The document contains biographical information about Hui-mei Hsu. It lists her education credentials, including a PhD from the University of Illinois at Urbana-Champaign and masters degrees from National Chengchi University and National Taiwan Normal University. Her work experience includes serving as a technology consultant at the University of Illinois and as an assistant professor at Fo Guang University. The document also outlines her publications, conference presentations, translation work, and thesis advising related to science, technology, and society.
This document summarizes key findings from the 2010-2011 HERI Faculty Survey. It finds that institutional budget cuts were the top source of stress reported by faculty at public universities and four-year colleges. It also finds that faculty in STEM fields and men were more likely to use student-centered teaching practices than those in other fields and women. Additionally, it reports on trends showing declines in time faculty spent teaching and preparing for classes, and discusses the growing phenomenon of part-time faculty.
This document discusses the importance of recruiting and retaining a racially and ethnically diverse faculty. It notes that while students of color now make up 33% of college enrollments, faculty of color only represent around 18% of full-time faculty. Research shows that interactions with faculty of color benefit student outcomes. The challenges of recruitment and retention are examined, including barriers to tenure for underrepresented faculty. Finally, the document outlines UNM's efforts to increase recruitment and retention through targeted hires, conversions to tenure-track lines, and retention programs.
Education+ Trends+Animated+Background[1] Math & Science TrendShelly Landau
The document discusses the shortage of math and science teachers in the US, especially in minority schools, and some of the factors contributing to this shortage. These factors include better career opportunities in other fields, lower salaries for teachers, increasing student enrollments, and lack of support for teachers. The shortage negatively impacts student learning outcomes. Some solutions proposed include improving teacher preparation programs, offering scholarships and grants, increasing salaries, and creating partnerships between schools and colleges.
This issue brief discusses students with disabilities who are at greatest risk of poor employment outcomes after high school. Decades of research show that students with disabilities often have difficulty finding employment after leaving school. The brief aims to identify the specific combinations of risk factors that put students most at risk of unemployment. It will analyze data on these high-risk students to determine what factors are alterable at the school level to improve their post-school employment prospects, such as involvement in vocational education programs or integration with non-disabled peers. The goal is to generate new knowledge that can inform more effective school interventions and strategies to help these high-risk students transition successfully to employment.
A phenomenological study of filipino immigrant teachers in southAleander Francisco
This study explored the experiences of 7 Filipino immigrant teachers working in public schools in South Texas. Through interviews using a hermeneutic phenomenological approach, the teachers viewed their experiences as an opportunity, a challenge, and a source of growth. While the findings are not generalizable, the study highlights the unique identities and contributions of Filipino immigrant teachers that are often overlooked.
This document summarizes research on gender equity and women's representation in STEM fields. It finds that while women earn over half of all bachelor's degrees, they remain underrepresented in many STEM fields, especially engineering and computer science. This is due to various factors like fewer women taking advanced STEM courses in high school, unwelcoming climates in male-dominated college majors, and societal perceptions of certain fields as masculine. The author is conducting research to better understand trends in women's intentions to major in different STEM fields over several decades using large survey data. Separate research examines outcomes for women who graduated from single-sex versus coeducational high schools to determine if single-sex environments encourage more women
This document discusses challenges with student retention and persistence in STEM programs. It notes that while STEM jobs are abundant, many students who enroll in STEM majors do not graduate with STEM degrees. Institutional factors like high course loads and lack of effective academic advising can contribute to students switching majors or dropping out. The document also examines student factors and other challenges affecting STEM education. It recommends strategies for institutions to improve student support systems, such as orientation programs, early warning systems, and faculty professional development, to help increase STEM student retention and success.
This article examines the relationship between teacher turnover rates and student academic performance. It discusses how high teacher turnover has negative impacts, including inconsistent instruction from rotating substitute teachers and an unequal distribution of effective teachers. The article reviews studies that found correlations between higher turnover rates at schools and lower student test scores. While more research is still needed, the evidence suggests that addressing teacher turnover may be important for improving student achievement, especially in low-income schools that tend to experience higher turnover.
This document summarizes key findings from the 2010-2011 HERI Faculty Survey. It finds that institutional budget cuts were the top source of stress reported by faculty at public universities and four-year colleges. It also finds that faculty in STEM fields and men were more likely to use student-centered teaching practices than those in other fields and women. Additionally, it reports on trends showing declines in time faculty spent teaching and preparing for classes, and discusses the growing phenomenon of part-time faculty.
This document discusses the importance of recruiting and retaining a racially and ethnically diverse faculty. It notes that while students of color now make up 33% of college enrollments, faculty of color only represent around 18% of full-time faculty. Research shows that interactions with faculty of color benefit student outcomes. The challenges of recruitment and retention are examined, including barriers to tenure for underrepresented faculty. Finally, the document outlines UNM's efforts to increase recruitment and retention through targeted hires, conversions to tenure-track lines, and retention programs.
Education+ Trends+Animated+Background[1] Math & Science TrendShelly Landau
The document discusses the shortage of math and science teachers in the US, especially in minority schools, and some of the factors contributing to this shortage. These factors include better career opportunities in other fields, lower salaries for teachers, increasing student enrollments, and lack of support for teachers. The shortage negatively impacts student learning outcomes. Some solutions proposed include improving teacher preparation programs, offering scholarships and grants, increasing salaries, and creating partnerships between schools and colleges.
This issue brief discusses students with disabilities who are at greatest risk of poor employment outcomes after high school. Decades of research show that students with disabilities often have difficulty finding employment after leaving school. The brief aims to identify the specific combinations of risk factors that put students most at risk of unemployment. It will analyze data on these high-risk students to determine what factors are alterable at the school level to improve their post-school employment prospects, such as involvement in vocational education programs or integration with non-disabled peers. The goal is to generate new knowledge that can inform more effective school interventions and strategies to help these high-risk students transition successfully to employment.
A phenomenological study of filipino immigrant teachers in southAleander Francisco
This study explored the experiences of 7 Filipino immigrant teachers working in public schools in South Texas. Through interviews using a hermeneutic phenomenological approach, the teachers viewed their experiences as an opportunity, a challenge, and a source of growth. While the findings are not generalizable, the study highlights the unique identities and contributions of Filipino immigrant teachers that are often overlooked.
This document summarizes research on gender equity and women's representation in STEM fields. It finds that while women earn over half of all bachelor's degrees, they remain underrepresented in many STEM fields, especially engineering and computer science. This is due to various factors like fewer women taking advanced STEM courses in high school, unwelcoming climates in male-dominated college majors, and societal perceptions of certain fields as masculine. The author is conducting research to better understand trends in women's intentions to major in different STEM fields over several decades using large survey data. Separate research examines outcomes for women who graduated from single-sex versus coeducational high schools to determine if single-sex environments encourage more women
This document discusses challenges with student retention and persistence in STEM programs. It notes that while STEM jobs are abundant, many students who enroll in STEM majors do not graduate with STEM degrees. Institutional factors like high course loads and lack of effective academic advising can contribute to students switching majors or dropping out. The document also examines student factors and other challenges affecting STEM education. It recommends strategies for institutions to improve student support systems, such as orientation programs, early warning systems, and faculty professional development, to help increase STEM student retention and success.
This article examines the relationship between teacher turnover rates and student academic performance. It discusses how high teacher turnover has negative impacts, including inconsistent instruction from rotating substitute teachers and an unequal distribution of effective teachers. The article reviews studies that found correlations between higher turnover rates at schools and lower student test scores. While more research is still needed, the evidence suggests that addressing teacher turnover may be important for improving student achievement, especially in low-income schools that tend to experience higher turnover.
From 2011 EDUCAUSE Learning Initiative (ELI) Annual Conference on research conducted about UTK instructional technology research support program - Project RITE.
This document summarizes research conducted at the University of Tennessee on faculty use of instructional technology. It describes interviews with department heads that found most expected faculty technology use but few had formal processes for considering it in promotion and tenure. It outlines a funded research program called Project RITE that has supported over 30 studies of instructional technology since 2006. Several example studies are summarized, focusing on factors affecting online course dropout rates, comparing online vs in-class exams, and students' perceptions of different assessment methods.
This study examines the experiences of two college professors integrating technology into their classrooms. The professors teach at East Stroudsburg University of Pennsylvania. Data was collected through individual interviews with each professor, observations of their classes, follow-up interviews after observations, and a focus group interview. The study aims to understand the actual experiences of these professors in integrating technology, how their teaching theories influence technology use, their understanding of technological pedagogical content knowledge, and their levels of innovativeness. Previous research has focused less on college professors' perspectives, and this study provides insights into the challenges and benefits of technology integration from their point of view.
A Survey of Mathematics Education Technology Dissertation Scope and Quality ...Crystal Sanchez
This dissertation survey examined 480 mathematics education technology dissertations from 1968 to 2009. It found that dissertation studies earned an average of 64.4% of possible quality points across all methodologies, higher than comparable journal studies which averaged 47.2%. The dissertation studies focused most on calculators and software, and outcomes related to student achievement and attitudes. However, the quality of theoretical connections, research design descriptions, and validity/reliability reporting in dissertations was inconsistent. Improving these areas could increase dissertation and research quality in this field.
ICWES15 - The Outcomes of 19 Institutional Transformation Efforts to ADVANCE ...Engineers Australia
The document summarizes findings from a study of 19 universities that received NSF ADVANCE Institutional Transformation grants to promote gender equity in science and engineering fields. The study found that the universities implemented initiatives like climate surveys, family-friendly policies, and leadership programs. As a result, they saw increases in the representation and leadership of women faculty, especially in engineering and sciences, showing that comprehensive institutional transformation can promote gender diversity and inclusion.
An Examination Of University Students Learning And Studying ApproachesAngie Miller
This study examined university students' learning and studying approaches in terms of gender, department, and exam scores. 178 students from various departments at a Turkish university completed a survey measuring surface, deep, and strategic learning approaches. The results showed no significant differences in approaches between departments. However, there were significant gender differences in approaches. Additionally, students' exam scores correlated positively with strategic approaches and negatively with deep approaches. The study aimed to explore factors influencing students' learning quality and achievement.
This document summarizes a study conducted by Walden University to improve student progress and retention, especially in the first year. It details the university's cultural shift to establish a clear student progress strategy and methodology for a multi-year study of retention initiatives. The study found initiatives improved student satisfaction, performance, and retention. The introduction provides historical context on the focus of retention in higher education beginning in the 1960s. It also notes challenges in online programs include competing responsibilities, lack of direct contact between students and faculty, and need for support specific to distance learners.
R. Michael Haynes has extensive experience in institutional research and effectiveness at Tarleton State University. He currently serves as the Executive Director of Institutional Research and Effectiveness, overseeing various assessment, accreditation, and reporting activities. Haynes has a Ph.D. in Higher Education from the University of North Texas and has published and presented research on topics including financial aid, retention strategies, and underrepresented student populations. He serves on numerous university committees and holds memberships in several professional associations related to institutional research and assessment.
This curriculum vitae summarizes the education and experience of Scott Whitney, an Associate Professor specializing in Deaf Education. He received his B.A. in Biology, M.A. in Special Education, and Ed.D. in Deaf Education/Deaf Studies. His experience includes teaching ASL and working as an assistant and associate professor. He has published and presented extensively on using technology like motion capture to develop ASL learning tools for science education.
Jorja Kimball has over 30 years of experience in higher education administration and research development. She received her Ph.D. in Higher Education Administration from Texas A&M University in 2006. Currently, she serves as the Executive Director of Research Development Services at Texas A&M University, where she oversees a team that secures funding for research projects. Previously, she held several director roles coordinating research partnerships and grant writing efforts across multiple universities in Texas. She has secured over $87 million in federally funded research awards, especially from the National Science Foundation.
Closing the Gender Gap in Engineering - Nov 2010Meagan Pollock
This presentation was designed for Education is Freedom College Counselors. This specific workshop was presented on Nov 30, 2010 by Meagan Ross (mail@meaganross.com).
Abstract:
A ninety minute interactive and engaging session where participants will learn about careers in engineering & the gender gap within this field. Participants will learn that life takes engineering, engineers help shape the future, and engineers are creative and collaborative problem-solvers. We will discuss gender bias in the classroom and how to use this awareness to help reach gender parity in engineering. Upon completion of the workshop, participants will be prepared to advocate careers in engineering to all students, and will have tools to recognize and address gender bias in their environment.
Integrating Technology-Enhanced Instruction to Narrow the Academic Achievemen...jamathompson
There is not a universal approach in meeting the learning needs of all students. Students have different learning styles that promote higher success in the classroom compared to other learning styles. Literature has demonstrated African American students’ diverse learning needs and preferred learning styles were not consistently being addressed in the classroom. Hence, some African American students were not learning and began to perform at a lower grade level. The presenter will provide suggestions of various technology-enhanced instructional strategies and its potential impact on African American student achievement. Additionally, the presenter will provide educators with several implications that can be applied to their current classroom setting.
Faculty Adoption of Technologies in Team-Based Learning ClassroomsBradford Wheeler
Wheeler, B., Shih, M. , & Weaver, GC. Faculty Adoption of Technologies in Team-Based Learning Classrooms. Poster session presented at: New England Faculty Development Consortium (NEFDC) 2015, May 29; Fairfield, CT.
SCS 200 Research Investigation Progress Check 1 Guidelines and.docxbagotjesusa
SCS 200 Research Investigation Progress Check 1 Guidelines and Rubric
Overview: Throughout Theme: Exploring Social Science Issues, you have been guided through work on Project One (a research investigation), which you will
continue to work on in Theme: Performing the Research Investigation and Theme: Tailoring the Message to an Audience and will formally submit to your
instructor at the end of Week 5. This assignment provides you with an important opportunity to get valuable instructor feedback on the progress you are making
and to ensure you are on the right track for your later submission.
Prompt: Throughout Theme: Exploring Social Science Issues, you have explored social science issues for further investigation and examined social science
principles that relate to issues of interest to you. Specifically, in this assignment, you will submit the Project One elements listed below for review by your
instructor.
In Theme: Exploring Social Science Issues, learning block 2-2 (page 4), you began working
on the following section of the prompt:
I. Introduction
A. Describe the issue in the social sciences that you have selected to
investigate. Why is this issue significant?
In Theme: Exploring Social Science Issues, learning block 2-3 (page 2), you completed the
following work:
II. Body
A. Identify the social science principles that apply to your issue. In other
words, which principles of social science apply to the issue you selected?
B. Explain how the principles you identified apply to your issue. In other
words, how are the social science principles you identified relevant to your
issue?
Please note that the numbering included above directly aligns with the numbering of these elements as they are presented in the Project One Guidelines and
Rubric document.
https://snhu.mindedgeonline.com/content.php?cid=92549
https://snhu.mindedgeonline.com/content.php?cid=92549
Rubric
Guidelines for Submission: Submit your progress check assignment as a Microsoft Word document with double spacing, 12-point Times New Roman font, and
one-inch margins. Your submission should be at least 1 page in length. Any citations should be formatted according to APA style.
Critical Elements Proficient (100%) Needs Improvement (80%) Not Evident (0%) Value
Introduction: Issue Describes selected issue in social
sciences and its significance,
reflecting an initial understanding of
the issue and the social sciences
Describes selected issue in social
sciences and its significance, but with
gaps in detail or clarity
Does not describe selected issue in
social sciences or its significance
30
Body: Identify Principles Identifies social science principles that
apply to issue, citing sources
Identifies social science principles that
apply to issue, but with gaps in
accuracy or citation
Does not identify social science
principles that apply to issue
30
Body: Explain Principles Explains how identified principles
apply to issue, .
Bringing Them and Keeping Them: A Ten-Year Review of the Recruitment and Ret...unmoei
Bringing Them and Keeping Them: A Ten-‐Year Review of the Recruitment and Reten;on of Underrepresented Faculty at a Hispanic-‐Serving Institution Dr. Josephine “Jozi” De Leon & Dr. Chalane E. Lechuga Division for Equity & Inclusion University of New Mexico
The document describes a study conducted by university faculty at The University of Texas at San Antonio to promote equity in STEM fields by redesigning learning opportunities through a lesson study model. The faculty from physics, engineering, and education departments collaborated to establish communities of practice, apply sociocultural learning approaches, and transform curricular materials to better support the academic literacy of their diverse STEM student population over 50% of whom identify as Latinx. The study examines how the lesson study model impacts faculty pedagogical practices and student learning in a gateway engineering course.
This document summarizes a workshop on the future of learning and teaching in higher education. It discusses developments like learning analytics, digital literacy, flipped classrooms, and game-enhanced learning. Faculty members were asked to consider innovations in learning and teaching at their institution and discuss what types of approaches are most likely to become widely embedded in the future. References are provided on topics like audience response systems, employability skills, and inverted or flipped classrooms.
Hiller Spires has collaborated extensively with educators in China since 2007, including participating in delegations and conferences. He has researched the perceptions of US and Chinese teachers and how they are changing with new technologies. Spires advocates for project-based, collaborative learning models where students solve complex problems. He developed a framework called the New Learning Ecology that emphasizes student-centered, technology-rich, self-directed learning.
Factors Affecting the Sustainability of Sino-American Educational Ventures in...inventionjournals
The scope of this study is to identify the main factors that influence the sustainability of SinoAmerican Educational Ventures (SAEV) in Mainland China. SAEV ventures have been a new global trend since the Chinese open door policy in the late 70’s. These ventures are comprised of Chinese and American institution forming degree programs in mainland China. Sustainability for this study meant creating world-class institutions with a Chinese educational mantra known as sine qua non, meaning education for security, sustenance, and economic expansion. The study attempts to examine factors such as perceived external prestige, discordant educational rating systems, government policies, and intercultural communication. In addition, the analysis includes the review of institutions that have succeeded and failed in these ventures and the sustainability efforts employed by these institutions. Finally, the paper provides an insight into ways of mitigating these factors, thereby the sustainability of Sino- American Educational Ventures.
From 2011 EDUCAUSE Learning Initiative (ELI) Annual Conference on research conducted about UTK instructional technology research support program - Project RITE.
This document summarizes research conducted at the University of Tennessee on faculty use of instructional technology. It describes interviews with department heads that found most expected faculty technology use but few had formal processes for considering it in promotion and tenure. It outlines a funded research program called Project RITE that has supported over 30 studies of instructional technology since 2006. Several example studies are summarized, focusing on factors affecting online course dropout rates, comparing online vs in-class exams, and students' perceptions of different assessment methods.
This study examines the experiences of two college professors integrating technology into their classrooms. The professors teach at East Stroudsburg University of Pennsylvania. Data was collected through individual interviews with each professor, observations of their classes, follow-up interviews after observations, and a focus group interview. The study aims to understand the actual experiences of these professors in integrating technology, how their teaching theories influence technology use, their understanding of technological pedagogical content knowledge, and their levels of innovativeness. Previous research has focused less on college professors' perspectives, and this study provides insights into the challenges and benefits of technology integration from their point of view.
A Survey of Mathematics Education Technology Dissertation Scope and Quality ...Crystal Sanchez
This dissertation survey examined 480 mathematics education technology dissertations from 1968 to 2009. It found that dissertation studies earned an average of 64.4% of possible quality points across all methodologies, higher than comparable journal studies which averaged 47.2%. The dissertation studies focused most on calculators and software, and outcomes related to student achievement and attitudes. However, the quality of theoretical connections, research design descriptions, and validity/reliability reporting in dissertations was inconsistent. Improving these areas could increase dissertation and research quality in this field.
ICWES15 - The Outcomes of 19 Institutional Transformation Efforts to ADVANCE ...Engineers Australia
The document summarizes findings from a study of 19 universities that received NSF ADVANCE Institutional Transformation grants to promote gender equity in science and engineering fields. The study found that the universities implemented initiatives like climate surveys, family-friendly policies, and leadership programs. As a result, they saw increases in the representation and leadership of women faculty, especially in engineering and sciences, showing that comprehensive institutional transformation can promote gender diversity and inclusion.
An Examination Of University Students Learning And Studying ApproachesAngie Miller
This study examined university students' learning and studying approaches in terms of gender, department, and exam scores. 178 students from various departments at a Turkish university completed a survey measuring surface, deep, and strategic learning approaches. The results showed no significant differences in approaches between departments. However, there were significant gender differences in approaches. Additionally, students' exam scores correlated positively with strategic approaches and negatively with deep approaches. The study aimed to explore factors influencing students' learning quality and achievement.
This document summarizes a study conducted by Walden University to improve student progress and retention, especially in the first year. It details the university's cultural shift to establish a clear student progress strategy and methodology for a multi-year study of retention initiatives. The study found initiatives improved student satisfaction, performance, and retention. The introduction provides historical context on the focus of retention in higher education beginning in the 1960s. It also notes challenges in online programs include competing responsibilities, lack of direct contact between students and faculty, and need for support specific to distance learners.
R. Michael Haynes has extensive experience in institutional research and effectiveness at Tarleton State University. He currently serves as the Executive Director of Institutional Research and Effectiveness, overseeing various assessment, accreditation, and reporting activities. Haynes has a Ph.D. in Higher Education from the University of North Texas and has published and presented research on topics including financial aid, retention strategies, and underrepresented student populations. He serves on numerous university committees and holds memberships in several professional associations related to institutional research and assessment.
This curriculum vitae summarizes the education and experience of Scott Whitney, an Associate Professor specializing in Deaf Education. He received his B.A. in Biology, M.A. in Special Education, and Ed.D. in Deaf Education/Deaf Studies. His experience includes teaching ASL and working as an assistant and associate professor. He has published and presented extensively on using technology like motion capture to develop ASL learning tools for science education.
Jorja Kimball has over 30 years of experience in higher education administration and research development. She received her Ph.D. in Higher Education Administration from Texas A&M University in 2006. Currently, she serves as the Executive Director of Research Development Services at Texas A&M University, where she oversees a team that secures funding for research projects. Previously, she held several director roles coordinating research partnerships and grant writing efforts across multiple universities in Texas. She has secured over $87 million in federally funded research awards, especially from the National Science Foundation.
Closing the Gender Gap in Engineering - Nov 2010Meagan Pollock
This presentation was designed for Education is Freedom College Counselors. This specific workshop was presented on Nov 30, 2010 by Meagan Ross (mail@meaganross.com).
Abstract:
A ninety minute interactive and engaging session where participants will learn about careers in engineering & the gender gap within this field. Participants will learn that life takes engineering, engineers help shape the future, and engineers are creative and collaborative problem-solvers. We will discuss gender bias in the classroom and how to use this awareness to help reach gender parity in engineering. Upon completion of the workshop, participants will be prepared to advocate careers in engineering to all students, and will have tools to recognize and address gender bias in their environment.
Integrating Technology-Enhanced Instruction to Narrow the Academic Achievemen...jamathompson
There is not a universal approach in meeting the learning needs of all students. Students have different learning styles that promote higher success in the classroom compared to other learning styles. Literature has demonstrated African American students’ diverse learning needs and preferred learning styles were not consistently being addressed in the classroom. Hence, some African American students were not learning and began to perform at a lower grade level. The presenter will provide suggestions of various technology-enhanced instructional strategies and its potential impact on African American student achievement. Additionally, the presenter will provide educators with several implications that can be applied to their current classroom setting.
Faculty Adoption of Technologies in Team-Based Learning ClassroomsBradford Wheeler
Wheeler, B., Shih, M. , & Weaver, GC. Faculty Adoption of Technologies in Team-Based Learning Classrooms. Poster session presented at: New England Faculty Development Consortium (NEFDC) 2015, May 29; Fairfield, CT.
SCS 200 Research Investigation Progress Check 1 Guidelines and.docxbagotjesusa
SCS 200 Research Investigation Progress Check 1 Guidelines and Rubric
Overview: Throughout Theme: Exploring Social Science Issues, you have been guided through work on Project One (a research investigation), which you will
continue to work on in Theme: Performing the Research Investigation and Theme: Tailoring the Message to an Audience and will formally submit to your
instructor at the end of Week 5. This assignment provides you with an important opportunity to get valuable instructor feedback on the progress you are making
and to ensure you are on the right track for your later submission.
Prompt: Throughout Theme: Exploring Social Science Issues, you have explored social science issues for further investigation and examined social science
principles that relate to issues of interest to you. Specifically, in this assignment, you will submit the Project One elements listed below for review by your
instructor.
In Theme: Exploring Social Science Issues, learning block 2-2 (page 4), you began working
on the following section of the prompt:
I. Introduction
A. Describe the issue in the social sciences that you have selected to
investigate. Why is this issue significant?
In Theme: Exploring Social Science Issues, learning block 2-3 (page 2), you completed the
following work:
II. Body
A. Identify the social science principles that apply to your issue. In other
words, which principles of social science apply to the issue you selected?
B. Explain how the principles you identified apply to your issue. In other
words, how are the social science principles you identified relevant to your
issue?
Please note that the numbering included above directly aligns with the numbering of these elements as they are presented in the Project One Guidelines and
Rubric document.
https://snhu.mindedgeonline.com/content.php?cid=92549
https://snhu.mindedgeonline.com/content.php?cid=92549
Rubric
Guidelines for Submission: Submit your progress check assignment as a Microsoft Word document with double spacing, 12-point Times New Roman font, and
one-inch margins. Your submission should be at least 1 page in length. Any citations should be formatted according to APA style.
Critical Elements Proficient (100%) Needs Improvement (80%) Not Evident (0%) Value
Introduction: Issue Describes selected issue in social
sciences and its significance,
reflecting an initial understanding of
the issue and the social sciences
Describes selected issue in social
sciences and its significance, but with
gaps in detail or clarity
Does not describe selected issue in
social sciences or its significance
30
Body: Identify Principles Identifies social science principles that
apply to issue, citing sources
Identifies social science principles that
apply to issue, but with gaps in
accuracy or citation
Does not identify social science
principles that apply to issue
30
Body: Explain Principles Explains how identified principles
apply to issue, .
Bringing Them and Keeping Them: A Ten-Year Review of the Recruitment and Ret...unmoei
Bringing Them and Keeping Them: A Ten-‐Year Review of the Recruitment and Reten;on of Underrepresented Faculty at a Hispanic-‐Serving Institution Dr. Josephine “Jozi” De Leon & Dr. Chalane E. Lechuga Division for Equity & Inclusion University of New Mexico
The document describes a study conducted by university faculty at The University of Texas at San Antonio to promote equity in STEM fields by redesigning learning opportunities through a lesson study model. The faculty from physics, engineering, and education departments collaborated to establish communities of practice, apply sociocultural learning approaches, and transform curricular materials to better support the academic literacy of their diverse STEM student population over 50% of whom identify as Latinx. The study examines how the lesson study model impacts faculty pedagogical practices and student learning in a gateway engineering course.
This document summarizes a workshop on the future of learning and teaching in higher education. It discusses developments like learning analytics, digital literacy, flipped classrooms, and game-enhanced learning. Faculty members were asked to consider innovations in learning and teaching at their institution and discuss what types of approaches are most likely to become widely embedded in the future. References are provided on topics like audience response systems, employability skills, and inverted or flipped classrooms.
Hiller Spires has collaborated extensively with educators in China since 2007, including participating in delegations and conferences. He has researched the perceptions of US and Chinese teachers and how they are changing with new technologies. Spires advocates for project-based, collaborative learning models where students solve complex problems. He developed a framework called the New Learning Ecology that emphasizes student-centered, technology-rich, self-directed learning.
Factors Affecting the Sustainability of Sino-American Educational Ventures in...inventionjournals
The scope of this study is to identify the main factors that influence the sustainability of SinoAmerican Educational Ventures (SAEV) in Mainland China. SAEV ventures have been a new global trend since the Chinese open door policy in the late 70’s. These ventures are comprised of Chinese and American institution forming degree programs in mainland China. Sustainability for this study meant creating world-class institutions with a Chinese educational mantra known as sine qua non, meaning education for security, sustenance, and economic expansion. The study attempts to examine factors such as perceived external prestige, discordant educational rating systems, government policies, and intercultural communication. In addition, the analysis includes the review of institutions that have succeeded and failed in these ventures and the sustainability efforts employed by these institutions. Finally, the paper provides an insight into ways of mitigating these factors, thereby the sustainability of Sino- American Educational Ventures.
This document is a translation agreement between Ching-Chen Mao, an associate professor, and Dr. Robert Steegers. It grants Mao the right to translate an article by Steegers titled "Open Access and the German Academic System: Common Perspectives of the Alliance of Research Organisations" into simplified and traditional Chinese and publish the translation in print and digital formats. Mao agrees to accurately translate the work without changes and does not assume liability. No royalties will be paid as the translation is done in the spirit of open access. Copyright of the original work remains with the author.
The document discusses the idea of creating a unified catalog or "world's largest library" that would contain the catalogs of all libraries worldwide. It notes that while Amazon has millions of book titles in its catalog, a unified library catalog could contain tens of millions by combining the holdings of existing library collections. The document advocates enhancing catalog records with additional information like cover images, tables of contents, and reviews to help users discover relevant books. It also suggests making the unified catalog available online for users to search from anywhere in the world.
This document provides a historical overview of open access. It discusses key events in the open access movement, including the 2001 Budapest Open Access Initiative which aimed to promote free access to scholarly literature, and the 2003 Berlin Declaration on Open Access which was signed by many academic institutions worldwide. The document also examines some of the challenges to open access, such as concerns about loss of income from publishing and changes to existing systems of evaluating academic work. Overall it traces the development of open access from early initiatives to the present debate around establishing new models of academic publishing.
This document discusses open access in the fields of astronomy and astrophysics. It notes that while attitudes towards open access vary across disciplines, astronomy and astrophysics generally have a positive view. Research results in these fields are often made freely available online. The document advocates applying open access not just to publications but also to primary data. However, willingness to share data early varies. It also discusses issues like embargo periods and incentives needed to encourage open access publishing. Traditional publishers will need to adapt to new models to survive.
This document discusses open access to scholarly literature and digital library initiatives in South Asia. It provides links to resources on open access publishing models and policies, influential advocates of open access like Stevan Harnad, open access archives and repositories, studies on the impact of open access articles, and examples of open access policies adopted by universities.
This document discusses the background and motivation for a research study. It notes that the scholarly communication system established 350 years ago by Henry Oldenburg is now in crisis, as even the wealthiest libraries cannot purchase all academic publications. Journal prices have risen much faster than inflation or library budgets in recent decades. As a result, more than half of one research institute's journal subscription budget in India goes to only two large publishing companies, comprising over 10% of its total budget. This shows the system created by Oldenburg to share knowledge is now broken and compromises future scientific development.
2. (由最近工作經驗依序往前追溯)
職稱 起迄年月
服務機關 服務機關 服務部門 服務部門 職稱
起迄年月
科技顧問
2001.01-2005.
美國伊利諾大學 教 教育科技室 科
美國伊利諾大學 05
育科技室 技顧問
2001.01-2005.
05
助理教授
佛光大學 學習與數 學習與數位科技
佛光大學 2006.08-迄今
位科技學系 學系 助理教授
2006.08-迄今
主要著作(五年內已出版與 STS 相關之著作)
主要著作(五 年 內 已 出 版 與 STS 相 關 之 著 作 ) 主要著作(五 年 內 已 出 版 與
STS 相 關 之 著 作 ) 主要著作(五 年 內 已 出 版 與 STS 相 關 之 著 作 ) 主要著作
(五 年 內 已 出 版 與 STS 相 關 之 著 作 ) 主要著作(五 年 內 已 出 版 與 STS 相 關
之著作) 主要著作(五年內已出版與 STS 相關之著作) 主要著作(五年內已
出版與 STS 相關之著作)
研討會論文:
1. Hsu, H. (2003). The Linguistic Turn in the Theory of Technology and Its
Implications on Acculturation. Paper presented at Miami Conference on Eco-
Justice and Teacher Education. Miami, FL: Feb 27- March 1, 2003.
2. Hsu, H. (2003). Critical Perspective on Technology Integration: A Case Study
of One Computer-Assisted Course in the University Foreign Language
Classroom. Paper presented at Learning and the World We Want Conference.
Victoria, BC: Nov 20-23, 2003.
3. Hsu, H. (2004). A Journey through the Theories of Technology. Paper
presented at Journal of Curriculum Theorizing Bergamo Conference. Dayton,
OH: Oct 21-23, 2004.
4. Hsu, H. & Chen, T. (2004). Deconstructing Educational Computing: The
Problem with Mediation. Paper presented at American Educational Studies
Association (AESA). Kansas City, MO: Nov 3-7, 2004.
5. Hsu, H. (2006). Discourse surrounding technology integration. Paper presented
at American Educational Studies Association 2006 (AESA 2006). Spokane, WA:
3. Nov. 1-5, 2006.
6. Lin, S. & Hsu, H. (2008). Open-source Software: A Solution for School
Technology Integration? Paper will be presented at The Fourth International
Congress of Qualitative Inquiry (QI 2008). Champaign, IL: May 14-18.
(accepted)
7. Jiang, G. & Hsu, H. (2008). Bridging the Technological Gap: A Qualitative
Analysis of the Aboriginal School Students' Participation in a Web Contest.
Paper will be presented at The Fourth International Congress of Qualitative
Inquiry (QI 2008). Champaign, IL: May 14-18. (accepted)
翻譯著作:
Bowers, C. A. (2000). Let them eat data. Athens, GA: University of Georgia Press.(由
陳錚慧、許惠美、陳鎔基與熊幼如合譯,郭實渝教授做序,已完成翻譯並與巨流
出版社簽約,尚未出版)
教授 STS 相關課程:
資訊社會學(碩士班/96 學年第二學期)
指導學生論文:
江國樑(2008)「數位小英雄」計畫之評估研究。佛光大學學習與數
位科技學系碩士論文。
研討會論文: 研討會論文: 研討會論文: 研討會論文: 研討會論文: 研討會論
文: 研討會論文:
1. Hsu, H. (2003). The Linguistic Turn in the Theory of Technology and Its
Implications on Acculturation. Paper presented at Miami Conference on Eco-
Justice and Teacher Education. Miami, FL: Feb 27- March 1, 2003.
2. Hsu, H. (2003). Critical Perspective on Technology Integration: A Case Study
of One Computer-Assisted Course in the University Foreign Language
Classroom. Paper presented at Learning and the World We Want Conference.
Victoria, BC: Nov 20-23, 2003.
3. Hsu, H. (2004). A Journey through the Theories of Technology. Paper
presented at Journal of Curriculum Theorizing Bergamo Conference. Dayton,
OH: Oct 21-23, 2004.
4. Hsu, H. & Chen, T. (2004). Deconstructing Educational Computing: The
Problem with Mediation. Paper presented at American Educational Studies
4. Association (AESA). Kansas City, MO: Nov 3-7, 2004.
5. Hsu, H. (2006). Discourse surrounding technology integration. Paper presented
at American Educational Studies Association 2006 (AESA 2006). Spokane, WA:
Nov. 1-5, 2006.
6. Lin, S. & Hsu, H. (2008). Open-source Software: A Solution for School
Technology Integration? Paper will be presented at The Fourth International
Congress of Qualitative Inquiry (QI 2008). Champaign, IL: May 14-18.
(accepted)
7. Jiang, G. & Hsu, H. (2008). Bridging the Technological Gap: A Qualitative
Analysis of the Aboriginal School Students' Participation in a Web Contest.
Paper will be presented at The Fourth International Congress of Qualitative
Inquiry (QI 2008). Champaign, IL: May 14-18. (accepted)
翻譯著作:
Bowers, C. A. (2000). Let them eat data. Athens, GA: University of Georgia Press.(由
陳錚慧、許惠美、陳鎔基與熊幼如合譯,郭實渝教授做序,已完成翻譯並與巨流
出版社簽約,尚未出版)
教授 STS 相關課程:
資訊社會學(碩士班/96 學年第二學期)
指導學生論文:
江國樑(2008)「數位小英雄」計畫之評估研究。佛光大學學習與數
位科技學系碩士論文。
1. Hsu, H. (2003). The Linguistic Turn in the Theory of Technology and Its
Implications on Acculturation. Paper presented at Miami Conference on Eco-
Justice and Teacher Education. Miami, FL: Feb 27- March 1, 2003.
2. Hsu, H. (2003). Critical Perspective on Technology Integration: A Case Study
of One Computer-Assisted Course in the University Foreign Language
Classroom. Paper presented at Learning and the World We Want Conference.
Victoria, BC: Nov 20-23, 2003.
3. Hsu, H. (2004). A Journey through the Theories of Technology. Paper
presented at Journal of Curriculum Theorizing Bergamo Conference. Dayton,
OH: Oct 21-23, 2004.
4. Hsu, H. & Chen, T. (2004). Deconstructing Educational Computing: The
Problem with Mediation. Paper presented at American Educational Studies
5. Association (AESA). Kansas City, MO: Nov 3-7, 2004.
5. Hsu, H. (2006). Discourse surrounding technology integration. Paper presented
at American Educational Studies Association 2006 (AESA 2006). Spokane, WA:
Nov. 1-5, 2006.
6. Lin, S. & Hsu, H. (2008). Open-source Software: A Solution for School
Technology Integration? Paper will be presented at The Fourth International
Congress of Qualitative Inquiry (QI 2008). Champaign, IL: May 14-18.
(accepted)
7. Jiang, G. & Hsu, H. (2008). Bridging the Technological Gap: A Qualitative
Analysis of the Aboriginal School Students' Participation in a Web Contest.
Paper will be presented at The Fourth International Congress of Qualitative
Inquiry (QI 2008). Champaign, IL: May 14-18. (accepted)
翻譯著作:
Bowers, C. A. (2000). Let them eat data. Athens, GA: University of Georgia Press.(由
陳錚慧、許惠美、陳鎔基與熊幼如合譯,郭實渝教授做序,已完成翻譯並與巨流
出版社簽約,尚未出版)
教授 STS 相關課程:
資訊社會學(碩士班/96 學年第二學期)
指導學生論文:
江國樑(2008)「數位小英雄」計畫之評估研究。佛光大學學習與數
位科技學系碩士論文。
1. Hsu, H. (2003). The Linguistic Turn in the Theory of Technology and Its
Implications on Acculturation. Paper presented at Miami Conference on Eco-
Justice and Teacher Education. Miami, FL: Feb 27- March 1, 2003.
2. Hsu, H. (2003). Critical Perspective on Technology Integration: A Case Study
of One Computer-Assisted Course in the University Foreign Language
Classroom. Paper presented at Learning and the World We Want Conference.
Victoria, BC: Nov 20-23, 2003.
3. Hsu, H. (2004). A Journey through the Theories of Technology. Paper
presented at Journal of Curriculum Theorizing Bergamo Conference. Dayton,
OH: Oct 21-23, 2004.
4. Hsu, H. & Chen, T. (2004). Deconstructing Educational Computing: The
Problem with Mediation. Paper presented at American Educational Studies
6. Association (AESA). Kansas City, MO: Nov 3-7, 2004.
5. Hsu, H. (2006). Discourse surrounding technology integration. Paper presented
at American Educational Studies Association 2006 (AESA 2006). Spokane, WA:
Nov. 1-5, 2006.
6. Lin, S. & Hsu, H. (2008). Open-source Software: A Solution for School
Technology Integration? Paper will be presented at The Fourth International
Congress of Qualitative Inquiry (QI 2008). Champaign, IL: May 14-18.
(accepted)
7. Jiang, G. & Hsu, H. (2008). Bridging the Technological Gap: A Qualitative
Analysis of the Aboriginal School Students' Participation in a Web Contest.
Paper will be presented at The Fourth International Congress of Qualitative
Inquiry (QI 2008). Champaign, IL: May 14-18. (accepted)
翻譯著作:
Bowers, C. A. (2000). Let them eat data. Athens, GA: University of Georgia Press.(由
陳錚慧、許惠美、陳鎔基與熊幼如合譯,郭實渝教授做序,已完成翻譯並與巨流
出版社簽約,尚未出版)
教授 STS 相關課程:
資訊社會學(碩士班/96 學年第二學期)
指導學生論文:
江國樑(2008)「數位小英雄」計畫之評估研究。佛光大學學習與數
位科技學系碩士論文。
1. Hsu, H. (2003). The Linguistic Turn in the Theory of Technology and Its
Implications on Acculturation. Paper presented at Miami Conference on Eco-
Justice and Teacher Education. Miami, FL: Feb 27- March 1, 2003.
2. Hsu, H. (2003). Critical Perspective on Technology Integration: A Case Study
of One Computer-Assisted Course in the University Foreign Language
Classroom. Paper presented at Learning and the World We Want Conference.
Victoria, BC: Nov 20-23, 2003.
3. Hsu, H. (2004). A Journey through the Theories of Technology. Paper
presented at Journal of Curriculum Theorizing Bergamo Conference. Dayton,
OH: Oct 21-23, 2004.
4. Hsu, H. & Chen, T. (2004). Deconstructing Educational Computing: The
Problem with Mediation. Paper presented at American Educational Studies
7. Association (AESA). Kansas City, MO: Nov 3-7, 2004.
5. Hsu, H. (2006). Discourse surrounding technology integration. Paper presented
at American Educational Studies Association 2006 (AESA 2006). Spokane, WA:
Nov. 1-5, 2006.
6. Lin, S. & Hsu, H. (2008). Open-source Software: A Solution for School
Technology Integration? Paper will be presented at The Fourth International
Congress of Qualitative Inquiry (QI 2008). Champaign, IL: May 14-18.
(accepted)
7. Jiang, G. & Hsu, H. (2008). Bridging the Technological Gap: A Qualitative
Analysis of the Aboriginal School Students' Participation in a Web Contest.
Paper will be presented at The Fourth International Congress of Qualitative
Inquiry (QI 2008). Champaign, IL: May 14-18. (accepted)
翻譯著作:
Bowers, C. A. (2000). Let them eat data. Athens, GA: University of Georgia Press.(由
陳錚慧、許惠美、陳鎔基與熊幼如合譯,郭實渝教授做序,已完成翻譯並與巨流
出版社簽約,尚未出版)
教授 STS 相關課程:
資訊社會學(碩士班/96 學年第二學期)
指導學生論文:
江國樑(2008)「數位小英雄」計畫之評估研究。佛光大學學習與數
位科技學系碩士論文。
1. Hsu, H. (2003). The Linguistic Turn in the Theory of Technology and Its
Implications on Acculturation. Paper presented at Miami Conference on Eco-
Justice and Teacher Education. Miami, FL: Feb 27- March 1, 2003.
2. Hsu, H. (2003). Critical Perspective on Technology Integration: A Case Study
of One Computer-Assisted Course in the University Foreign Language
Classroom. Paper presented at Learning and the World We Want Conference.
Victoria, BC: Nov 20-23, 2003.
3. Hsu, H. (2004). A Journey through the Theories of Technology. Paper
presented at Journal of Curriculum Theorizing Bergamo Conference. Dayton,
OH: Oct 21-23, 2004.
4. Hsu, H. & Chen, T. (2004). Deconstructing Educational Computing: The
Problem with Mediation. Paper presented at American Educational Studies
8. Association (AESA). Kansas City, MO: Nov 3-7, 2004.
5. Hsu, H. (2006). Discourse surrounding technology integration. Paper presented
at American Educational Studies Association 2006 (AESA 2006). Spokane, WA:
Nov. 1-5, 2006.
6. Lin, S. & Hsu, H. (2008). Open-source Software: A Solution for School
Technology Integration? Paper will be presented at The Fourth International
Congress of Qualitative Inquiry (QI 2008). Champaign, IL: May 14-18.
(accepted)
7. Jiang, G. & Hsu, H. (2008). Bridging the Technological Gap: A Qualitative
Analysis of the Aboriginal School Students' Participation in a Web Contest.
Paper will be presented at The Fourth International Congress of Qualitative
Inquiry (QI 2008). Champaign, IL: May 14-18. (accepted)
翻譯著作:
Bowers, C. A. (2000). Let them eat data. Athens, GA: University of Georgia Press.(由
陳錚慧、許惠美、陳鎔基與熊幼如合譯,郭實渝教授做序,已完成翻譯並與巨流
出版社簽約,尚未出版)
教授 STS 相關課程:
資訊社會學(碩士班/96 學年第二學期)
指導學生論文:
江國樑(2008)「數位小英雄」計畫之評估研究。佛光大學學習與數
位科技學系碩士論文。
1. Hsu, H. (2003). The Linguistic Turn in the Theory of Technology and Its
Implications on Acculturation. Paper presented at Miami Conference on Eco-
Justice and Teacher Education. Miami, FL: Feb 27- March 1, 2003.
2. Hsu, H. (2003). Critical Perspective on Technology Integration: A Case Study
of One Computer-Assisted Course in the University Foreign Language
Classroom. Paper presented at Learning and the World We Want Conference.
Victoria, BC: Nov 20-23, 2003.
3. Hsu, H. (2004). A Journey through the Theories of Technology. Paper
presented at Journal of Curriculum Theorizing Bergamo Conference. Dayton,
OH: Oct 21-23, 2004.
4. Hsu, H. & Chen, T. (2004). Deconstructing Educational Computing: The
Problem with Mediation. Paper presented at American Educational Studies
9. Association (AESA). Kansas City, MO: Nov 3-7, 2004.
5. Hsu, H. (2006). Discourse surrounding technology integration. Paper presented
at American Educational Studies Association 2006 (AESA 2006). Spokane, WA:
Nov. 1-5, 2006.
6. Lin, S. & Hsu, H. (2008). Open-source Software: A Solution for School
Technology Integration? Paper will be presented at The Fourth International
Congress of Qualitative Inquiry (QI 2008). Champaign, IL: May 14-18.
(accepted)
7. Jiang, G. & Hsu, H. (2008). Bridging the Technological Gap: A Qualitative
Analysis of the Aboriginal School Students' Participation in a Web Contest.
Paper will be presented at The Fourth International Congress of Qualitative
Inquiry (QI 2008). Champaign, IL: May 14-18. (accepted)
翻譯著作:
Bowers, C. A. (2000). Let them eat data. Athens, GA: University of Georgia Press.(由
陳錚慧、許惠美、陳鎔基與熊幼如合譯,郭實渝教授做序,已完成翻譯並與巨流
出版社簽約,尚未出版)
教授 STS 相關課程:
資訊社會學(碩士班/96 學年第二學期)
指導學生論文:
江國樑(2008)「數位小英雄」計畫之評估研究。佛光大學學習與數
位科技學系碩士論文。
1. Hsu, H. (2003). The Linguistic Turn in the Theory of Technology and Its
Implications on Acculturation. Paper presented at Miami Conference on Eco-
Justice and Teacher Education. Miami, FL: Feb 27- March 1, 2003.
2. Hsu, H. (2003). Critical Perspective on Technology Integration: A Case Study
of One Computer-Assisted Course in the University Foreign Language
Classroom. Paper presented at Learning and the World We Want Conference.
Victoria, BC: Nov 20-23, 2003.
3. Hsu, H. (2004). A Journey through the Theories of Technology. Paper
presented at Journal of Curriculum Theorizing Bergamo Conference. Dayton,
OH: Oct 21-23, 2004.
4. Hsu, H. & Chen, T. (2004). Deconstructing Educational Computing: The
Problem with Mediation. Paper presented at American Educational Studies
10. Association (AESA). Kansas City, MO: Nov 3-7, 2004.
5. Hsu, H. (2006). Discourse surrounding technology integration. Paper presented
at American Educational Studies Association 2006 (AESA 2006). Spokane, WA:
Nov. 1-5, 2006.
6. Lin, S. & Hsu, H. (2008). Open-source Software: A Solution for School
Technology Integration? Paper will be presented at The Fourth International
Congress of Qualitative Inquiry (QI 2008). Champaign, IL: May 14-18.
(accepted)
7. Jiang, G. & Hsu, H. (2008). Bridging the Technological Gap: A Qualitative
Analysis of the Aboriginal School Students' Participation in a Web Contest.
Paper will be presented at The Fourth International Congress of Qualitative
Inquiry (QI 2008). Champaign, IL: May 14-18. (accepted)
翻譯著作:
Bowers, C. A. (2000). Let them eat data. Athens, GA: University of Georgia Press.(由
陳錚慧、許惠美、陳鎔基與熊幼如合譯,郭實渝教授做序,已完成翻譯並與巨流
出版社簽約,尚未出版)
教授 STS 相關課程:
資訊社會學(碩士班/96 學年第二學期)
指導學生論文:
江國樑(2008)「數位小英雄」計畫之評估研究。佛光大學學習與數
位科技學系碩士論文。