EAC 786 presentation at NC State University.
Adams, M. J. D. (17 November 2010). Online course evaluations: Nonresponse and ClassEval in Fall 2009. Presentation to EAC 786 (Teaching in College) class at North Carolina State University, Raleigh, NC.
The increase in online doctoral programs and need for mentoring research at a distance make it important to identify the challenges faced by online students, the technologies and strategies used by mentors that help online students, and the strategies used by online students that contribute to successful degree completion. In what ways can a supervisor-student mentoring relationship be successfully created and doctoral students be successfully supported in an online environment? This research presents the mentoring experience of sixteen online students who recently graduated from an online doctoral program and four faculty members who mentored them at a distance.
This is a North Central University course (EDR 8204) PowerPoint presentation: Week 5 Assignment: Analyze Observations, Interviews, Focus Groups, and Document Reviews (analysis). It is written in APA format, has been graded by an instructor (A), and includes references. Most Higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
The increase in online doctoral programs and need for mentoring research at a distance make it important to identify the challenges faced by online students, the technologies and strategies used by mentors that help online students, and the strategies used by online students that contribute to successful degree completion. In what ways can a supervisor-student mentoring relationship be successfully created and doctoral students be successfully supported in an online environment? This research presents the mentoring experience of sixteen online students who recently graduated from an online doctoral program and four faculty members who mentored them at a distance.
This is a North Central University course (EDR 8204) PowerPoint presentation: Week 5 Assignment: Analyze Observations, Interviews, Focus Groups, and Document Reviews (analysis). It is written in APA format, has been graded by an instructor (A), and includes references. Most Higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
Amid claims that enriched post-secondary programs for high-ability students are either unnecessary or that they perpetuate elitist attitudes and social chasms, institutions of higher education grapple with issues regarding the recruitment, retention, and cultivating optimal learning environments for high-ability students. With current economic and funding trends in higher education, these issues need to be revisited. Although there have been quantitative studies to determine the effect of participation in honors programs, much of the literature is dated and current trends need to be considered.
Differences in mean level cumulative GPA were measured between two groups of students who were eligible to participate in a post-secondary honors program. One group chose to opt out of this learning experience while the other group chose to participate. A longitudinal research design was conducted and archival data was collected and analyzed to determine if those who participate in a post-secondary honors program experience a penalty in terms of lower cumulative GPA. Results indicate no significant difference in cumulative GPA between the two groups of honors and non-honors students.
Making history in the digital age apt2014 presentation v3Vicki Dale
Design and evaluation of a 'Making history' group project for history undergraduates at UCL. Students used Mahara to showcase outcomes of research-based learning in year 1. Presented at APT2014, Greenwich, July 2014.
This slideshow is intended for NC State students only. However, the study abroad is available to any participants, especially those from North Carolina State University's College of Education (NC State), Peace College, and the University of Northern Colorado.
A powerpoint summarizing a scholarly paper presented at the Association for the Study of Higher Education (ASHE) on nonresponse to online course evaluations. Uploaded 16 Nov 2010. Indianapolis, IN.
Amid claims that enriched post-secondary programs for high-ability students are either unnecessary or that they perpetuate elitist attitudes and social chasms, institutions of higher education grapple with issues regarding the recruitment, retention, and cultivating optimal learning environments for high-ability students. With current economic and funding trends in higher education, these issues need to be revisited. Although there have been quantitative studies to determine the effect of participation in honors programs, much of the literature is dated and current trends need to be considered.
Differences in mean level cumulative GPA were measured between two groups of students who were eligible to participate in a post-secondary honors program. One group chose to opt out of this learning experience while the other group chose to participate. A longitudinal research design was conducted and archival data was collected and analyzed to determine if those who participate in a post-secondary honors program experience a penalty in terms of lower cumulative GPA. Results indicate no significant difference in cumulative GPA between the two groups of honors and non-honors students.
Making history in the digital age apt2014 presentation v3Vicki Dale
Design and evaluation of a 'Making history' group project for history undergraduates at UCL. Students used Mahara to showcase outcomes of research-based learning in year 1. Presented at APT2014, Greenwich, July 2014.
This slideshow is intended for NC State students only. However, the study abroad is available to any participants, especially those from North Carolina State University's College of Education (NC State), Peace College, and the University of Northern Colorado.
A powerpoint summarizing a scholarly paper presented at the Association for the Study of Higher Education (ASHE) on nonresponse to online course evaluations. Uploaded 16 Nov 2010. Indianapolis, IN.
After mastering the key vocabulary and reading first paragraph of the story, work on the quiz to see if you have mastered character recognition and reading comprehension.
Sharing results of Applied Dissertation Answers to In what ways can technology in an ESL course accommodate visual, tactile and auditory learners to increase students’ self-efficacy about learning the language? Could it augment students’ aspirations in learning ESL? Could it increase students’ persistence in ESL? Could it enhance students’ positive perception of activities related to learning ESL.
Learning-oriented assessment in an era of high-stakes and insecure testingMark Carver
Presentation at the EUKS conference in Edinburgh, February 23rd 2019. An introduction to how assessment issues in HE may be relevant to language teachers in the future.
Sharing results of Applied Dissertation
Answers to
In what ways can technology in an ESL course accommodate visual, tactile and auditory learners to increase students’ self-efficacy about learning the language?
Could it augment students’ aspirations in learning ESL?
Could it increase students’ persistence in ESL?
Could it enhance students’ positive perception of activities related to learning ESL.
Data sharing and data-driven decision making are a critical component for successful collaborations that drive toward student achievement. At this session, we will discuss best practices for developing a data driven, results-based organization, learning from Higher Achievement’s experiences successfully submitting to a third party evaluation, customizing a management information system for in-house use, and regularly using internal and external data to make strategic and programmatic decisions.
CARN paper on action research as professional developmentDoctoralNet Limited
This presentation was made to CARN and contains information on the use of action research for professional development for teachers and principals in schools. For more information see: http://www.ar4everything.com
Achievement Goal Orientationacross Gender and Ethnicityin a Community College Honors Program
Differences in achievement goal orientation were examined in this survey across gender and ethnicity among high ability students participating in a community college honors program. Students in the program completed the Achievement Goal Questionnaire–Revised. Participants’ mean scores for mastery-approach and mastery-avoidance were higher, but not significant, in comparison to mean scores for both performance-approach and performance-avoidance goal orientations. Results indicate that there were no main effects for gender or ethnicity on achievement goal orientation. Additionally, results suggest that high ability students who choose to participate in a community college honors program are similar in their adoption of achievement goal orientation. Future research may explore differences in goal orientation between high ability students who participate in honors programs and those who choose to opt out of such undergraduate experiences.
3. METHODS OF ANALYSIS
• Study measured likelihood of response
• Hierarchical modeling techniques
• 30 variables
– Students (demographics, housing, number of surveys
students completed)
– Course (if department of course and student’s major
matched; grade earned)
4. RESULTS
Statistically significant
characteristics
associated with
nonrepsonse:
– Gender (Male)
– Ethnicity (African-American,
Asian)
– Housing (off-
campus/commuters)
– Athletes
– Grades (Ds, Fs, ungraded
students/courses)
– Age (traditional age)
– Nontransfers
– Class rank (sophomores &
juniors)
– Students with more than
10 SETs to complete
6. RESULTS (continued)
• Using Holland’s six major academic types
– Realistic majors were more likely to respond than social,
artistic, conventional, enterprising, and investigative
disciplines.
– Social majors were less likely to respond than all other
students if the course was in the same department as the
student’s major.
• Most variables were no longer statistically significant
when the course was in the same department as
their major.
7.
8. DISCUSSION
• Mostly aligned with previous research and theories
of survey participation*
– Exceptions = Environment of major/course, class rank
• Survey Fatigue – Are we oversurveying?
• Introduced new potential influences on participation
– Campus housing, athletes, transfer status,
* Avery et al., 2006; Cohen, 1981; Clarksberg, et al., 2008; Dey, 1997; Dillman et al., 2002, 2009; Fidelman, 2007; Groves et
al., 2004, 2009; Johnson et al., 2002; Jones, 2009; Kaplowitz et al., 2004; Lepkowski & Couper, 2002; Marsh, 2007; Moore &
Tarnai, 2002; Porter et al., 2004; Porter & Umbach, 2006a; Porter & Whitcomb, 2005; Sax et al., 2003, 2008
9. TO INCREASE RESPONSE RATES
• Faculty attitudes and efforts are key to obtaining
higher response rates*
• The instrument and administration of it
• Target students unlikely to respond
• Evaluate the environment
– Are course evaluations online accessible?
– Is the instructor encouraging response? Is the discipline?
* (Ballantyne, 2003; Dillman, 1978; Dillman et al., 2002, 2009; Dommeyer et al., 2004; Groves et al., 1992)
INSTRUMENT: Lab questions then the lab is surveyed too.
ADMIN: Cut down on opportunity costs (off-campus students, athletes)
ENVIRONMENT: Smart et al., 2000 (academic disciplines book)