choose to continue the project, with features that emphasize the local community, university, or course structure. The Research and Project Portal (RAPP) is a place where students can post both their completed and ongoing projects with all the resources and tools used. This portal allows students to see what other students have done in the past, in the same university environment, related to their domain of interest. Computer science instructors or students selecting projects can use this portal to assign or choose an incomplete project. Additionally, this portal allows non-computer science faculty and industry collaborators to document their project ideas for students in courses to prototype directly, rather than directly soliciting the help of instructors in engaging students. RAPP serves as a platform linking students across classes and faculty both in and out of computer science courses on joint projects to encourage long-term project efforts across semesters or years.

Keywords: education, technology, research, academic portal

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Authors: Kashvi Jain, Adam Burston

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Right-wing social movements are a dominant force in American politics, as evidenced by the January 6th Insurrection, the prevalence of extremist conspiracy theories, and a nationwide surge in hate crime. Despite an abundance of scholarship on contemporary right-wing extremism, there is little scholarship that explains their rise. This paper examines how the white power movement developed through tactical innovation and strategic use of increasingly powerful digital technologies. Using qualitative content analysis of archived digital bulletin boards and websites, we examine right-wing extremists’ digital communication during three consequential time periods of tactical and technological innovation: pre-internet (1980s), web 1.0 (1990s), and web 2.0 (2000s). Our analysis suggests that right-wing activists innovatively exploited the features and affordances of digital technologies and their knowledge of free speech rights to spread supremacist collective identity and ideology. Beyond our empirical contribution, we offer policy advice that school administrators can employ to limit hate.

Keywords: leaderless resistance, technological affordances, anti-defamation league, white power movement, tactical

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Authors: Natthiya Nuchanang, Pannarunsri Inpayung

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The study of participation in student affair activity, Faculty of Management Science of Suan Sunandha Rajabhat University, these objective were 1) to study of need and attention activity of SUT student 2) to study of participation and sufficient of student affair activity and advantage of student participation. The populations were 400 undergrad students year 1st-4th. The data were analyzed by descriptive statistics. The result found that; 1. The need of participate activity of students was medium level. Environment Conservation club and Badminton club were high level of experience for student. 2. The need and attention of activity were sufficient for student. Almost problems were not having enough time. 3. The advantages of activity were high level.4. The satisfaction of students for student affair unit was high level. Major problem that students do not attend, the tired from studying, Where the activity is not permitting, activities are not interesting and activity implementation overhead.

Keywords: faculty of management science, Suan Sunandha Rajabhat university, satisfaction in activities of student affairs, students’ participation

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Authors: P. J. Moore-Jones

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Emirati students studying at the University of the Emirates, one of three major public institutions of higher learning in the United Arab Emirates (UAE), have a wide demographic of faculty members teaching them an equally wide variety of courses. These faculty members bring with them their own cultural assumptions, methods, expectations, educational practices and use of language. The history of multiculturalism in the UAE coupled with the contemporary multiculturalism that exists in higher education Dubai create intriguing phenomena within the classroom. This study seeks to delve into students’ and faculty members’ perceptions of the social stratification that exist in this context. Data were collected via semi-structured interviews with both and analyzed from an interpretive perspective. Findings suggest the social stratification with is deeply-seeded in the multicultural history of the region and country are reflected in the everyday interworkings of education in modern day Dubai. The relevance of this research lies in that these findings can provide valuable insights into not only the attitudes and perceptions of these Emirati students might also be applicable to any of those student populations may exist.

Keywords: social stratification, intercultural competence, Dubai, United Arab Emirates

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Authors: Carly Copolov, Rema Nazha, Sahba C. Delshad, George Bisas

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In New South Wales (NSW), Australia, we speak more than 275 languages and dialects. Interpreters play an indispensable role in our multicultural society by ensuring the people of NSW all enjoy the same opportunities. The NSW Government offers scholarships to enable people who speak in-demand and high priority languages to become eligible to be practicing interpreters. The NSW Interpreter Scholarship Program was launched in January 2019, targeting priority languages from new and emerging, as well as existing language communities. The program offers fully-funded scholarships to study at Technical and Further Education (TAFE), receive National Accreditation Authority for Translators and Interpreters (NAATI) certification, and be mentored and gain employment with the interpreter panel of Multicultural NSW. A Participatory Action Research approach was engaged to challenge the current system for people to become practicing interpreters in NSW. There were over 800 metro Sydney applications and close to 200 regional applications. Three courses were run through TAFE NSW (2 in metro Sydney and 1 in regional NSW). Thirty-nine students graduated from the program in 2019. The first metro Sydney location had 18 graduates complete the course in Assyrian, Burmese, Chaldean, Kurdish-Kurmanji, Nepali, and Tibetan. The second metro Sydney location had 9 graduates complete the course in Tongan, Kirundi, Mongolian and Italian. The regional location had 12 graduates who complete the course from new emerging language communities such as Kurdish-Kurmanji, Burmese, Zomi Chin, Hakha Chin, and Tigrinya. The findings showed that students were very positive about the program as the large majority said they were satisfied with the course content, they felt prepared for the NAATI test at the conclusion of the course, and they would definitely recommend the program to their friends. Also, 18 students from the 2019 cohort signed up to receive further mentoring by experienced interpreters. In 2020 it is anticipated that 3 courses will be run through TAFE NSW (2 in regional NSW and 1 in metro Sydney) to reflect the needs of new emerging language communities settling in regional areas. In conclusion, it has been demonstrated that the NSW Interpreter Scholarship Program improves the supply, quality, and use of language services in NSW, Australia, so that people who speak in-demand and high priority languages are ensured better access to crucial government services

Keywords: interpreting, emerging communities, scholarship program, Sydney

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Authors: Nalini Chitanand

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Given the dynamic nature of the higher education landscape, induction programmes for new academics has become the norm nowadays to support academics negotiate these rough terrain. This study investigates an induction programme for new academics in a higher education institution to establish what difference it has made to participants. The findings revealed that the benefits ranged from creating safe spaces for collaboration and networking to fostering reflective practice and contributing to the scholarship of teaching and learning. The study also revealed that some of the intentions of the programme may not have been achieved, for example transformative learning. This led to questioning whether this intention is an appropriate one given the short duration of the programme and the long, drawn out process of transformation. It may be concluded that the academic induction programme in this study serves to sow the seeds for transformative learning through fostering critically reflective practice. Recommendations for further study could include long term impact of the programme on student learning and success, these being the core business of higher education. It is also recommended that in addition to an induction programme, the university invests in a mentoring programme for new staff and extend the support for academics in order to sustain critical reflection and which may contribute to transformative educational practice.

Keywords: induction programme, reflective practice, scholarship of teaching, transformative learning

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Authors: Varvara Tyurina

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In the age of globalization Internet communication as a new format of interactions have become an integral part of our daily routine. Internet environment allows for new conditions and provides participants to a communication act with extra communication tools which can be used on Internet forums or in chat rooms. As a result communicants tend to alternate their behavior patterns in contrast to those practiced in live communication. It is not yet clear which communication strategies participants to Internet communication abide by and what determines their choices. Given the continually changing environment of a forum or a chat the behavior of a communicant can be interpreted in terms of autopoiesis theory which sees adaptation as the major tool for coexistence between the living system and its niche. Each communication act is seen as interaction between the communicant (i.e. the living system) and the overall environment of the forum (i.e. the niche) rather than one particular interlocutor. When communicating via the Internet participants are believed to aim at reaching a balance between themselves and the environment of a forum or a chat. The research focuses on unveiling the adaptation strategies employed by a communicant in particular cases and looks into the reasons they are employed. There is a correlation between language faculty of the communicants and the strategies they opt for when communicating on Internet forums and in chat rooms. The research included an experiment with a sample of Russian-English asymmetric bilinguals aged 16-25. Respondents were given two texts of equivalent contents, but of different language complexity. They had to respond to the texts as if they were making a reciprocal comment at a forum. It has been revealed that when communicants realize that their language faculty is not sufficient to understand the initial text they tend to amend their communication strategy in order to maintain the balance with the niche (remain involved in the communication). Most common strategies for responding to a difficult-to-understand text were self-presentation, veiling poor language faculty and response evasion. The research has so far focused on a very narrow aspect of correlation between language faculty and communication behavior, namely the syntactic and lexicological complexity of initial texts. It is essential to conduct a series of experiments that dwell on other characteristics of the texts to determine the range of cases when language faculty determines the choice of adaptation strategy.

Keywords: adaptation, communication strategies, internet communication, verbal interaction, autopoiesis theory

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Authors: Nudrat Kamal

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Scholarship exploring the development of the literary tradition of feminist utopias, especially in the sociopolitical context of Europe and North America, has been important and meaningful, but it is, in large part, still restricted to Euro-American texts. This paper will explore Charlotte Perkins Gilman’s feminist utopia Herland (1915) with another feminist utopia written just a decade before, but in a widely different sociopolitical context: Bengali feminist writer Rokeya Sakhawat Hossain’s English short story Sultana’s Dream (1905). The paper will argue that both texts, despite being written in such different cultural and historical contexts, utilize and subvert the public versus private/domestic sphere dichotomy and the restricted gender roles associated with each sphere in order to conceive of specific formulations of feminist modernities that reflect the sociopolitical contexts and feminist movements both writers were writing within. By bringing Gilman’s Herland into conversation with Hossain’s Sultana’s Dream, the paper hopes to illuminate the new meanings that might emerge if the scholarship on Western feminist utopias was to open itself up to the feminist utopias written elsewhere.

Keywords: comparative literature, feminist utopias, modernity, South Asian literature, utopias

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Authors: Salina Budin, Shaira Ismail

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Students learn effectively in a learning environment with a suitable teaching approach that matches their learning preferences. The main objective of the study is to examine the learning preferences amongst the students in the Science and Technology (S&T), and Social Science (SS) fields of study at the Universiti Teknologi Mara (UiTM), Pulau Pinang. The measurement instrument is based on the Dunn and Dunn Learning Styles which measure five elements of learning styles; environmental, sociological, emotional, physiological and psychological. Questionnaires are distributed amongst undergraduates in the Faculty of Mechanical Engineering and Faculty of Business Management. The respondents comprise of 131 diploma students of the Faculty of Mechanical Engineering and 111 degree students of the Faculty of Business Management. The results indicate that, both S&T and SS students share a similar learning preferences on the environmental aspect, emotional preferences, motivational level, learning responsibility, persistent level in learning and learning structure. Most of the S&T students are concluded as analytical learners and the majority of SS students are global learners. Both S&T and SS students are concluded as visual learners, preferred to be in an active mobility in a relaxing and enjoying mode with some light of refreshments during the learning process and exhibited reflective characteristics in learning. Obviously, the S&T students are considered as left brain dominant, whereas the SS students are right brain dominant. The findings highlighted that both categories of students exhibited similar learning preferences except on psychological preferences.

Keywords: learning preferences, Dunn and Dunn learning style, teaching approach, science and technology, social science

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Authors: Malaiphan Pansap, Surasit Vithayarat

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The purpose of this study was to study the relationship between internal organization communications’ effectiveness and employee’s performance of Faculty of Management Science, Suan Sunandha Rajabhat University. Study on solutions of communication were carried out within the organization. Questionnaire was used to collect information from 136 people of staff and instructor and data were analyzed by using frequency, percentage, mean and standard deviation and then data processing statistic programs. The result found that organization communication that affects their employee’s performance is sender which lack the skills for speaking and writing to convince audiences ready before taking message and the message which organizations are not always informed. The employees believe the behavior of good organization communication has a positive impact on the development of organization because the employees feel involved and be a part of the organization, by the cooperation in working to achieve the goal, the employees can work in the same direction and meet goal quickly.

Keywords: employee’s performance, faculty of management science, internal organization communications’ effectiveness, management accounting, Suan Sunandha Rajabhat University

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Authors: Lucas Berrini

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Academic libraries have always struggled with engaging with students and faculty. Striking the balance between what the community needs and what the library can afford has also been a point of contention for libraries. As academia begins to return to a new normal after COVID, library staff are rethinking how remind patrons that the library is open and ready for business. NC Wesleyan, a small liberal arts school in eastern North Carolina, decided to be proactive and reach out to the academic community. After shutting down in 2020 for COVID, the campus library saw a marked decrease in in-person attendance. For a small school whose operational budget was tied directly to tuition payments, it was imperative for the library to remind faculty and staff that they were open for business. At the beginning of the Summer 2022 term and continuing into the fall, the reference team created a marketing plan using email, physical meetings, and virtual events targeted at students and faculty as well as community members who utilized the facilities prior to COVID. The email blasts were gentle reminders that the building was open and available for use The target audiences were the community at large. Several of the emails contained reminders of previous events in the library that were student centered. The next phase of the email campaign centers on reminding the community about the libraries physical and electronic resources, including the makerspace lab. Language will indicate that student voices are needed, and a QR code is included for students to leave feedback as to what they want to see in the library. The final phase of the email blasts were faculty focused and invited them to connect with library reference staff for an in-person consultation on their research needs. While this phase is ongoing, the response has been positive, and staff are compiling data in hopes of working with administration to implement some of the requested services and materials. These email blasts will be followed up by in-person meetings with faculty and students who responded to the QR codes. This research is ongoing. This type of targeted outreach is new for Wesleyan. It is the hope of the library that by the end of Fall 2022, there will be a plan in place to address the needs and concerns of the students and faculty. Furthermore, the staff hopes to create a new sense of community for the students and staff of the university.

Keywords: academic, education, libraries, outreach

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Authors: Wisal Alrabadi

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The study's goal was to see how the use of water wireless Aqua Com System and its accompanying music affected the Female Swimming Team at the Faculty of Physical Education's development of dolphin kick movements. To that end, a training program consisting of (12) training units spread out over four weeks, three units per week, was created and applied to a study sample of (10) students from the swimming pool enrolled in the first semester of the academic year 2022. Pre-measuring and timing the movements of dolphins kicking with and without fins above and below, measuring the water's surface over a distance of 25 meters. The results showed that there are statistically significant differences in favor of telemetry from the start within the limits of the area specified for a distance of 15 m after the comparison between the pre and post-measurement using the test (T) of the double samples, and this indicates the impact of the training program using the Aqua Com System in the swimming team(Female) at Faculty of Physical Education, and in light of this a set of recommendations was developed.

Keywords: aqua com system training program, accompanying music, dolphin kick movements, swimming team female

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Authors: Raneem Osama Salem, Ayesha Nuzhat, Fatimah Nasser Al Shehri, Nasser Al Hamdan

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Background: Recently, most medical schools around the globe are using simulation for teaching and assessing students’ clinical skills and competence. There are many obstacles that could face students and faculty when simulation sessions are introduced into undergraduate curriculum. Objective: The aim of this study is to obtain the opinion of undergraduate medical students and our faculty regarding the role of simulation in undergraduate curriculum, the simulation modalities used, and perceived barriers in implementing stimulation sessions. Methods: To address the role of simulation, modalities used, and perceived challenges to implementation of simulation sessions, a self-administered pilot tested questionnaire with 18 items using a 5 point Likert scale was distributed. Participants included undergraduate male medical students (n=125) and female students (n=70) as well as the faculty members (n=14). Result: Various learning outcomes are achieved and improved through the technology enhanced simulation sessions such as communication skills, diagnostic skills, procedural skills, self-confidence, and integration of basic and clinical sciences. The use of high fidelity simulators, simulated patients and task trainers was more desirable by our students and faculty for teaching and learning as well as an evaluation tool. According to most of the students,' institutional support in terms of resources, staff and duration of sessions was adequate. However, motivation to participate in the sessions and provision of adequate feedback by the staff was a constraint. Conclusion: The use of simulation laboratory is of great benefit to the students and a great teaching tool for the staff to ensure students learning of the various skills.

Keywords: simulators, medical students, skills, simulated patients, performance, challenges, skill laboratory

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Authors: Maria Hopkins

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Research on student engagement is founded on a desire to improve the quality of online instruction in both course design and delivery. A high level of student engagement is associated with a wide range of educational practices including purposeful student-faculty contact, peer to peer contact, active and collaborative learning, and positive factors such as student satisfaction, persistence, achievement, and learning. By encouraging student engagement, institutions of higher education can have a positive impact on student success that leads to retention and degree completion. The current research presents the results of an online student engagement survey which support faculty teaching practices to maximize the learning experience for online students. The ‘Indicators of Engaged Learning Online’ provide a framework that measures level of student engagement. Social constructivism and collaborative learning form the theoretical basis of the framework. Social constructivist pedagogy acknowledges the social nature of knowledge and its creation in the minds of individual learners. Some important themes that flow from social constructivism involve the importance of collaboration among instructors and students, active learning vs passive consumption of information, a learning environment that is learner and learning centered, which promotes multiple perspectives, and the use of social tools in the online environment to construct knowledge. The results of the survey indicated themes that emphasized the importance of: Interaction among peers and faculty (collaboration); Timely feedback on assignment/assessments; Faculty participation and visibility; Relevance and real-world application (in terms of assignments, activities, and assessments); and Motivation/interest (the need for faculty to motivate students especially those that may not have an interest in the coursework per se). The qualitative aspect of this student engagement study revealed what instructors did well that made students feel engaged in the course, but also what instructors did not do well, which could inform recommendations to faculty when expectations for teaching a course are reviewed. Furthermore, this research provides evidence for the connection between higher student engagement and persistence and retention in online programs, which supports our rationale for encouraging student engagement, especially in the online environment because attrition rates are higher than in the face-to-face environment.

Keywords: instructional design, learning effectiveness, online learning, student engagement

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Authors: Steve Haberlin

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United States college students are experiencing record-high stress and anxiety rates, and due to technological advances, there are more distractions in the classroom. With these challenges comes the need to explore additional, non-traditional pedagogical strategies that can help students de-stress, become centered, and feel more deeply connected to content. In addition, embedding contemplative practices, such as mindfulness meditation, in the higher education classroom could assist faculty in presenting a more holistic education that encourages students to develop self-awareness, emotional intelligence, compassion, interconnectedness, and other “non-academic” qualities. Brief meditation may help students de-stress, focus, and connect. A facilitation guide could also help faculty implement classroom meditation practices; however, additional research is needed to determine how to best train faculty, what meditation techniques work best with students, and how to handle resistance. In this paper, a two-phase study is presented that involves a mindfulness meditation intervention with 180 undergraduate students at a private college in the southeastern United States. Data were collected through qualitative surveys and journaling and analyzed for themes. Findings included a majority of students reporting improved calm, reduced stress, and increased focus and ability to transition to classroom instruction.

Keywords: college students, higher education, mindfulness meditation, stress

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Authors: Yahya Al-Gabri

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This study aimed to identify the availability degree of transformational leadership dimensions among heads of scientific departments in the Education Faculty at King Saud University. It also aimed to identify the degree of opinions divergence of the study sample on the availability degree of transformational leadership dimensions among the department heads according to the variable of scientific rank. The researcher used the descriptive approach. The study sample consisted of (34) members of education faculty which chosen randomly. To collect the data, the researcher developed a questionnaire consisting of (47) items distributed on four areas after ensuring validity and reliability. Results showed that the degree of practicing the dimensions of transformational leadership by the heads of scientific departments was medium and the mean was (3.21). The dimension of Individualized consideration came first and had a high degree of availability with a mean of (3.31) and the dimension of idealized influence came secondly and had a medium degree (near of high) of availability with a mean of (3.25), also and the dimension of inspirational motivation came thirdly and had a medium degree of availability with a mean of (3.16), whereas the dimension of intellectual stimulation came finally and had a medium degree of availability with a mean of (3.13). The study also showed that there are no statistically significant differences at the level of significance (0.05) in the availability degree of transformational leadership dimensions among the heads of scientific departments at the Faculty of Education according to the scientific rank variable. Finally, the researcher made a number of recommendations and suggestions.

Keywords: transformational leadership, heads of scientific departments, individualized consideration, idealized influence, inspirational motivation, intellectual stimulation

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Authors: Makrina Tindangen

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The problems faced by participants of teacher profession program in Faculty of teaching and education Mulawarman University is professional and pedagogic competence. Professional competence related to the mastery of teaching materials, while pedagogic competence related with the ability to plan and to implement learning. Based on the problems, the purpose of the research is to maximize the role of companion teacher for the achievement of professional and pedagogic competencies in the workshop of the participants of teacher professional education in the Faculty of Teaching and Education of Mulawarman University. Qualitative research method with interview guidance and document to get in-depth data on how to maximize the role of companion teachers in the achievement of professional and pedagogic competencies in the workshop participants of professional education participants. Location of this research is on the Faculty of Teaching and Education of Mulawarman University, Samarinda City, East Kalimantan Province. Research respondents were 12 teachers of workshop facilitator. Descriptive data analysis is through interpretation of interview data. The conclusion of the research result, how to maximize the role of assistant teachers in workshop activities for the professional competence and pedagogic competence of professional teacher training program participants, through facilitation activities conducted by teachers of companion related to real problems faced by students in school, so that the workshop participants have professional competence and pedagogic as an initial competence before carrying out practical activities of field experience in school.

Keywords: companion teacher, professional and pedagogical competence, activities, workshop participants

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Authors: Selinda England, Ben Bodnaryk

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With an unprecedented increase in provincial immigration and government support for greater international and culturally diverse learners, a trade/applied learning-focused polytechnic with four campuses within one Canadian province saw the need for intercultural awareness and an intercultural teaching competence strategy for faculty training. An institution-wide pre-assessment needs survey was conducted in 2018, in which 87% of faculty professed to have some/no training when working with international and/or culturally diverse learners. After researching fellow Polytechnics in Canada and seeing very little in the way of faculty support for intercultural competence, an institutional project team comprised of members from all facets of the Polytechnic was created and included: Indigenous experts, Academic Chairs, Directors, Human Resource Managers, and international/settlement subject matter experts. The project team was organized to develop and implement a new academic model focused on enriching intercultural competence among faculty. Utilizing a competency based model, the project team incorporated inclusive terminology into competency indicators and devised a four-phase proposal for implementing intercultural teacher training: a series of workshops focused on the needs of international and culturally diverse learners, including teaching strategies based on current TESOL methodologies, literature and online resources for quick access when planning lessons, faculty assessment examples and models of interculturally proficient instructors, and future job descriptions - all which promote and encourage development of specific intercultural skills. Results from a post-assessment survey (to be conducted in Spring 2020) and caveats regarding improvements and next steps will be shared. The project team believes its intercultural and inclusive teaching competency-based model is one of the first, institution-wide faculty supported initiatives within the Canadian college and Polytechnic post-secondary educational environment; it aims to become a leader in both the province and nation regarding intercultural competency training for trades, industry, and business minded community colleges and applied learning institutions.

Keywords: cultural diversity and education, diversity training teacher training, teaching and learning, teacher training

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Authors: Naveed Mazhar

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Our cities are known to have significant modifying effects on the local climate. The nature of the modifications depends on a range of physical variables, usually assessed at a wide range of spatial scales. Physical spatial dimensions, such as measured parameters of microclimates and their significant influence on human sensations, are known to have far-reaching effects on human thermal comfort and by corollary a force that influences human perception. Less scholarship has thrown light on the subjective dimension and insufficiently demonstrates a relational approach between human behavior and how it is affected by the phenomenon of urban microclimates. Other than identifying gaps in the most recent scholarship and providing future research opportunities, the scope of this study will help improve urban design guidelines and raise framework standards of socially responsive urban design. This study will help equip future professionals to ameliorate the effects of urban microclimates on participant’s perceptions enabling more frequent usage of the outdoor urban spaces. However, it is informed that the physical parameters of an outdoor open space determine psychological human adaptations and is a measure of the degree to which people are willing to adapt to their surroundings. A large amount of research is available related to urban microclimates. However, very few studies are focused on the elucidation of the critical factors influencing human perceptions of the microclimates in urban spatial configurations. Based on the most recent scholarship, this study has evaluated the role urban microclimatic conditions have in the formation of human perceptions and, by extension, behavioral patterns formulating in outdoor open spaces. Furthermore, this study also defines, in the backdrop of the current scholarly literature, the socio-spatial interdependence of behavioral patterns with relationship to the built urban fabric and its resultant correlation with human perception. A comprehensive review and analysis of the recent research conducted within the scope of the study will help frame gaps, issues, current research methods and future research opportunities.

Keywords: urban design, urban microcliamate, human perception, human behavioral patterns

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Authors: Scott Snyder

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Grading approaches in higher education have not changed meaningfully in over 100 years. While there is variation in the types of grades assigned across countries, most use approaches based on simple ordinal scales (e.g, letter grades). While grades are generally viewed as an indication of a student's performance, challenges arise regarding the clarity, validity, and reliability of letter grades. Research about grading in higher education has primarily focused on grade inflation, student attitudes toward grading, impacts of grades, and benefits of plus-minus letter grade systems. Little research is available about alternative approaches to grading, varying approaches used by faculty within and across colleges, and faculty attitudes toward grades and alternative approaches to grading. To begin to address these gaps, a survey was conducted of faculty in a sample of departments at three diverse colleges in a southeastern state in the US. The survey focused on faculty experiences with and attitudes toward grading, the degree to which faculty innovate in teaching and grading practices, and faculty interest in alternatives to the point system approach to grading. Responses were received from 104 instructors (21% response rate). The majority reported that teaching accounted for 50% or more of their academic duties. Almost all (92%) of respondents reported using point and percentage systems for their grading. While all respondents agreed that grades should reflect the degree to which objectives were mastered, half indicated that grades should also reflect effort or improvement. Over 60% felt that grades should be predictive of success in subsequent courses or real life applications. Most respondents disagreed that grades should compare students to other students. About 42% worried about their own grade inflation and grade inflation in their college. Only 17% disagreed that grades mean different things based on the instructor while 75% thought it would be good if there was agreement. Less than 50% of respondents felt that grades were directly useful for identifying students who should/should not continue, identify strengths/weaknesses, predict which students will be most successful, or contribute to program monitoring of student progress. Instructors were less willing to modify assessment than they were to modify instruction and curriculum. Most respondents (76%) were interested in learning about alternative approaches to grading (e.g., specifications grading). The factors that were most associated with willingness to adopt a new grading approach were clarity to students and simplicity of adoption of the approach. Follow-up studies are underway to investigate implementations of alternative grading approaches, expand the study to universities and departments not involved in the initial study, examine student attitudes about alternative approaches, and refine the measure of attitude toward adoption of alternative grading practices within the survey. Workshops about challenges of using percentage and point systems for determining grades and workshops regarding alternative approaches to grading are being offered.

Keywords: alternative approaches to grading, grades, higher education, letter grades

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Authors: Laura Zizka, Gaby Probst

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The Covid-19 pandemic has affected the way Higher Education Institutions (HEIs) have given their courses. From emergency remote where all students and faculty were immediately confined to home teaching and learning, the continuing evolving sanitary situation obliged HEIs to adopt other methods of teaching and learning from blended courses that included both synchronous and asynchronous courses and activities to hy-flex models where some students were on campus while others followed the course simultaneously online. Each semester brought new challenges for HEIs and, subsequently, additional emotional reactions. This paper investigates the affective side of teaching and learning in various online modalities and its toll on students and faculty members over the past three semesters. The findings confirm that students and faculty who have more self-efficacy, flexibility, and resilience reported positive emotions and embraced the opportunities that these past semesters have offered. While HEIs have begun a new semester in an attempt to return to ‘normal’ face-to-face courses, this paper posits that there are lessons to be learned from these past three semesters. The opportunities that arose from the challenge of the pandemic should be considered when moving forward by focusing on a greater emphasis on the affective aspect of teaching and learning in HEIs worldwide.

Keywords: effective teaching and learning, higher education, engagement, interaction, motivation

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Authors: Shawndra Bowers, Allie Brandriet, Betsy Gilbertson

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This paper will highlight how Auburn Online’s instructional designers leveraged student and faculty data to update and improve online course design and instructional materials. When designing and revising online courses, it can be difficult for faculty to know what strategies are most likely to engage learners and improve educational outcomes in a specific discipline. It can also be difficult to identify which metrics are most useful for understanding and improving teaching, learning, and course design. At Auburn Online, the instructional designers use a suite of data based student’s performance, participation, satisfaction, and engagement, as well as faculty perceptions, to inform sound learning and design principles that guide growth-mindset consultations with faculty. The consultations allow the instructional designer, along with the faculty member, to co-create an actionable course improvement plan. Auburn Online gathers learning analytics from a variety of sources that any instructor or instructional design team may have access to at their own institutions. Participation and performance data, such as page: views, assignment submissions, and aggregate grade distributions, are collected from the learning management system. Engagement data is pulled from the video hosting platform, which includes unique viewers, views and downloads, the minutes delivered, and the average duration each video is viewed. Student satisfaction is also obtained through a short survey that is embedded at the end of each instructional module. This survey is included in each course every time it is taught. The survey data is then analyzed by an instructional designer for trends and pain points in order to identify areas that can be modified, such as course content and instructional strategies, to better support student learning. This analysis, along with the instructional designer’s recommendations, is presented in a comprehensive report to instructors in an hour-long consultation where instructional designers collaborate with the faculty member on how and when to implement improvements. Auburn Online has developed a triage strategy of priority 1 or 2 level changes that will be implemented in future course iterations. This data-informed decision-making process helps instructors focus on what will best work in their teaching environment while addressing which areas need additional attention. As a student-centered process, it has created improved learning environments for students and has been well received by faculty. It has also shown to be effective in addressing the need for improvement while removing the feeling the faculty’s teaching is being personally attacked. The process that Auburn Online uses is laid out, along with the three-tier maintenance and revision guide that will be used over a three-year implementation plan. This information can help others determine what components of the maintenance and revision plan they want to utilize, as well as guide them on how to create a similar approach. The data will be used to analyze, revise, and improve courses by providing recommendations and models of good practices through determining and disseminating best practices that demonstrate an impact on student success.

Keywords: data-driven, improvement, online courses, faculty development, analytics, course design

Procedia PDF Downloads 35