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Center for Scholastic Inquiry (CSI) offers electronic presentation portfolios as a courtesy to the attendees of our conferences. Materials are the sole intellectual property of the presenters and are displayed only with their permission. All questions about content should be directed to the presenters. Pages
Table of Contents
5-16
Special Education Induction and Mentoring Program Evaluation Project -Dr. Ann M. Sebald
17-48
How Does the Use of Information and Communication Technologies (ITCs) Affect the Well-Being of College Students? -Austin T. Winger and Dr. Myrna Olson
49-65
Preservice Educators and Writing Apprehension -Dr. Brooke Burks, Dr. Marie Kraska and Dr. Emma Haley
66-78
Biblical Stewardship: How Christians in the United States are Missing the Mark -Dr. Van Brooks Poole and Sarah Kelley
79-103
Big Data Analytics and the Impact on Privacy -Dr. Darrell D. Bowman
104-115
Assessment and Grading Practices: Consideration of Academic and Non-Academic Factors -Dr. Diana M. Yesbeck
116-137
Promoting High Impact Learning through Experiential Education: Community-Based Projects in a Graduate Marketing Class with Integration of Essential Learning Outcomes -Dr. Diane Holtzman and Dr. Carra Leah Hood
138-150
Challenges to the Successful Implementation of the Common Core in Math -Dr. Gary Christie
151-165
The Politics and Practices of Curriculum Approval in Higher Education -Dr. Janet L. Applin
166-194
Applying Personal Construct Theory to Engage Undergraduates and Enhance Critical Thinking Dr. Joseph A. Mayo
195-208
Creativity: A Vehicle for Transformation and Social Change Dr. Joyous Bethel
209-225
Practices That Distinguish Effective From Ineffective Leaders: Doing More of the Right Things Dr. Ken Zakariasen
226-256
Effective Classroom Management: What Does Emotional Intelligence Have To Do With It? Dr. Laura R. Ficarra
257-282
Satisfaction and Success with Blended Learning in Teacher Education at Metropolitan State University of Denver Dr. Lisa Altemueller and Dr. Cynthia Lindquist
283-313
How Attitudes Shift in Pre-Service Teacher in Regard to Diversity & (Dis)ability Dr. Lonni Gill
314-349
An Exploratory Examination of GLOBE Leadership Constructs in Education Dr. Megan Buning, Dr. Barbara Mallory, Dr. Teri Melton and Dr. Cindi Chance
350-360
A Framework for Designing an Undergraduate Career Development Program Dr. Molly Burke
361-382
Evaluating Learning Outcomes of an Asynchronous Online Discussion Assignment: A Qualitative Analysis Dr. Orly Calderon
383-402
Program Assessment: It’s Not Rocket Science Dr. Toni E. Fogarty
403-471
Sustainable Aquaponics: A Multi-Disciplinary Tool for Education, Food Production , and Research Dr. William W. Falls
472-479
What is Working and Not Working in Urban Tutoring Dr. Judith Cochran
480-502
Battle of Hunting an Elephant: Coordinated Behavioral Analysis Dr. Keith Cheung
Special Education Induction and Mentoring Program Evaluation Project Ann M. Sebald, Ed.D. – Co-Chair Center for Educator Preparation Center for Scholastic Inquiry International Academic Research Conference
Charleston, SC - October 30, 2015
Teacher Attrition Research
We are producing enough teachers: 50,000 in 1987-1988 to 200,000 in 2007-2008 (Ingersoll & Strong, 2011).
Once trained, teachers are not choosing to stay in the field long-term (Ingersoll & May, 2011; Ingersoll & Perda, 2010).
Experience matters in reading and mathematics instruction (Harris & Sass, 2011; Papay & Kraft, 2014; Wiswall, 2013).
Teacher Attrition Research
Nearly thirty years of research has reported 40-50% of new teachers leave the field by fifth year (Grissmer & Kirby, 1987, 1992, 1997; Hafner & Owings, 1991; Ingersoll, 2003; Murnane, Singer, Willett, Kemple, & Olson, 1991).
Research indicates special education teachers are 2.5 times more likely to leave the profession after the first year, compared to their general education counterparts (Smith & Ingersoll, 2004).
Beginning Teacher Longitudinal Study (2015)
Teacher Attrition Research
Reasons teachers leave include inadequate salaries, poor administrative supports, assignment inappropriate for training, and problems related to student behavior and discipline (Buchman, 2012; Buckley, Schnider, & Shang, 2005; Gujarati, 2012; Unal & Unal, 2009).
Beginning special education teachers report pedagogical concerns, challenges in paperwork and working with adults (Billingsley, Griffin, Smith, Kamman, & Isreal, 2009).
2012-2013 Teacher Follow-Up Survey
20+ years experience and those with 1-3 years experience
Retention worst among minority teachers
Retention worst for secondary level content areas
$7.34 billion annually (NCTAF, 2007)
NCIPP/CCSD Collaborative Project
Applied for and awarded a technical assistance grant through NCIPP
Worked with one urban school district to evaluate their induction and mentoring program
Implementation Matrix
Determined program ready for evaluation
Identified four program goals; used to design survey
Table 1 – District Evaluation Program Goals 1. Improve collaborative skills through opportunities for networking and reflective
practices; 2. Understand essential district policies and initiatives that have professional
implications for special educators; 3. Identify and access personnel and resources available for classroom and individual student support; and 4. Implement technical knowledge, skills and dispositions as they relate to their assignment as a special educator.
NCIPP/CCSD Collaborative Project
Three-year study, with an intervention implemented year 3.
PG #1 - Improved collaboration between general and special education
PG #4 - IEP goal alignment with the Common Core State Standards
District Induction/Mentoring
Q 12. How well did the induction and mentoring program WITHIN [District] prepare you for your current position? Q13. How well did [District] induction and mentoring program support you in dealing with behavior management challenges you encountered this year? Q20. How well did [District] induction and mentoring program help you learn to solve problems with parents? Q21. How well did [District] induction and mentoring program prepare you to effectively implement the IEP process?
Pre – Intervention (2011-2013) N = 34
Post Intervention (2014) N = 26
Effect size
Mean
SD
Mean
SD
Cohen’s d
Effect size - r
4.4117 65
1.018545
5.153846
0.967153
0.74717 5
0.34996 3
4.14705 9
0.957660
5.038462
0.870897
0.973884
0.437796
0.41743 0
0.415135
4.0294 12
0.968763
4.923077
0.976650
0.91873 3
4.44117 6
1.020730
5.269231
0.777570
0.912625
Implications ď ľ
Average teaching experience for students in classrooms
ď ľ
Need to improve teacher longevity through intentional collaboration of all involved with the teacher pipeline
The Teacher Career Continuum
Teacher Preparation
Induction and Mentoring
Teacher Retention and Mobility
Thank you Ann M. Sebald, Ed.D. – Assistant Professor and Co-Chair Center for Educator Preparation Colorado State University 970-491-4062
Ann.Sebald@colostate.edu
How Does the Use of Information and Communication Technologies (ICTs) Affect the Well-Being of College Students? #MixedMethods
Austin T. Winger -Ph.D. Candidate and Graduate Assistant, Teaching & Learning (Instructional Design & Technology)
Dr. Myrna R. Olson -Chester Fritz Distinguished Professor, Teaching & Learning (Higher Education)
Research Design • Explore how the use of ICTs (e.g., smart phones, computers, social media) relates to the health and well-being of university students
• Explanatory sequential, mixed methods design – Online survey of undergraduate and graduate students – Follow up interviews, purposively sampled from survey respondents
Methodology • Procedure
– Online survey (Qualtrics) – Participants who complete are entered to win one of five $20 gift cards – At end of survey, participants enter contact information if interested in possible interview
• Participants
– Institutional Research: random sample of 1,800 undergraduate and 400 graduate students – 225 participants completed survey – 6 participants completed in-person interviews – 5 participants submitted typed responses to same open-ended interview questions
Survey Participants • • • •
225 participants 86 male, 137 female, 2 other Age M = 32.08, SD = 10.64, Mode = 23 years old 110 single, 3 engaged, 88 married or domestic partnership, 1 separated, 20 divorced, 2 widowed • 203 White/Caucasian, 4 Hispanic/Latino, 2 Black/ African American, 11 Native American, 1 Indian, 3 mixed • 131 undergraduate, 94 graduate • 17 aerospace, 52 arts & sciences, 19 business & public administration, 68 education & human development, 18 engineering & mines, 17 medicine & health sciences, 33 nursing & professional disciplines, (1 missing)
Online Survey
Codebook: ICT-Use Scales
Codebook: ICT-use scales
Codebook: ICT-use scales
Communication_InPerson – Scale/Construct
Personal Feelings In-Person (synchronous) Communication
1 2 3_R 4_R
Perceptions about society in general In-Person (synchronous) Communication
5 6 7_R
Reverse coded _R items for reliability analysis‌
Reliability Analysis • Personal Feelings – In-Person (synchronous) Communication and Use of ICTs
• Perceptions about society in general – In-Person (synchronous) Communication and Use of ICTs
*Cronbach’s Alpha would not increase by removing any of the items
Mental Health Scales • State/Trait Anxiety Inventory for adults (STAI) – 20 questions how you feel right now, at this moment • 10 + / 10 – phrased questions • 1 not at all, 2 somewhat, 3 moderately so, 4 very much so
– 20 questions, how you generally feel
**(open PDFs if desired) • 11 + / 9 – phrased questions • 1 almost never, 2 sometimes, 3 often, 4 almost always
• Beck Depression Inventory (BDI)
– 21 items – 0, 1, 2, 3 score on each question – Add up total and check what range it falls in
Correlations
Multiple Regression 1 • Do any of the following predict scores on the State Anxiety portion of the STAI … ? – – – –
number of hours on ICT devices number of hours on social media sites personal feelings about in-person communication perceptions about society in general regarding inperson communication
*Personal feelings about inperson communication were a significant predictor of State Anxiety on the STAI Ă ďƒ Participants who preferred written/asynchronous forms of communication reported higher scores of State Anxiety
Multiple Regressions • Do any of the following predict scores on the Trait Anxiety portion of the STAI scale…? – – – –
number of hours on ICT devices number of hours on social media sites personal feelings about in-person communication perceptions about society in general regarding inperson communication
*Personal feelings about inperson communication were a significant predictor of Trait Anxiety on the STAI Ă ďƒ Participants who preferred written/asynchronous forms of communication reported higher scores of Trait Anxiety
Multiple Regressions • Do any of the following predict predict scores on the Beck Depression Inventory… – number of hours on ICT devices – number of hours on social media sites – personal feelings about in-person communication – perceptions about society in general regarding in-person communication
*Personal feelings about inperson communication were a significant predictor of score on the Beck Depression Inventory Ă ďƒ Participants who preferred written/asynchronous forms of communication reported higher scores on the BDI *In addition, the number of hours spent using technological devices each day was predictive of BDI scores
Interview Participants • Purposively selected from survey respondents who left their contact info • 6 participants completed in-person interviews • 5 participants responded to same questions in writing • 11 total participants thus far – qualitative phase will continue – 10 graduate students – 1 undergraduate student
Devices Discussed • -Cell phones and computers were utilized most frequently (11/11) • Other devices – iPads (4/11) – Kindles (2/11).
Reported Functions of Cell Phones and Computers • • • • • • • • •
Communication with family and friends (11/11). Sending e-mails or text messages (11/11) Participation on social media sites (9/11) Reading articles/news reports (9/11) Listening to music and setting alarms or reminders (9/11) Shopping/making reservations/paying bills (8/11) Playing games (2/11) Tracking exercise, sleep patterns, food intake (2/11) Taking notes in class (1)
Positive Outcomes of Using ICTs Reported • Connecting with important people in one’s life (11/11) • Staying in touch with family and friends at a distance (11/11) • Accessing information quickly, subsequently saving time (11/11) – – – – –
Completing assignments Obtaining up-to-date news/weather Shopping Making reservations Paying bills
• Providing entertainment (9/11) – Viewing photos, videos and social media posts – Playing games – Listening to music
Positive Outcomes of Using ICTs Reported • Provides time to process before responding (1/11) • Serves as a memory back up (1/11) • Organizing information in one place (1/11) • Staying in touch with individuals from one’s past or distant relatives (1/11) • Provides those with social anxiety a safe place to interact with others (1/11)
Negative Outcomes of Using ICTs Reported • Reduces physical activity (10/11) • Having less time to interact face to face with other human beings (10/11) • Creates anxiety when not connected or while waiting for a response (7/11) • Creates misunderstandings without voice or facial expression (7/11)
Negative Outcomes of Using ICTs Reported • Causes eye fatigue and/or headaches (4/11) • Creates a place for cruel or insensitive communication (2/11) • Creates emotional distance (2/11) • Impacts the brain, especially in very young children (1/11) • Costs a great deal (1/11)
Comments Regarding a Hypothetical Life without Modern ICTs • Life would be lived more slowly (11/11) • Close relationships would be strengthened (11/11) • Communication would be more personalized (9/11) • Life would be more simple and healthy (5/11) • It would be socially isolating (4/11)
Comments Regarding a Hypothetical Life without Modern ICTs • It is hard to imagine (e.g., it is the only way to communicate with family members at a great distance or get immediate medical help for someone in a life-threatening circumstance) (4/11) • Work would be less scattered (1/11) • More deep thinking would occur (1/11) • It would make my position as a college teacher and my role as a new mother impossible (1/11)
Contributions • Scale to measure personal feelings about in-person communication and to measure perceptions about society in general (Communication_InPerson scale/ construct)
– Can expand and refine this 2 factor, 7 item scale – Bolster questions for both parts/factors (Personal and Society)
• Communication style predicted self-reported levels of state and trait anxiety, and depression scores among college students • Number of hours using ICTs predicted self-reported depression scores among college students • Qualitative interviews offer detailed insights about positive and negative uses of ICTs, and how they can affect physical, mental, and social health.
Limitations & Future Research • Current sample was from only one university
• Expand Communication_InPerson scale – Bolster reliability and validity – Change/add/remove items
• Larger sample with more undergraduates (particularly 18-21yr old) for future surveys • Continue qualitative interviews and attempt to talk with more undergraduates in this setting as well
Conclusions & Recommendations • Reach early childhood/teacher educators as university students – Discuss how to use technology in a healthy and productive manner – Help children and students maintain positive uses of ICTs, start early
• Create positive learning environment and effective use of technology for most updated information • “Tech breaks” in classes, everyone check messages/social media during 1-2minutes of transition time – Helps stay more focused during rest of class or meeting
Preservice Educators and Writing Apprehension Brooke A. Burks, Ph.D. Auburn University at Montgomery
Emma G. Haley, Ph.D. Tuskegee University Marie Kraska, Ph.D. Auburn University
Writing Assignment • Write a brief statement about the benefits of attending conferences such as the CSI Conference. • We will collect and score based on a writing rubric. • Polleverywhere.com
Background • Writing skill could hinder a person’s professional and academic growth (National Institute for Literacy, 2007). • Common Core State Standards • Heavy focus on literacy skills • Imperative that teachers have good writing skills and be confident teaching writing • standards mandate that writing be a focus across the disciplines (Common Core State Standards Initiative, 2012)
Participants • Elementary Education and Secondary Education Preservice Teachers (n=130) • Multiple disciplines • Elementary/Early Childhood • Secondary English Language Arts • Secondary Social Science/History • Secondary Biology/General Science • Secondary Mathematics • Physical Education (P-12) • Art Education (P-12) • Elementary Special Education • Secondary Special Education • Will be responsible for teaching writing in their future classrooms
Methodology • Recruitment of participants • Permission granted from professors • Recruited preservice teacher participants in classes
• Daly-Miller Writing Apprehension Scale • Additional survey items created by the researchers • Administered survey in multiple classes
Daly-Miller Writing Apprehension Scale (1975)
• Mean = 78 • High Apprehension: 26 – 59 • Moderate Apprehension: 60 – 96 • Low Apprehension: 97 – 130
Data Analysis • Question 1 • To what extent are elementary and secondary preservice teachers apprehensive about their own writing? • No unusual level of writing apprehension. • Mean of 78 established by creators of Daly-Miller Writing Apprehension Scale • Wide standard deviation
Group
N
Level 1 Low App
Level 3 High App
32 30 1
Level 2 Moderate App 26 26 7
Elementary Secondary PE/Art/ Unclassified SpEd TOTAL
62 60 8
130
63
59
8
Minimum Score: 51 Maximum Score: 130
4 4 0
Data Analysis • Question 2 • To what extent do product apprehension, evaluation apprehension, and stress apprehension predict overall writing apprehension for elementary and secondary pre-service teachers? • Multiple regression analysis • Each predictor variable is important in predicting overall writing apprehension. • Relative importance of each individual predictor is difficult to assess, since all the predictors are highly correlated
Apprehension Mean Variable
S.D.
N
total score
80.98
7.43
130
evaluation
46.32
4.76
130
stress
21.72
2.77
130
product
9.47
1.67
130
Data Analysis • Question 3 • Is either group (elementary or secondary preservice teachers) more writing apprehensive than the other? • Independent samples t-test • No statistically significant difference • t(106) = 0.69, p = 0.49. The mean score for the elementary level teachers was 1.55, SD = 0.62, and the mean score for the secondary level teachers was 1.63, SD = 0.61
“Do you feel comfortable teaching writing?” • More apprehension = less comfortable teaching writing • “I do not. I struggle with keeping a good flow in my papers, as well as grammatical errors. I want to be a strong writer…” (Score 51: High Apprehension) • “Not really, nobody likes it. It is not enjoyable. Poetry yes, but a 7 page paper, NO!” (Score 58: High Apprehension)
• “No, because it has always been one of my weak areas. I am not comfortable with my own writing.” (Score 58: High Apprehension) • “I do not feel comfortable. My education background has not prepared me to teach writing. While I am comfortable in my skills for my own skills, I am not sure I could teach it to others.” (Score 84: Moderate Apprehension)
“For what purposes do you write?” • “School papers.” (Score 73: Moderate Apprehension) • “Only when I have to. And my thoults when noone will see” (Score 52: High Apprehension) • “To communicate with others and to express my thoughts.” (Score 113: Low Apprehension)
• “Mainly to get what I know and want to use on paper so I can remember what it is my goal or strategies are.” (Score 82: Moderate Apprehension)
Results/Discussion • Writing apprehension levels vary among preservice teachers. • Most do not experience extreme apprehension. • Daly-Miller Writing Apprehension Scale creators indicate that extremes at either end can be troubling.
Implications • Work on writing skills with preservice educators. • Stress writing’s importance. • Common Core • edTPA teacher certification • Professional growth • Competence in field
Questions? Brooke A. Burks, Ph.D. Auburn University at Montgomery bburks1@aum.edu Emma G. Haley, Ph.D. Tuskegee University ehaley@mytu.tuskegee.edu Marie Kraska, Ph.D. Auburn University kraskmf@auburn.edu
Biblical Stewardship: How Christians in the United States are Missing the Mark Sarah Kelley Mississippi College V. Brooks Poole Mississippi College
Introduction u 
The purpose of this paper is to evaluate if Christians in the United States, in both the individual and corporate sense, have defined stewardship too narrowly and missed the mark in their approach to biblical stewardship, specifically in their international dealings.
u 
The conclusion is reached that Christians in the U.S. have, on the whole, misrepresented Christ in their business dealings.
u 
Potential reforms for both corporations and individuals are presented in order to better conform to true biblical stewardship.
Research Question and Motivation of the Study u
Specifically, the practices referenced here are the international interactions of American individuals and corporations professing Christian beliefs.
u
Have Christians misrepresented the life of Christ in their approach to stewardship on an international scale?
u
If believers are to fulfill this commandment and reach all nations, the practical application of biblical concepts in a Christ-follower’s approach to international giving and Christian stewardship is of eternal significance.
Literature Review Ø
What is Biblical Stewardship
u
As we endeavor to understand God’s intention for Christian stewardship, His word is indisputable.
u
Due to our inability to keep the law, He gave us salvation from our sins through the gift of His son.
u
Vital to our understanding of giving is the proper recognition of what constitutes “resources.”
Literature Review u
We contemplate what it means to act responsibly. [Matthew 25:14-30]
u
The purpose of multiplication – Christians are to return resources to God. [Mark 12]
u
Acting responsibly with our resources is a matter of the heart; and our attitude should reflect a love that is sacrificial, giving our finances, time, passions, and knowledge to their full extent.
Literature Review u 
Ponder whom the recipients should be:
Returning to Isaiah 58, we find that these recipients are described as those who are oppressed, hungry, homeless, poor, naked, or afflicted.
u 
Adjust our definition of stewardship:
Stewardship is not the hoarding of resources; rather, stewardship is the multiplication of resources for the purpose of imitating God through sacrificial giving.
Findings Ø
How Are We Measuring Up?
ü
Corporations maximization of shareholder wealth VS principles of biblical stewardship
Findings Ø
How Are We Measuring Up?
ü
Individuals
u
Solely money
Sociologists Christian Smith, Michael, Emerson, and Patricia Snell published a book in 2008 titled Passing the Plate
Findings Ø
How Are We Measuring Up?
ü
Individuals
u
Non-financial resources
p
The hearts of Americans are inclined to missions and giving their time, passions, and knowledge to the nations.
p
Yet, as our resources are multiplied, we should also critically evaluate if we are truly giving more than we receive.
Methodology u 
Personal experience through mission work to Mexico
u 
Interviews and experiences with missionary families and locals
Results/Findings u
The current practices of corporations and individuals we have studied thus far are not aligned with the biblical definition of stewardship.
u
It is vital to remember that the motivation of our giving should be love rather than guilt.
u
At the corporate level, the goal is not to maximize shareholder wealth. Instead, Christian corporations operate based on biblical morals in order to multiply their resources and then give.
u
At the individual level, once we receive, we give. And the first adjustment must be of the heart.
Results/Findings u
As we give, responsible allocation demands logical research as well.
u
We must also give our time, passion, and knowledge. Non-exposure to the gospel is not the issue; Lack of education (illiteracy)
u
We should be cautious not to usurp the work of the locals but to enhance.
u
Not only did God create us with certain abilities, but He also commanded us to use these talents.
Discussion u
The responsibility to adhere to the biblical definition of stewardship in our international relationships is vital as we seek to make disciples of all nations.
u
Scripture tells us that true Christian stewardship is the multiplication and sacrificial giving of our resources.
u
Our finances, time, passions, and knowledge are all valuable; and, as we imitate God’s example of sacrificial giving, we may truly represent Christ to the world.
BIG DATA VERSUS PRIVACY DARRELL D. BOWMAN, PH.D. UNIVERSITY O9F INDIANAPOLIS
BIG DATA PRIVACY • The Internet accelerated the collection and flow of data beyond measure. • The need for more information, faster stimulated better databases and data collection methods. • Data is collected from consumers, taxpayers, voters, households, drivers, etc • Data is collected through rewards programs, governments, warranties, and devices, including attachable driving rfid modules.
BIG DATA PRIVACY • Businesses collect data through transaction application systems or online transactional processing (OLTP). • The transaction applications feed data into analytical systems, called business intelligence (BI) systems or oline analytical processing (OLAP).
• The BI systems store data in warehouses and the data is mined to meet the needs of corporate or government users.
BIG DATA PRIVACY
BIG DATA PRIVACY • Abundance of data created the need to transform the data beyond the capabilities of information. • Businesses and government needed to refine the information into more focused and applicable use and the result is knowledge.
• Knowledge can be used immediately but information needs to be absorbed and interpreted (Phan, Siegel & Wright (2009).
BIG DATA PRIVACY
Lewis, 2003
BIG DATA PRIVACY Benefits • Consumers get products better suited to their needs.
• Businesses can target market • Government can use information to protect citizens (Bottle, et al, 2014).
BIG DATA PRIVACY Problem Statement When new technology is adopted, social implications soon follow. One social implication for Big Data is the issue of privacy and who owns the data and the legality of personal data application.
BIG DATA PRIVACY Privacy Data about our lives is being collected: • Purchased • Credit
• Social media • Employment • Government
• Computer software such as IOS, Windows • Automotive (insurance, diagnostics port) (Antisdel & Ghalayini, 2014).
BIG DATA PRIVACY Privacy Data about our lives is being collected: • It is possible for newer cars to be hacked and the braking systems and accelerator to be remotely controlled. • It is possible to connect your mobile device to the diagnostic port on your car. • You can use an app to collect information from your car and information about your driving. (Nunan, & Di Domenico, 2013).
BIG DATA PRIVACY Privacy The growing application of cloud data storage such as ITunes, Onedrive, Google Drive and Dropbox raises the legal question of who owns personal data (Antisdel & Ghalayini, 2014). .
BIG DATA PRIVACY Privacy • Data is usually surrendered voluntarily through loan applications, cash and credit purchases, product and warranty registration, internet searches and social networks. • Most people are not aware of the data collected or are ignorant of the potential for privacy invasion (Heffetz & Ligett, 2014).
BIG DATA PRIVACY Privacy • A lawsuit to block a Texas public school district's pilot program to keep track of its students on campus with Radio Frequency Identification (RFID) chips was dismissed in January 2013 (Oremus, 2013).
BIG DATA PRIVACY Privacy “The cornerstone of privacy laws has been ‘notice and consent’ where people are told at the time of collection what information is being gathered and the purpose for which it will be used.”, (Bottles, et al., 2014, p. 10). It is difficult for an individual to give consent for data use when data is in a secondary state of application.
BIG DATA PRIVACY Privacy “The cornerstone of privacy laws has been ‘notice and consent’ where people are told at the time of collection what information is being gathered and the purpose for which it will be used.”, (Bottles, et al., 2014, p. 10). It is difficult for an individual to give consent for data use when data is in a secondary state of application.
BIG DATA PRIVACY Privacy • The consumer is not always made aware of how his or her data will be used. • As more data is collected the opportunities increase for the abuse of personal privacy and even the threats to life.
BIG DATA PRIVACY Lawsuits • Anthem • UPMC
• Twitter v US Government over surveillance request • LA Police over massive data collection (Oremus, 2013)
BIG DATA PRIVACY Conclusion • The consumer is not always made aware of how his or her data will be used. • As more data is collected the opportunities increase for the abuse of personal privacy and even the threats to life. • Business and governments may be overstepping boundaries
BIG DATA PRIVACY Opportunity for more research • What are the leading Big Data systems? • How do Big Data systems compare to traditional databases • Can legislation protect us?
REFERENCES Against RFID in schools. (2012, November) retrieved on February 17, 2015 from http://rfidinschools.com/2012/11/27/judge-rulesagainst-school-on-rfid-tracking-case/ Angood, P. B. (2014). Data and Information Critical for Health Care's Future. Physician Executive, 40(4), 4-5. Antisdel, T., & Ghalayini, T. (2011). The Challenge of Conducting Data Collections and Investigations under Unclear Data Privacy Rules. China Business Review, 38(4), 46-49. Barnett, M. (2011). CLOUD CONSUMERS: The sky's the limit for cloud consumption. Corporate Adviser (Online Edition), 12. Bertot, J. C., Gorham, U., Jaeger, P. T., Sarin, L. C., & Choi, H. (2014). Big data, open government and e-government: Issues, policies and recommendations. Information Polity: The International Journal Of Government & Democracy In The Information Age, 19(1/2), 5-16. doi:10.3233/IP-140328
REFERENCES Bottles, K., Begoli, E., & Worley, B. (2014). Understanding the Pros and Cons of Big Data Analytics. Physician Executive, 40(4), 6-12. Cokins, G. (2014). MINING THE PAST TO SEE THE FUTURE. (cover story). Strategic Finance, 96(11), 23-30. Davis, C. K. (2014). Viewpoint: Beyond Data and Analysis. Communications Of The ACM, 57(6), 39-41
Efros, A. A. (2014). Portraiture in the Age of Big Data. Communications Of The ACM, 57(9), 92. doi:10.1145/2647748 GANG-HOON, K., TRIMI, S., & JI-HYONG, C. (2014). Big-Data Applications in the Government Sector. Communications Of The ACM, 57(3), 78-85. doi:10.1145/2500873
George, G., Haas, M. R., & Pentland, A. (2014, April). BIG DATA AND MANAGEMENT. Academy of Management Journal. pp. 321-326. doi:10.5465/amj.2014.4002.
REFERENCES Gobble, M. M. (2013). Big Data: The Next Big Thing in Innovation. Research Technology Management, 56(1), 64-66. doi:10.5437/08956308x5601005 Goes, P. B. (2014). Big Data and IS Research. MIS Quarterly, 38(3), iii-viii. Heffetz, O. & Ligett, K. (2014) Privacy and Data-Based Research. Journal of Economic Perspectives, 28(2), 75-98. doi:10.1257/jep.28.2.75 HOLISTIC APPROACH NEEDED FOR BIG DATA SECURITY. (2013). Internal Auditor, 70(1), 17 Jackson, R. A. (2014). The data behind the curtain. Internal Auditor, 71(3), 45-49. JAGADISH, H., GEHRKE, J., LABRINIDIS, A., PAPAKONSTANTINOU, Y., PATEL, J. M., RAMAKRISHNAN, R., & SHAHABI, C. (2014). Big Data and Its Technical Challenges. Communications Of The ACM, 57(7), 86-94. doi:10.1145/2611567
REFERENCES Lewis, M. (2003). Moneyball: The art of winning an unfair game. New York: W.W. Norton. Newton, S. L. (2014). Trust Personal Data to Social Scientists?. Communications Of The ACM, 57(12), 9. doi:10.1145/2684441 Nunan, D., & Di Domenico, M. (2013). Market research and the ethics of big data. International Journal Of Market Research, 55(4), 2-13. OHATA, M., & KUMAR, A. (2012). Big Data: A Boon to Business Intelligence. Financial Executive, 28(7), 63-64 Oremus, W. (2013, January) Student Loses Lawsuit Challenging Texas School's RFID Tracking Program. Slate. Retrieved on February 17, 2015 from http://www.slate.com/blogs/future_tense/2013/01/08/texas_rfid_case _judge_upholds_northside_independent_schools_tracking_program. html
REFERENCES Phan P., Siegel, D. & Wright M. (2009) New Developments in Technology Management Education: Background Issues, Program Initiatives, and a Research Agenda. Academy of Management Learning & Education, 2009, Vol. 8, No. 3, 324–336. Sessler, D. I. (2014). Big Data - and its contributions to peri-operative medicine. Anaesthesia, 69(2), 100-105. The Nature of Fraud Is Changing - So, Too, Are the Ways to Address It. (2013). Financial Executive, 29(5), 48-49. Waller, M. A., & Fawcett, S. E. (2013). Click Here for a Data Scientist: Big Data, Predictive Analytics, and Theory Development in the Era of a Maker Movement Supply Chain. Journal Of Business Logistics, 34(4), 249-252. doi:10.1111/jbl.12024 Wixom, B., Ariyachandra, T., Douglas, D., Goul, M., Gupta, B., Iyer, L., & ... Turetken, O. (2014). The Current State of Business Intelligence in Academia: The Arrival of Big Data. Communications Of The Association For Information Systems, 341-13.
BIG DATA PRIVACY
Questions?
Assessment and Grading Practices: Consideration of Academic and Non-Academic Factors
Diana M. Yesbeck, Ph.D. Randolph-Macon College October 2015
A Research Study
What are teachers’ grading beliefs and how do they relate to measurement theory?
Current Context: Grades are the most common form of educational measurement, yet the practice of grading varies greatly.
Need a clear understanding of teachers’ approaches to grading as it relates to recommendations by measurement experts.
Research Questions Grading Practices
What influences teachers’ grading practices?
What academic factors were considered in determining the grade, and what beliefs and/or values were used to determine those factors?
What non-academic factors were considered in determining the grade, and what beliefs and/or values were used to determine those factors?
What gaps exist between teachers’ grading practices and recommendations made by measurement experts?
Brief Literature Review
Assessment: Process used for decision-making by collecting, synthesizing, and interpreting information
Measurement: Process used to quantify degree of how much something has been demonstrated
Airasian (1997) Brookhart (1994) Marzano (2001 McMillan (2008) O’Connor (2005)
Grading: An actual score or mark based on the quantity of measurement and decision making of assessment
Design: qualitative, phenomenological study
Data Analysis: qualitative software, NVivo; develop codes; compare and contrast; establish themes and subthemes
Data Collection: IRB, district approval, emails, interviews, transcriptions, member checking
Methodology
Participants: purposeful sampling; middle school language arts teachers in one Virginia school district
Instrumentation: in-depth, open-ended interview questions
Findings and Conclusions Theme: Purpose of Grading Findings consistent with the literature (Brookhart, 2009; McMillan, 2008; Cross And Frary, 1999; Austin and McCann, 1992)
To communicate, which suggests an overall finding Inconsistent with the literature (O’Connor 2007)
To provide feedback, which suggests an overall finding Inconsistent with the literature (Holmes and Smith, 2003) For students to demonstrate progress and mastery, which suggests an overall finding
Findings and Conclusions Theme: Factors Considered when Grading Findings consistent with the literature (McMillan, 2008; Dockery, 1995; Brookhart, 1993) Grading is a challenge due to variability in grading practices and including an assortment of variables, suggesting an overall finding A large portion of the grades are academic factors Effort and class participation are widely used, suggesting an overall finding Inconsistent with the literature (Wormeli , 2006; O’Connor, 2007; Dyrness and Dyrness, 2008) Borderline cases
Student responsibility Inconsistent with the literature (Wormeli, 2006, Winger, 2005)
Findings and Conclusions Theme: Assessment Findings consistent with the literature (McMillan 2008; Popham 2008; Brookhart, 2009; Sadler, 1989; Taras, 2005)
Formative Assessments (1) feedback assist students make decisions (2) help teachers make instructional decisions
Summative Assessments (1) evaluate student mastery of content (2) collections of work over time
Findings and Conclusions Theme: Professional Development Findings consistent with the literature (Guskey, 2004; Allen, 2005; Austin and McCann, 1992) Teachers lack training and are ill-equipped in developing grading practices that are based on valid measurement standards
Lack of training leads to a misrepresentation of student achievement
Teachers are influenced by experiences not training
Professional development is needed in the area of grading practices
Limitations of Research Study School district only allowed data collection during certain periods of time during the school year Since researcher is a school administrator within school division, the participants may have been reluctant to share true thoughts Study was limited to middle school language arts female teachers in one school district The results of this study may be transferable if the range of contexts of this study is realistically replicated in a similar inquiry
Recommendations for Practice Language arts teachers become agents of change – begin a PLC
Language arts teachers communicate to school leaders about desire for PD
Language arts teachers lead departments in reflection
Language arts teachers lead department in examination of own grading practices
Language arts teachers lead department in gaining greater understanding of formative and summative assessments
Recommendations for Research Complete similar investigations on grading practices using different samples and approaches
Additional research to determine disparity between measurement recommendations and practitioners
Research the effectiveness of teacher training and professional development programs
Research student reporting methods to include academic and non-academic factors
Promoting High Impact Learning through Experiential Education: Community-Based Projects in a Graduate Marketing Class with Integration of Essential Learning Outcomes Diane M. Holtzman, Ed.D. Associate Professor of Business Studies and MBA Director Carra Leah Hood, Ph.D. Assistant Provost for Programs and Planning
Introduction Diane Holtzman, Ed.D. Associate Professor of Business Studies Director of the MBA program Stockton University Carra Leah Hood, Ph.D. Assistant Provost for Programs and Planning and Associate Professor of Writing Stockton University Responsible for administering Essential Learning Outcomes implementation, program accountability and assessment, and personnel processes
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Stockton University Focus on the Liberal Arts --Located in southern New Jersey Students (Fall 2015) 8,674 full- and part-time undergraduate and graduate students 1,151 first-time freshmen 1,032 new transfer students
Academic Degrees Degrees offered: BA, BS, BFA (Bachelor of Fine Arts), MA, MS, MBA, DPT (Doctor of Physical Therapy) and LEAD (Doctor of Education in Organizational Leadership) Themes guiding the educational experience at Stockton: ◦ Sustainability ◦ Globalization ◦ Engagement ◦ Learning
Focus on Essential Learning Outcomes [ELOs]
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Importance of Topic Accountability movement in higher education ◦ Prove that students integrate knowledge and skills from across the curricula ◦ Apply those skill-sets in real-world environments ◦ Prepared for the workforce.
One major project to meet these concerns was the development of Essential Learning Outcomes (ELOs) by the Association of American Colleges and Universities (AAC&U) ◦ learning outcomes to monitor students preparation for twenty-first challenges and jobs (Association…Liberal…, 2015).
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Focus of Presentation Use of an experiential learning project in a graduate level Marketing Communication and Social Media Class and how that project: ◦ Addresses students’ learning in terms of the Essential Learning Outcomes of Creativity & Innovation; ◦ Provides students with active learning in working with community partners; ◦ Involves community partners joining with the professor in providing feedback to students on their assigned hands-on projects; ◦ Provides a rubric used for assessment of students’ work ◦ Offers a model for learner-centered implementation of ELOs in courses and assignments.
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Background As a result of the accountability movement, call for proof that students: ◦ integrate knowledge and skills from across the curricula ◦ apply those skill-sets in real-world environments ◦ and are prepared for the workforce. One example of stakeholders’ concerns is the recent report by Hart Research Associates for The Association of American Colleges and Universities (2014) which states: ◦ 80% of the employers responding to their study indicated that it is very important for graduates to demonstrate their ability to apply learning in real-world settings; ◦ only 23% of the employers think graduates are very well prepared to apply knowledge and skills in real-world settings; ◦ and 60% of the employers believe that all college students should be expected to complete a significant applied learning project before graduating.
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Background In addressing these concerns from higher education stakeholders ◦ Use of experiential projects and exercises in capstone projects or through service learning opportunities can provide high-impact learning; ◦ Reflects students’ cumulative and integrative learning and provides them with workplace experiences. ◦ Students engaged in experiential learning, whether through service learning or community-centered capstone projects, are involved in “deep learning” (Kuh, 2008; Kolb & Kolb, 2007). ◦ Through this “deep learning” of students’ engagement with “hands-on” projects students ◦ integrate the knowledge, skills, and competencies gained from academic and personal experiences
◦ apply these to help solve problems within the community.
◦ This integration of knowledge, skills, and abilities by students relates to the Essential Learning Outcomes that graduates should attain after completion of their college education (Association…Essential…., 2015).
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Background- college-wide learning outcomes Background of… ◦ the requirements for outcomes assessment of student learning made by accrediting organizations, ◦ the employers’ demands to prepare students with 21st century knowledge, practical skills, and intellectual abilities
One way institutions have responded is to identify college-wide learning outcomes. ◦ American Association of Colleges and Universities (AAC&U) created its Liberal Education and America Promise (LEAP) initiative in 2005 to provide a mechanism for college and universities to begin this kind of work (Association…Liberal…, 2015). ◦ According to AAC&U’s LEAP website, over 100 liberal arts colleges and universities have incorporated LEAP essential learning outcomes (Association….Essential…, 2015) and the LEAP Valid Assessment of Learning in Undergraduate Education (VALUE) rubrics (Association…VALUE…, 2015) for institutional assessment.
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Stockton University & ELOs • Faculty, administration, and professional staff at Stockton University recognized the importance of the LEAP initiative;
• Rather than adopt LEAP essential learning outcomes (ELOs), they identified ten ELOs that addressed the particular types of learning experiences offered on the campus in both academic and co-curricular contexts. • Some of Stockton’s ELOs replicate LEAP’s; some are unique to Stockton’s mission.
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ELOs at Stockton Communication Skills
Adapting to Change
Quantitative Reasoning
Critical Thinking
Teamwork & Collaboration
Ethical Reasoning
Information Literacy & Research Skills
Global Awareness
Creativity & Innovation
and Program Competence.
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ELOs at Stockton Collaboratively derived through campus-wide conversations and professional development ◦ funding support from the college’s administration ◦ gradual but increasing commitment to Stockton’s ELO initiative ◦ administration funded professional development opportunities to support efforts to integrate ELOs into courses, assignments, and out-of-classroom types of learning experiences ◦ provides a model for intentional outcomes-focused pedagogy across disciplines and co-curricular learning activities.
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ELO Integration: Marketing Project The model for ELO integration aids in ◦ course design ◦ development of assignments and course exercises ◦ assessment of course projects
Marketing Communications and Social Media MBA class, students work with regional small businesses and non-profit organizations to create integrated marketing communication plans. ◦ By using the model for ELO integration, the instructor can effectively ◦ blend course and program outcomes ◦ offer students meaningful assignments
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Assessment of the Creativity & Innovation ELO: Marketing Project The project encompasses many ELOs, the areas assessed in the MBA class focused on Creativity & Innovation in solving the marketing problems of the community partners.
These experiences provided the graduate students ◦ opportunities to hone their skills ◦ acquire new skills ◦ and deepen their relationships within the community
Required students to think creatively in solving the marketing problems faced by the community members and developing innovative ways to address the problems using marketing principles as well as social media.
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Assessment of the Creativity & Innovation ELO: Marketing Project The assessment information would help ◦ guide revisions of the instructional methods ◦ course content ◦ and was essential since the course does not have any pre-requisites of marketing, advertising or social media.
Important to assess students’ ability, after their introduction to marketing and social media concepts in the course, to note how they connected marketing and social media principles to actual solutions and products in creative/novel ways.
The feedback provided direction on where the instruction and the project had strengths and where there were weaknesses that could be improved when the project was revised and refined.
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Essential Learning Outcome
Evidence of attaining the learning goal:
Creativity & Innovation:
Demonstrated through recommended tactics in the IMC plans for the external
Creativity involves the process of building new stakeholders: or transforming existing experiences.
1)
Creativity is defined as the complex, human capacity to
[ex: web sites, FaceBook pages, blogs] to solve marketing problems 2)
generate ideas, take risks, and recognize opportunities that are useful in cultivating
creation and design of advertisements, fliers, brochures, and social media
brainstorming and idea generation with the client to determine strategies to take in addressing marketing problems
3)
connecting marketing principles with proposed solutions for the clients
understanding, solving problems, stretching
boundaries, making new connections, and expressing ourselves to others. MARKETING PROJECT WITH INTEGRATION OF ELOS-CSI-OCTOBER 2015
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Creativity & Innovation ELO Rubric In evaluating students’ progress in meeting the Creativity & Innovation ELO a rubric was developed adapted from the VALUE rubrics presented on the AAC&U site as a guide (Association…Liberal…, 2015).
The rubric was used in evaluating students’ work on the marketing project. 8 team projects [teams of 2 students] and 2 individual projects
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Creative Thinking/ Innovation ELO Relates to work done on the Integrated Marketing Communication Plan Aware
Competent
Recognize the importance of creative pursuits and processes within the discipline
Skilled
Generate new ideas and express them to others
Synthesize ideas, knowledge, and e x periences to devise innovative solutions to complex problems.
In addition, you will have a chance to learn and to demonstrate
Finally, you will be able to expand your creative thinking skills to include the ability to:
While you are a Stockton student, you will learn and be asked to demonstrate your ability to:
your ability to:
1.1
Recognize and identify existing connections among ideas, concepts, or solutions.
2.1
Create a novel or unique idea, question, format, or product.
3.1
Extend a novel or unique idea, question, format, or product to create new knowledge and understanding
1.2
Identify one or more approaches for solving the problem that do not apply within a specific context.
2.2
Connect ideas or solutions in novel ways.
3.2
Transform and articulate ideas or solutions into new forms.
1.3
Complete an assignment while minimally expanding upon or extending the guidelines.
2.3
Identify two or three approaches for solving the problem, only some of which apply within a specific context.
3.3
Identify more than three approaches for solving the problem that apply within a specific context.
2.4
Incorporate two or three new directions or approaches to the assignment in the final product.
3.4
Actively seeks out two or more potentially risky directions or approaches to the assignment in the final product.
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Results Of the 8 team projects and 2 individual projects [18 students in the class], ◦ 6 team projects and the 2 individual projects scored with the majority of the assessment at the “skilled level”; ◦ 1 team project scored, overall, with the majority of the assessment at the “competent” level ◦ 1 team project scored with the majority of the assessment at the “aware” level.
The integrated marketing plans that ranked at the “competent level” ◦ did not have multiple approaches for solving the external partners’ marketing problems-only the minimum amount of collateral was used (brochures, ads); ◦ at the “aware level” students ◦ did not identify the multiple approaches ◦ nor did they connect the ideas or solutions that applied to the marketing problem expressed by the community partner.
Composition of teams with some students not having marketing or advertising backgrounds were factors that may have contributed to the “competent” and “aware” rankings on the marketing plan project.
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“Closing the Loop”/Revisions Identified areas in which additional instruction and experience needed to be offered. Based on the results of the assessment : ◦ Additional readings and a more comprehensive review of basic marketing concepts have been added and basic advertising principles are addressed within the first quarter of the semester before the project begins.
◦ More case studies are presented throughout the term in order to provide additional experiences and discussions in creative thinking to solve marketing problems. ◦ Students’ progress in developing the marketing plans will be reviewed in class sessions allowing feedback from the students, as well as external stakeholders—not only from the instructor-- on developing novel approaches and identifying multiple approaches to solving real-world marketing problems. Assessment will take place again when the course is offered to determine if the “Closing of the Loop” (revision) activities provided students with a stronger background to brainstorm and generate ideas, and develop collateral, that helps solve the marketing problems of the community members MARKETING PROJECT WITH INTEGRATION OF ELOS-CSI-OCTOBER 2015
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In Closing… Students today face a twenty-first century world of volatility in careers and challenges in the workplace. They need preparation in college for: ◦ The changes they will confront ◦ Skills to handle inevitable changes ◦ The ability to be flexible, life-long learners after graduation.
Colleges and universities can help students by offering them opportunities to learn, apply, and integrate skills from across the curriculum. ELOs provide the means for students to acquire that knowledge and those skills that will benefit them as they graduate into a changeable economy and workplace culture. ◦ Through experiential learning, students receive high-impact experiences that translate well to the workplace and reinforce the value of ELOs.
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Thank you for attending our session Please contact us for more information: Diane.Holtzman@Stockton.edu or Carra.Hood@Stockton.edu
Visit Stockton’s ELO site…resources, research, new projects http://intraweb.stockton.edu/eyos/page.cfm?siteID=209&pageID=154 Links to articles on the ELO website Cydis, S., Galantino, M., Hood, C., Padden, M., & Richard, M. (2015). Integrating and assessing essential learning outcomes: Fostering faculty development and student engagement. Journal of the Scholarship of Teaching and Learning, 15(3), 34-52. Cydis, S., Holtzman, D., Hood, C., & Meyers, S. (2015). 2020-funded ELO/ePortfolio pilot, Fall 2014 overview. Stockton University Day of Scholarship.
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References Association of American Colleges & Universities. (2015, January). Liberal Education & America’s Promise. Washington, DC: Author. Retrieved from https://www.AACU.org/leap Association of American Colleges & Universities. (2015, January). Essential Learning Outcomes. Washington, DC: Author. Retrieved from http://www.AACU.org/leap/essentiallearning-outcomes Association of American Colleges & Universities. (2015, January). VALUE rubric development project. Washington, DC: Author. Retrieved from http://www.AACU.org/value/rubrics. Fink, L.D. (2013). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco, CA. Jossey-Bass. Fischer, K. (2015). A college degree sorts job applicants, but employers wish it meant more. The Chronicle of Higher Education. Retrieved on January 28, 2015 from http://chronicle.com/article/The-Employment-Mismatch/137625/#id=overview Hart, Peter D. Research Associates, Inc. (2015, January 20). Falling short? College learning and career success. Retrieved on January 31, 2015 from http://www.AACU.org/leap/public-opinion-research/2015-survey-results Kolb, A. Y. & Kolb, D. A. (2007). Experiential learning theory: A dynamic, holistic approach to management learning, education and development. Department of Organizational Behavior Working Paper, Case Western Reserve University, Cleveland. Retrieved on January 15, 2015 from http://www.learningfromexperience.com/media/2010/08/ELT-Hbk-MLED-LFE-website-2-10-08.pdf Kuh, G. D. (2008). High impact educational practices: What they are, who has access to them, and why they matter. Washington DC: Association of American Colleges and Universities. Prepared for the job (2014, May/June). Biz Ed. Retrieved on January 28, 2015 from http://www.bizedmagazine.com/en/archives/2014/3/research/prepared-for-the-job/ Shavelson, R.J. (2010). Measuring college learning responsibility: Accountability in a new era. Stanford, CA. Stanford University Press.
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Challenges to the Successful Implementation of the Common Core in Math Dr. Gary Christie Baldwin Wallace University Berea, Ohio (Cleveland)
I support the Common Core in Mathematics Places more emphasis on thinking that involves the higher-thinking processes (problem solving, evaluation, creativity, etc.)
Places more emphasis on conceptual understanding
Benefits of Emphasizing Higher-Order Thinking As measured on Blooms Taxonomy, emphasis more on Application, Analysis, Evaluation, and Creation
Society demands graduates with higher-level thinking skills
People are more motivated when employing higherorder levels of thinking skills
21st Century Skills – Creative Thinking
Promotes Conceptual Understanding Helps students to understand that the rules of math, and math itself, “makes sense”
Students can reason about math in their own language, on their own terms
When people feel they can make sense of a
situation, anxiety decreases (math anxiety, in our case)
Significant Challenges Exist for Successful Implementation Teachers’ content knowledge (particularly
conceptual understanding of mathematics)
Teachers’ pedagogical knowledge for implementing lessons that encourage higher-order thinking skills
No systemic changes (class days, amount of time, etc)
Teachers’ Content Knowledge Grade 3: Find the area of a rectangle with whole-
number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
Grade 4: Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
Teachers’ Content Knowledge Grade 7: Understand that rewriting an expression in different
forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.”
Common Core expects them to teach conceptual
understanding, but how much of this content do they know?
Conceptual understanding is essential for students to meet the challenge of thinking at higher levels
Teachers’ Pedagogical Knowledge
Eight Math Practices of the Common Core Students make sense of problems and persevere in solving them
Students reason abstractly and quantitatively Students construct viable arguments and critique the reasoning of others
Students model with mathematics Students use appropriate tools strategically Students attend to precision Students look for and make use of structure Students look for and express regularity in repeated reasoning
Teachers’ Pedagogical Knowledge However, teachers have not been trained in these methods of teaching
Teachers understand teaching as “telling or explaining or showing”
No systemic changes Same amount of time for class, but time necessary for
students to perform these tasks is much greater than if they simply watch a teacher efficiently explain the solutions.
Using manipulatives, pictures, discussion to explore Class time to “set up” How to employ the use of manipulatives in a manner consistent with encouraging higher-order processes?
Thinking at higher-levels takes much more time What is the capital of South Carolina? What would be a great location for a capital in South Carolina?
No systemic changes Amount of time to prepare and grade lessons increases considerably
Setting up materials, activities, etc. Time and effort to find or create lessons increases Time to grade higher-level questions increases Has there been a reduction in amount of content?
Potential Negative Impact Common Core could get a “bad name” Rather than set the road forward to employing
more developmentally appropriate pedagogical processes, this could set a roadblock to these processes
“Spirit” of employing higher-order thinking processes could be “watered down”
Summary Benefits for students and society are great if we engage students in a curriculum that increases their higherorder thinking abilities and engagement
Benefits of knowing math at a conceptual level Significant challenges in successfully implementation Teacher content (conceptual) and pedagogical knowledge Systemic Concerns
Long-term damage to employing more developmentally
appropriate pedagogy that employs higher-level thinking processes
The Politics and Practices of Curriculum Approval in Higher Education Janet L. Applin, Ph.D. Center for Scholastic Inquiry Conference Charleston, NC October 29, 2015
Introductions/Background
Is it this hard everywhere?
Is your program obsolete by the time it is approved? “It is unfortunate that many colleges, which are charged with preparing the next generation of entrepreneurs and innovators, embrace a culture of time-consuming, unhurried progress when it comes to curriculum, personnel, and governance. Nowhere is this more evident than in their committee structures.” • John Kilbourne – Moving at the Speed of Academe – Commentary Oct. 2012 CHE
Literature Base • Almost nonexistent empirical examinations of how institutions approve new and revised curriculum and how the process became so committee and time intensive • Literature available examines effective curriculum development frameworks and strategies but not the approval process itself. • Some opinion/advice pieces out there
Methodology • Examined the curriculum approval process at 25 institutions which are benchmark institutions and fellow state institutions of my home institution • Search of university websites using terms “curriculum approval process,” “curriculum approval,” and “curriculum process” to find archival records and artifacts showing the institution’s curriculum approval process • Conducted content analysis on each institution’s step by step process for curriculum approval.
Results n=25
All institutions examined follow a committee process including internal and external bodies for curriculum approval
Internal Approvals Required Faculty, Departmental, College, Undergraduate, Graduate, Faculty Senate, Provost/VP Academic Affairs, Board of Regents or Trustees, General Education Committees, Teacher Education Committees, College Dean, Presidents/Chancellors, Graduate Deans
External Approvals Required • State Departments of Education or Standards Boards • Council on Post-Secondary Education • Institutes of Higher Education Commissions • Regional Accreditors for Colleges and Schools (SACSCOC)
Institution Approval Steps 90%
80%
84% 80% 76% 68%
Percentage of Institutions
70%
60%
56% 52%
50% 40%
40%
36%
36%
30%
20%
10%
0% Dept
College
Univ Comm
Senate
Prov/VPAA Steps of Approval
BOR/Trus
Tea Ed
Dean
Pres/Chanc
The Politics of the Process “Even now, when I’ve mastered some of the dark arts of curricular kung-fu, it still annoys me to no end that even the simplest things require so many reports and meetings.” • Alex Small - A Geek’s Guide to Academic
Committee Work: Mastering the dark art of curricular kung-fu - from Oct. 2015 CHE Advice Column
Where to Go From Here? • Consider if it is possible to improve the efficiency of the process through organizational change theory. • Examine the historical records to determine when and how the process became so cumbersome.
Trust in the Experts “What’s to be done? Colleges can bridge the divide and promote more efficient use of people and resources by putting greater trust in faculty at the department or unit level. After all, these are the people who know the subjects and content best.” • John Kilbourne – Moving at the Speed of Academe – Commentary Oct. 2012 CHE
Questions/Discussion Contact me‌
Janet Applin, Ph.D. Western Kentucky University Janet.applin@wku.edu
References •
Beer, M., and Nohria, N. (200). “Resolving the Tension Between Theories E and O of Change.” In M. Beer and N. Nohria (eds.), Breaking the Code of Change. Boston: Harvard Business School Press.
•
Kanter, R.M., Stein, B.A., and Jick, T.D. (1992). The Challenge of Organizational Change: How Companies experience It and Leaders Guide It. New York: Free Press.
•
Karr, J-B.A. (1849). “Plus ca change, plus c’est la meme chose (The more things change, the more they stay the same).” Les Guepes.
•
Kilbourne, J. (2012). Moving at the speed of academe. Chronicle of Higher Education. Commentary, October, 8 2012, Commentary
•
Kotter, J. P., and Posner, B. Z. (2007). The Leadership Challenge, (4th ed.) San Francisco: Jossey-Bass.
•
Small, A. (2015). A geek’s guide to academic committee work: Mastering the dark art of curricular kung-fu. Chronicle of Higher Education. Advice, October 13, 2015.
Applying Personal Construct Theory to Engage Undergraduates and Enhance Critical Thinking Dr. Joseph A. Mayo Professor of Psychology Gordon State College 419 College Drive Barnesville, Georgia 30204 E-mail: joe_m@gordonstate.edu
Special Challenges to Undergraduate Educators 1. 2. 3. 4.
Covering a vast array of material Generating enthusiasm for subject matter Stimulating active involvement in learning Promoting higher-level learning outcomes
Why Draw from Personal Construct Theory in Meeting These Instructional Challenges? • Applications of personal construct theory have been shown to be conducive to: a) b) c) d)
active, interactive, & self-directed learning critical thinking & deeper conceptual understanding reflective thinking that extends beyond the classroom presenting theories in the framework of underlying basic assumptions e) translating theory into applied practice
Personal Construct Theory (PCT) •
Formulated by George Kelly (1955)
•
Examining conceptual systems as hierarchically linked sets of constructs (bipolar meaning dimensions) Designed originally to elicit information within clinical settings (Role Repertory Construct Test; triad elicitation method)
•
•
Classroom applications of the rating grid format of PCT in which students rate various elements using Likert-type scales anchored by two construct poles (Mayo, 2004a, 2004b, 2008, 2010, 2012, 2015): 1. history and systems of psychology (cf. Tobacyk, 1987) 2. life-span developmental psychology
History and Systems of Psychology • Exploratory investigation (one class section only) • I divided course content into three units: 1. evolution of pre-scientific psychology 2. competing psychological systems during the early years of scientific psychology 3. chronological development of psychology’s principal subfields
• Elements = 24 (8 per unit) pre-selected contributors to psychology’s historical development
Contributors Who Served as Elements in the Rating Grid Assignments _________________________________________________________ Unit 1 Unit 2 Unit 3 _________________________________________________________ Aristotle Saint Thomas Aquinas Rene Descartes John Locke Herbert Spencer Immanuel Kant Hermann von Helmholtz Gustav Fechner
Wilhelm Wundt William James Sigmund Freud Ivan Pavlov John B. Watson B. F. Skinner Max Wertheimer Abraham Maslow
Karen Horney Gordon Allport Erik Erikson Jean Piaget Albert Bandura Francis Cecil Sumner Mary Ainsworth Carl Rogers
_________________________________________________________
• For each unit, students completed eight, 11-point, bipolar construct scales (one contributor at a time). • Students submitted both written & oral justifications for their construct ratings.
Eight, 11-Point, Bipolar Construct Scales Used in the Rating Grid Assignments __________________________________________________________________ Ratings ______________________________________ 1 2 3 4 5 6 7 8 9 10 11 1. mind __ __ __ __ __ __ __ __ __ __ __ body 2. nature __ __ __ __ __ __ __ __ __ __ __ nurture 3. subjectivism __ __ __ __ __ __ __ __ __ __ __ objectivism 4. holism __ __ __ __ __ __ __ __ __ __ __ elementalism 5. free will __ __ __ __ __ __ __ __ __ __ __ determinism 6. utility __ __ __ __ __ __ __ __ __ __ __ purity 7. verity __ __ __ __ __ __ __ __ __ __ __ falsity 8. major __ __ __ __ __ __ __ __ __ __ __ minor contribution contribution __________________________________________________________________ Justification for each rating:
• I began the semester with in-class preliminary training. • I collected completed grids for all eight contributors at corresponding due dates for each unit assignment. • After grading and returning all rating-grid assignments at the conclusion of each unit, I allotted 30-45 minutes of class time for whole-class discussion pertaining to students’ scored grids: – students openly shared their analyses and constructively critique classmates’ expressed views
Exemplary Student-Completed Rating Grid (Contributor: Aristotle) __________________________________________________________________ Ratings ______________________________________ 1 2 3 4 5 6 7 8 9 10 11 1. mind __ __ __ __ __ __ __ __ X __ __ body 2. nature __ __ __ __ __ __ __ __ __ __ X nurture 3. subjectivism __ __ __ __ __ __ __ X __ __ __ objectivism 4. holism X __ __ __ __ __ __ __ __ __ __ elementalism 5. free will __ __ __ __ __ __ __ X __ __ __ determinism 6. utility __ __ X __ __ __ __ __ __ __ __ purity 7. verity __ __ __ X __ __ __ __ __ __ __ falsity 8. major __ X __ __ __ __ __ __ __ __ __ minor contribution contribution __________________________________________________________________
Selected rating justifications: 2. Although he wrote much on biological topics, Aristotle did not believe that the human psyche is born with knowledge. Instead, he felt that human beings arrive at intellectual understanding through their environmental experiences. [nature-nurture: 11] 7. Aristotle’s writings include obvious myths and errors and are sometimes as primitive as the non-technological times in which they were written. Generally, though, his theories have stood the test of time and are amazingly similar to the views expressed in modern, scientific psychology. [verity-falsity: 4] 8. In my opinion, Aristotle made a major contribution to the eventual development of psychology as a science, in spite of being wrong in some of his best guesstimates. In many ways the “father of psychology” as we know it today, Aristotle’s writings provide us with the first systematic account of psychology from the perspective of how we sense, perceive, reason, learn, remember, and develop. [major contribution-minor contribution: 2]
Students’ Numerical Ratings of the Rating Grid Assignments (History & Systems) ____________________________________________________________________ __________________________________________ ___________ Survey item __________________________________________
M SD ___________
How effectively do the rating grid assignments: 1. Provide a context for organizing course content?
6.55
.76
2. Facilitate understanding of course material?
6.25
1.02
3. Increase the motivation to learn?
6.00
1.38
4. Offer intellectual challenge?
5.90
1.21
5. Encourage participation in the learning process?
6.35
.81
6. Stimulate interest in the subject matter? 5.70 1.51 ____________________________________________________________________
Life-Span Developmental Psychology • Follow-up investigation (independent two-group research design that included a control condition) • I selected 10 leading representatives (elements) from 7 major developmental perspectives: 1. ethological (Konrad Lorenz) 2. contextual (Urie Bronfenbrenner) 3. psychodynamic (Sigmund Freud & Erik Erikson) 4. learning (B. F. Skinner & Albert Bandura) 5. humanistic (Abraham Maslow) 6. cognitive (Jean Piaget & Lawrence Kohlberg) 7. sociocultural (Lev Vygotsky)
• Six bipolar constructs: 1. heredity ……………..…. environment 2. continuity …………….... discontinuity 3. stability ……………….... change 4. internality ……………… externality 5. uni- ……………………. multidimensionality dimensionality 6. testability …………...….. lack of testability • 7-point rating scales
Sample of a Student-Completed Rating Grid (Theorist: Sigmund Freud) __________________________________________________________ Ratings ____________________________ 1. 2. 3. 4. 5.
heredity continuity stability internality unidimensionality 6. testability
1 __ __ X __ X
2 X __ __ X __
3 __ __ __ __ __
4 5 __ __ __ __ __ __ __ __ __ __
6 __ __ __ __ __
7 __ X __ __ __
environment discontinuity change externality multidimensionality __ __ __ __ __ __ X lack of testability __________________________________________________________
• Rating grid matrix as an organizational study tool • 75-minute class discussion tailored to highlight important similarities & differences between/among theorists
Student-Completed, Rating Grid Matrix with Six, 7-Point Construct Continua Ratings _____________________________________________ 1 2 3 4 5 6 7 1. heredity L F M P E Ba, Br environment K, S, V 2. continuity Ba, Br M E, F discontinuity L, S, V K, P 3. stability F, L Ba, Br, E, K change K, M, P, S 4. internality K, L F, P M Ba E Br, S, V externality 5. uniF, L, S Br, K P E, M Ba, V multidimensionality dimensionality 6. testability Ba, L, S Br, V K, P V F, M lack of testability ______________________________________________________________________ Note. An alphabetized list of abbreviated names of leading developmental theorists (elements): Ba = Bandura, Br = Bronfenbrenner, E = Erikson, F = Freud, K = Kohlberg, L = Lorenz, M = Maslow, P = Piaget, S = Skinner, and V = Vygotsky
• Independent two-group research design: Compared student performance in two class sections of life-span development receiving personal construct assignments (PC condition) with similar performance in a control condition consisting of two other class sections given no such assignments • Establishing equivalency between groups: Assigned students in the control condition 150-250 word synopses pertaining to the work of each of the same developmental theorists addressed in the PC condition • Dependent measure for objective testing: Academic performance on the comprehensive final exam • Minimizing the possibility of experimenter effects in composing and grading the final exam: Selected 50 multiple-choice questions from conceptually based test-bank items • Results of an independent-groups t-test: Students exposed to the PC assignments (M = 82.69, SD = 9.71) significantly outperformed those students who did not receive this educational intervention (M = 75.97, SD = 11.25), t (136) = 2.66, p < .005
Studentsâ&#x20AC;&#x2122; Numerical Ratings of the Rating Grid Assignments (Life-Span Development) _____________________________________________________________________ __________________________________________ ____________ Survey item __________________________________________
M SD ____________
How effectively do the rating grid assignments: 1. Provide a context for organizing course content?
4.24
.78
2. Facilitate understanding of course material?
4.17
1.03
3. Offer intellectual challenge?
3.88
1.06
4. Encourage participation in the learning process?
4.06
.87
_____________________________________________________________________
Implications for Using PCT in the Undergraduate Curriculum 1. Heuristic tool: a) organizing course content b) increasing critical thinking and conceptual understanding c) encouraging student engagement
2. Formative assessment instrument: a) measuring conceptual systems at a given moment in time b) gauging dynamically evolving conceptions across time: â&#x20AC;&#x201C; weak and strong restructuring (Carey, 1985)
3. Additional classroom applications: a) teacher-created (provided construct) versus student-generated (elicited construct) bipolar meaning dimensions b) interdisciplinary offerings c) WebGrid computerized applications (Gaines & Shaw, 2010): see illustrations on next three slides
References • •
• •
•
•
Carey, S. (1985). Conceptual change in children. Cambridge, MA: MIT Press. Gaines, B. R., & Shaw, M. L. G. (2010). WebGrid 5 [Computer program]. Alberta, Canada: Knowledge Science Institute. Available at: http://gigi.cpsc.ucalgary.ca:2000/ Kelly, G. A. (1955). The psychology of personal constructs (Vols. 1-2). New York: Norton. Mayo, J. A. (2004a). A pilot investigation of the repertory grid as a heuristic tool in teaching historical foundations of psychology. Constructivism in the Human Sciences, 9(1), 31-41. Mayo, J. A. (2004b). Repertory grid technique as a means of comparing and contrasting developmental theories. Teaching of Psychology, 31(3), 178-180. Mayo, J. A. (2008). Repertory grid as a heuristic tool in teaching undergraduate psychology. In Dunn, D. S., Halonen, J. S., & Smith, R. A. (Eds.), Teaching Critical Thinking in Psychology: A Handbook of Best Practices. Boston: Blackwell Publishers.
• Mayo, J. A. (2010). Constructing undergraduate psychology curricula: Promoting authentic learning and assessment in the teaching of psychology. Washington, D.C.: American Psychological Association. • Mayo, J. A. (2012). Technology’s role in meaningful knowledge construction. Journal of Pedagogy and the Human Sciences, 2, 8-21. Available at: http://www.pedagogyandhumanscience.org/Volume_2.html\ • Mayo, J. A. (2015). Personal construct theory revisited in teaching history and systems of psychology. Manuscript in preparation. • Tobacyk, J. J. (1987). Using personal construct theory in teaching history and systems of psychology. Teaching of Psychology, 14, 111-112.
Creativity: A Vehicle for Transformation and Social Change
Joyous Bethel, PhD Presented at the Center for Scholastic Inquiry October 30, 2015
On Teaching Social Justice • Dialogue • Social Relationships • Engagement Identifying Change
Transformation • Individual • Institutional • Societal/Cultural
Creativity: Identifying Change • Transcendent – Moves us beyond ourselves (Painter, 2007)
• Empowers – To live more fully – To live more intentionally
• Something new
Encounters in Human Diversity • Assignments – Weekly Journals – Events – Living Room Conversations (LRCs) – Oral History Paper – Creative Project
Creative Project • Symbolizes Transformation – Gives meaning – Serves as a maker
• Choose Social Identity • New Awareness • Creative, original work – Not a song on radio – Not from YouTube – Not a collage of magazines
“All of a sudden, I am not small anymore. The things I have been told, all my life, don’t matter “You can’t do this, you’re a woman”, “You can’t do this, you aren’t smart enough”, “You can’t do this, you aren’t pretty enough”. Now I see that the world can be open to me…the sky is the limit. And I can help others see this, too.”
“All my life people have used words to define me. The dominant group uses words to define women, to define all targeted groups. The words don’t just “define”. They limit. They keep us down, in our place, where we belong, as “they” see it, as it suits “them”. Well, I am going to use words to re-define myself, to re-define my life. Words like: honest, sassy, ambitious, stable, and strong. And all these words make me who I choose to be, not who someone tells me I am.”
“Depression, as my dis-ability, blinded me. It blocked any possibility of really experiencing life. I thought I was the only one. When I could call it what is was, and join with others like me, I found the courage to take my medicine. And it took the “blinders” off. And now, the world is “in color” I am not limited by my dis-ability. Now I have ABILITY.”
“The weight of the world, of many worlds, pressed in around me…and not just me, but others like me, and those who came before. It was real. But now, somehow knowing that it wasn’t me, not something I had done, makes me determined. I will not sit and let it happen. I will gain strength, join with others, and rise.”
“This class has been like seasons. I came in sort of like the school year: it was the end of summer and I had all these great ideas, lush, beautiful, vibrant. Ideas I was proud of. But, as I learned about the real world, about the inequalities, I began to challenge some things I had always held to be true…and they were not true…and they began to fall away from me, like in autumn. Then, I was like in winter, with no leaves, sort of lost and questioning everything, confused and just out there. But I began to determine what was important, for me. I knew that I believed in social justice, that I believed in equality, that I believed in human rights. Period. And so I began to thaw…and little by little, I embraced new, baby ideas, and it was like spring, new baby leaves. Now, I am moving toward summer; but with leaves and ideas that are mine, chosen because I will no longer be fooled. I believe in this country and I believe in justice, justice for all.”
â&#x20AC;&#x153;I am like a sunflower. When they are young, sunflowers follow the sun. They draw energy and strength to grow and reach their full potential; blossoming from the light and warmth the sun provides. As they mature, they learn which direction to face I order to gain the most light possible. Then, they stand firm, permanently facing in the direction that offers the greatest opportunity for growth. There, they receive the most strength and light. Mature, and in the light, they share the blessings of their growth and maturity with all who venture near.â&#x20AC;?
“I have a quiet courage. Now I know, I can keep on trying.”
References Adams, M., Bell, L. A., & Griffin, P. (2013). Teaching for diversity and social justice (3rd ed.). New York: Routledge. Davis-Manigaulte, J., Yorks, L., & Kasl, E. (2006). Expressive ways of knowing and transformative learning. New Directions for Adult and Continuing Education, (109), 27-35. Painter, (2007). The relationship between spirituality and artistic expression: Cultivating the capacity for imagining. Spirituality in Higher Education Newsletter, 3, 1-6. Pritchard, C. & Sanders, P. (2002). Weaving our stories as they weave us. New Directions for Adult and Continuing Education, (94), 63-71.
Prac%ces That Dis%nguish Effec%ve From Ineffec%ve Leaders: Doing More of the Right Things Ken Zakariasen, DDS, MS, MS(ODA), PhD Professor and Director, Leadership and Organiza6onal Change MPH Program College of Public Health Kent State University
Introduc%on: An ar%cle published in 2012, en%tled “Leaders and emo%onal intelligence: A view from those who follow”, observed 1) that there has been a significant focus in recent years on emo%onal intelligence (EI), 2) that educa%onal leadership exercises used with MPH students each year (since 2007) iden%fy present and/or missing leadership prac%ces for both effec%ve and ineffec%ve leaders, and finally, 3) that the extent that such prac%ces are related to EI has been measured and found very high. (Zakariasen K., Victoroff K.: Healthcare Management Forum, Summer Edi%on, 2012: 25: 86-‐90. )
The MPH program graduate students in the study iden%fied, in 2011 and 2012, 140 “high impact” prac%ces either prac%ced by, or needing to be prac%ced by, effec%ve and ineffec%ve leaders. Of these 140 prac%ces, 132 were directly related to EI.
The results from these leadership exercises clearly demonstrate the close rela%onships between leadership effec%veness, as perceived by leaders’ subordinates, and emo%onally intelligent leadership prac%ces.
Con%nuing Research in 2014:
The 2014 EI research sought to verify the 2012 results, but also included addi%onal assessments of most effec%ve/least effec%ve (ME/LE) leaders for: § persuasiveness, § authen%city, § credibility § and demonstra%on of exemplary leadership prac%ces.
Research Objec%ves: Ini%al objec%ves: 1) To verify the 2012 EI findings, 2) to ascertain whether ME and LE leaders are significantly differen%ated from each other on each of the addi%onal prac%ces, if so, 3) to determine if the differences are of small or large magnitude? The ul%mate objec%ves of this research are to iden%fy prac%ces that clearly differen%ate effec%ve from ineffec%ve leaders so that ineffec%ve leaders can be empowered to take posi%ve ac%ons to improve their effec%veness, and that provides avenues for effec%ve leaders to become even more effec%ve.
An Example: One poten%al example relates to persuasiveness, likely a necessary skill to cul%vate as "command and control" leadership and the issuing of “decrees” con%nues to fall from favor in dynamic organiza%ons. However, what are the inten%onal behaviors you can develop to build your persuasiveness? Conger, as we will see, addresses these in prac%cal and instruc%ve ways that can lead to increased persuasiveness.
Research Design and Methods: Two cohorts of MPH graduate students were admieed to the program, one cohort of 14 graduate students and the second cohort of 11, both located in Northeast Ohio urban centers (Cleveland and Youngstown). These individuals are full-‐%me working adults, who are also full-‐%me MPH graduate students, an intensive two year program. It is important to note that the sample for this study included all of the graduate students in the two MPH cohorts, and was thus a sample of convenience rather than a randomized sample. The ME/LE exercise is a leadership learning exercise that has been used each year (since 2007) to help students understand EI by analyzing their own experiences with both effec%ve and ineffec%ve leaders.
The program director administered a “most effec3ve/least effec3ve” (ME/LE) leadership exercise to the MPH students prior to any leadership class sessions. Addi3onally, all individuals rated their ME/LE leaders’ effec3veness for persuasiveness (Conger), authen3city (Morgan), credibility and the five prac3ces of exemplary leadership (Kouzes and Posner).
EI Results
Ninety leadership prac3ces were iden3fied by consensus groups as having the highest impact in contribu3ng to leaders’ success, i.e., prac3ces being prac3ced by effec3ve leaders and needing to be prac3ced by ineffec3ve leaders. Of these, 81 were related to EI. The propor3on of EI-‐related factors is 90% +/-‐ 6.25% (95% CI).
Results: Persuasiveness, Authen%city, Credibility and Exemplary Leadership Prac%ces
There were 13 sets of comparisons between effec3ve and ineffec3ve leaders for these prac3ces. A matched pairs sta3s3cal analysis (p<0.01) was performed for each prac3ce’s ra3ngs. All comparisons between effec3ve and ineffec3ve leaders were highly significant.
Persuasiveness, Authen%city, and Credibility September 2014
§ Persuasiveness: Conger, HBR, May 1998. ME/LE: 8.24(1.16) / 3.60(1.98) p< 0.01 § Authen%city: Morgan, HBR, November 2008. ME/LE: 8.00(1.22) / 2.92(0.97) p< 0.01 § Credibility: Kouzes and Posner, 2014. ME/LE: 8.40(1.20) / 3.48(1.73) p< 0.01
Individual Components of Credibility (n=23)
Honest § Most Effec%ve 8.95 (1.15) § Least Effec%ve 4.43 (3.32) p<0.01 Competent § Most Effec%ve 9.00 (0.85) § Least Effec%ve 5.55 (2.65) p<0.01
Forward Thinking § Most Effec%ve 7.57 (1.41) § Least Effec%ve 4.09 (1.81) p<0.01 Inspiring § Most Effec%ve 7.83 (1.53) § Least Effec%ve 2.87 (1.49) p<0.01
Exemplary Leadership Prac%ces (n=24): ME: 7.96 (1.00) LE: 2.67 (1.13) ME LE § Modeling the Way 8.13 (1.08) 3.13 (1.75) § Inspiring a Shared Vision 7.38 (1.50) 2.58 (1.25) § Challenging the Process 7.04 (1.76) 3.08 (1.64) § Enabling Others to Act 8.08 (1.59) 2.29 (1.27) § Encouraging the Heart 8.33 (1.09) 2.75 (1.54)
Conclusions and Discussion The data from this study on EI, persuasiveness, authen3city, credibility, and exemplary leadership prac3ces indicate there is a wide gap between highly effec3ve and ineffec3ve leaders for all of these factors. It is also clear that even very effec3ve leaders have room to improve their effec3veness. For the truly ineffec3ve leaders, it is likely that they must improve on essen3ally most or all of the factors addressed in this study. If not, their future in leadership will probably be quite short.
The evidence about what effec3ve leaders do that makes them effec3ve has become substan3al, i.e., we know a lot more today about what the “right things” are that leaders do to be effec3ve. The real ques3on for ineffec3ve leaders is whether they are willing to change their behaviors to do more of the "right things" that are prac3ced by effec3ve leaders.
Beartooth Highway, Montana and Wyoming (10,947')
Bad leg + gedng older + love for long-‐distance motorcycling + new trike (aeer 10 two-‐wheelers) = adapt and don't slow down! August 2015
Effective Classroom Management:
What Does Emotional Intelligence Have To Do With It?
Laura R. Ficarra, Ph.D. University at Albany, SUNY Center for Scholastic Inquiry Conference October 30, 2015
Advance Organizer • Overview • Classroom Management • Emotional Intelligence
• • • •
Investigative Process Results Implications for the Field Q & A/ Discussion
Who’s Here? • Teachers? • Pre-K through 12 • Higher Education
• • • • •
Administrators? Social Workers? Psychologists? Behavior Specialists?
More/ Interdisciplinary?
Whatâ&#x20AC;&#x2122;s on Your Plate?
Overview • New standards, evolving accountability legislation, and evaluation measures position teachers
as directly responsible for the academic performance of their students (Ballard & Bates, 2008).
• Evidence-based classroom management practices ascertained by Simonsen, Fairbanks, Briesch, and Sugai (2008) empower teachers with strategies that yield desirable outcomes for students.
• The concept of Emotional Intelligence (Goleman, 1996) has been integral in understanding
people's interpersonal and intrapersonal dealings. For classroom teachers, Emotional Intelligence has also been linked to teacher-student relationships that are at the core of soulful teaching.
• The relationship between students’ academic performance and their social-emotional
functioning has been firmly established within existing literature (e.g. Benner, Beaudoin, Kinder, & Mooney, 2005; Hinshaw, 1992; Lassen, Steele, & Sailor, 2006; McIntosh, Horner, Chard, Boland, & Good, 2006).
Multi-Tiered Systems of Support (MTSS)
Teachers & Classroom Management • 73% of analyzed teacher
preparation programs did not offer even one entire course on the topic of classroom management
• 72% of teachers are disillusioned with their preparation in CM and characterized their prep in this area as relatively ineffective
• Only 32% of pre-service teachers feel confident in the are on CM and only 16% feel confident responding to more challenging misbehavior
• In-service learning experiences
structures to improve CM skills is the #1PD request of practicing teachers, year after year
• Students’ challenging behavior
has been found to be the single best predictor of teachers leaving the field within 3-5 years of entering it
• Novice teachers are
disproportionately assigned to classrooms with students who demonstrate the most challenging behaviors
What â&#x20AC;&#x153;kindâ&#x20AC;? of students can display problematic behavior?
.
Consider This “If a child doesn’t know how to read, we… teach.” “If a child doesn’t know how to swim, we… teach.” “If a child doesn’t know how to multiply, we… teach.” “If a child doesn’t know how to drive, we… teach.” “If a child doesn’t know how to behave, we… punish?”
--Herner, 1998
Evidence-Based Classroom Management Practices There are 5 critical features of effective classroom management to support all students (e.g. Simonsen et al., 2008).
1. Maximize structure in the classroom. Develop Predictable Routines Teacher routines: volunteers, communications, movement, planning, grading, etc. Student routines: personal needs, transitions, working in groups, independent work, instruction, getting, materials, homework, etc.
Design environment to (a) elicit appropriate behavior and (b) minimize crowding and distraction: Arrange furniture to allow easy traffic flow.
Ensure adequate supervision of all areas. Designate staff & student areas. Seating arrangements (groups, carpet, etc.)
2.
Post, Teach, Review, Monitor, and reinforce a small number of positively stated expectations.
• Establish • Teach • Prompt • Monitor
• Evaluate
3.
Use a range of evidence-based practices that promote active engagement.
Direct Instruction
Computer-Assisted Instruction
Class-wide Peer Tutoring
Guided notes
Response Cards
4.
Establish a continuum of strategies to acknowledge appropriate behavior.
Behavior-Specific and Contingent Praise Group Contingencies Behavior Contracts Token Economies
5.
Establish a continuum of strategies to respond to inappropriate behavior.
•
Error Corrections
•
Differential Reinforcement
•
Planned ignoring
•
Response Cost
•
Time out from reinforcement
Teachers’ Influence “I have come to the frightening conclusion that I am the decisive element. It is my personal approach that creates the climate. It is my daily mood that makes the weather. I possess tremendous power to make life miserable or joyous. I can be a tool of torture or an instrument of inspiration, I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis is escalated or de-escalated, and a person is humanized or de-humanized. If we treat people as they are, we make them worse. If we treat people as they ought to be, we help them become what they are capable of becoming.” - Haim G. Ginott, Teacher and Child: A Book for Parents and Teachers
Educating the Whole Child
Components of Emotional Intelligence (EI)
Integrating Skill Sets Classroom Management
Emotional Intelligence
• Teachers commonly choose to implement
• Teachers’ awareness of Emotional Intelligence
• There’s a significant relationships between
• Social-emotional teaching have reported
strategies that they deem feasible and for which resources are easily available (Begeny & Martens, 2006). teachers’ self-reported ratings of knowledge and competency with the specific evidencebased classroom management practices (Ficarra & Quinn, 2014).
• When teachers’ knowledge is higher with
evidence-based classroom management practices, their competency is higher as well (Ficarra & Quinn, 2014).
improves social interaction for children as they learn to name their feelings and differentiate them from other emotions (Goleman, 1996).
positive outcomes with classroom management, including more time for teaching (Van Bockern, 2006) due to an effective, mutually respectful teaching and learning environment.
• A nurturing, healthy relationship can mitigate the trajectory for students at-risk and can improve adjustment (Tsai & Cheney, 2012).
Research Questions • Is there a relationship between pre-service teachers’ Emotional Intelligence ratings and their self-reported knowledge and competency with evidence-based classroom management techniques?
• If so, can Emotional Intelligence predict knowledge and competency ratings?
Instrumentation â&#x20AC;˘ Emotional Intelligence was measured using a 33-item Emotional Intelligence Scale (Schutte et al. 1998).
â&#x20AC;˘ For knowledge and competency with evidence-based classroom management strategies, the Survey of Effective Classroom Management Strategies (Ficarra & Quinn, 2014) was utilized.
Results (Ficarra & Burnham, 2015- under review)
Correlation
Regression
•
Emotional Intelligence score and knowledge as well as competency ratings for evidence-based classroom management
•
Emotional Intelligence score and mean knowledge and competency regarding evidencebased classroom management practices
•
Emotional Intelligence score and knowledge of: maximizing structure, engaging students actively in observable ways, using a continuum of strategies to acknowledge appropriate behavior, and employing a variety of techniques to respond to inappropriate behavior
•
Emotional Intelligence and knowledge ratings for maximizing structure, engaging students actively in observable ways, using a continuum of strategies to acknowledge appropriate behavior, and employing a variety of techniques to respond to inappropriate behavior
•
Emotional Intelligence score and competency with: maximizing structure, posting, teaching, reviewing, monitoring, reinforcing expectations, engaging students actively in observable ways, using a continuum of strategies to acknowledge appropriate behavior, and employing a variety of techniques to respond to inappropriate behavior
•
Emotional Intelligence and competency ratings for maximizing structure , posting, teaching, reviewing, monitoring, and reinforcing expectations, engaging students actively in observable ways, using a continuum of strategies to acknowledge appropriate behavior, and employing a variety of techniques to respond to inappropriate behavior
Key Ideas • Teachers’ own Emotional Intelligence is related to perceptions about knowledge and competency with classroom management.
• The extent to which teachers perceive that they know strategies and how to apply them in order to support students’ social-emotional functioning in the classroom is influenced by a teacher’s own self-awareness, self-regulation, internal motivation, empathy, and social skills.
• Teachers’ own Emotional Intelligence influences their perceived knowledge and competency with evidence-based classroom management practices, which previous research supports is associated with a range of academic and social-emotional outcomes.
Implications for the Field • For teachers • For teacher preparation programs • For higher education professionals
• For applied experience regimens
Q & A/ Discussion
Contact Information Laura Ficarra, Ph.D.
LFicarra@albany.edu University at Albany, SUNY Dept. of Educational Psychology, Division of Special Education
Satisfaction and Success with Blended Learning in Teacher Education at Metropolitan State University of Denver
Dr. Lisa Altemueller Dr. Cynthia Lindquist
Purpose of Study ● Assess if blended format is meeting the needs of students ● Assess students’ perception of success in blended courses ● Research blended and online learning
Data Collection ● Anonymous ● IRB
survey
approval
● Survey
administered in person
Participants ● 310 students completed the survey ● 24 classes ● 2 semesters
Literature Review ● Keengwe & Kang (2012) reviewed 23 empirical studies on blended learning ● Improved learning outcomes with blended learning (Oliver & Stallings, 2014) ● Mixed results with blended and online (Means et al., 2010) ● Must include comprehensive planning and implementaEon (Jordan, 2015)
Definition: Blended Learning BL integrates advantages of elearning with aspects of traditional, physical classroom
Gender Data 2%
26%
males females other/prefer not to answer
72%
Age Range 2% 9%
12%
ages 18-22 ages 23-30 27%
ages 31-40 ages 41-50 ages 50+
50%
Age Range by Gender 1%
2% 9%
10%
13%
26%
6%
ages 18-22
ages 18-22
ages 23-30
ages 23-30
ages 31-40
ages 31-40
ages 41-50 ages 50+
33%
ages 41-50 50%
50%
Female
Male
ages 50+
Academic Status 160
140
120
100
80
60
40
20
0
freshman
soph
junior
senior
post-bac
graduate
combined
2
17
57
39
43
144
female
1
14
44
26
21
117
male
1
3
13
13
22
27
Top 5 Responses 120
100
80
combined 60
male female
40
20
0 face to face
online
mostly online
hybrid (50/50)
mostly resident
When Blended Options are Combined 160
140
120
100 face to face 80
online blended
60
40
20
0 combined
male
female
Breakdown of Blended 80
70
60
50 mostly online 40
hybrid (50/50) mostly resident
30
20
10
0 combined
male
female
Comfort with Technology Female Agree Neutral Disagree
Male
Somewhat agree Somewhat disagree 0%
Agree Neutral Disagree
3% 3%
Somewhat agree Somewhat disagree
4% 3% 4%
25%
17%
69%
72%
More Engaged with BL vs. Resident? 90 80 70 60 50 40 30 20 10 0
Males Females Combined
More Engaged with BL vs. Online? 120
100
80 Males 60
Females Combined
40
20
0 Agree
Somewhat agree
Neutral
Somewhat disagree
Disagree
Satisfaction with BL Course 140 120 100 80
Males Females
60
Combined 40 20 0 Agree
Somewhat Agree
Neutral
Somewhat Disagree
Disagree
Role of the Instructor in Course Satisfaction 180 160 140 120 100
Males Females
80
Combined 60 40 20 0 Agree
Somewhat Agree
Neutral
Somewhat Disagree
Disagree
Qualitative Data: Positive Aspects of Blended • Flexibility/schedule • Time management
Flexibility/Schedule “Flexibility for sure. Its always nice to be able to work through a module at your own pace and your own time.” “It’s easier to work into a semester schedule, and it makes the student more accountable by having face to face interaction” “I work full time and although I prefer face to face, my schedule works better with a blended course.”
Time Management: Developing Skills “I work full Eme, so the fact that I can do 50% of my work at home is great. Also, I feel that I have to make more Eme management decisions (which is a good thing!) and I have to go outside my comfort zone to learn new things.” “ The aspects of online, resident, and building Eme management skills in a highly developed technological world was beneficial.”
Time Management: Creating Engagement in Class “Time management. So much of this class is about going out in the world and learning outside the classroom. By not spending too much Eme in class, there was more Eme in class, there was more Eme to apply the learning.”
Qualitative Data: Obstacles Encountered ● Lack of interaction ● Problems with technology
Interaction “Lack of real-‐Eme interacEon with instrucEon and peers. Discussion boards are very arEficial.” Not having as much interacEon with students and instructors.” “I learn beXer face to face with more peer interacEon.”
Problems with Technology “It can be difficult sometimes in understanding the directions and/or some of the technology use.” “The instructor did not properly instruct us on how to use the technologies presented --we were expected to figure it out on our own. I took this class to learn how to use it and it was not taught.”
Conclusions ● Students in the sample preferred hybrid to fully online classes ● Students in the sample preferred hybrid to face-to-face classes ● Some faculty resist offering classes in a blended format ● Some faculty need training in effective online techniques ● Time and travel are factors in student satisfaction with hybrid learning ● Flexibility is important
Resources Jordan, J. (2015). Whatâ&#x20AC;&#x2122;s next: Blended learning 2.0. The Hechinger Newsletter. Retrieved from http://hechingerreport.org/whats-next-blended-learning-2-0/ Keengwe, J. & Kang, J.J. (2013). A review of empirical research on blended learning in teacher education programs. Educ Inf Technol. 18: 479-493. DOI 10.1007/s10639-011-9182-8 Oliver, K. & Stallings,D. (2014) Preparing teachers for emerging blended learning environments. Journal of Technology and Teacher Education. 22 (1), 57-81.
 Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Washington, DC: U.S. Department of Education (Available http://www2. ed.gov/rschstat/eval/tech/evidence-basedpractices/finalreport.pdf)
How A&tudes Shi/ in Pre-‐Service Teacher in Regard to Diversity & (Dis)ability IniBal Phase of a Two-‐Year Research Project Lonni Gill, PhD Indiana University at Indianapolis
Survey: What comes to your mind when you think of each of these? • • • • • • • •
Diversity Disability Racism Prejudice Oppression Urban Inner City Stereotypes
Demographics of Pre-‐Service Elementary Teachers • Female • Male Of these: • White Female • White Male • African American Female • LaBna Female
N=22 N= 3
N=17 N= 3 N= 3 N= 1
More Demographics • Undergraduate Students N=23 • Graduate Students N= 2 Indiana University at Indianapolis (IUPUI) is situated in Indianapolis, IN • 14th largest city in US • State capital
Class Experiences in Between Pre/Post Surveys • 6 hour classes one day a week • 4 full day class sessions • 2 – ½ day field sessions at IPS school with class in a/ernoon • 2 full day class sessions
EssenBal QuesBons for Class to Date • How do our cultures shape our development? • How does diversity influence our percepBons? • How do inclusive classrooms empower ALL learners and prepare children for the future? • How does standardized tesBng impact authenBc assessment and children’s learning? • How can we be culturally responsive in our classrooms and how does curriculum affect us?
Elementary School for Field • Indianapolis Public school • Student PopulaBon – 50% Black – 30% White – 15% LaBno/a – 10% MulBracial – 50% Free & reduced lunch
Elementary School for Field • • • •
InternaBonal Baccalaureate Full inclusion classrooms All teachers trained in Responsive Classroom Located adjacent to MLK Park where Robert Kennedy addressed neighborhood the night MLK was killed (historic site)
Use of CriBcal Literacy Trade Books for Children in my Class Topics • Family Structure, LGBTQ Community • Gender Roles, InequiBes, Sexual OrientaBon • Bullying • Homelessness, Poverty, Social Class • Illness, Death, Dying • Special Needs • Racial Issues, Oppression • ImmigraBon • Conflict, War
Survey Pre/Post Results Diversity Pre-‐Survey = 174 words Post-‐Survey = 230 words (2 were absent for Survey 2) 24% increase of words wrimen Post Survey given mid-‐semester
Survey Pre/Post Results Disability Pre-‐Survey = 273 words Post-‐Survey = 356 words (2 absent for post) 23% increase in words wrimen
Survey Results Pre/Post Racism Pre-‐survey = 212 words Post-‐survey = 301 words (2 absent for post) 30% increase in words wrimen
Survey Pre/Post Results Prejudice Pre-‐ Survey = 206 words Post-‐ Survey = 252 (2 absent for Post) 18% increase in words wrimen
Survey Pre/Post Results Oppression Pre-‐Survey = 211 words Post-‐ Survey = 198 words (2 absent for Post) -‐10% decrease in words wrimen
Survey Pre/Post Results Urban Pre-‐Survey = 163 words Post-‐Survey = 206 words (2 absent for Post) 21% increase in words wrimen
Survey Pre/Post Results Inner City Pre-‐Survey = 175 words Post-‐Survey = 222 words (2 absent for Post) 21% increase in wrimen words
Survey Pre/Post Results Stereotypes Pre-‐Survey = 276 words Post-‐Survey = 318 words (2 absent for Post) 13% increase in words wrimen
Examples of Survey Comments from Same Pre-‐ Service Teacher Diversity Pre-‐ “Group of children or students who come from different backgrounds and races.” Post-‐ “People of other backgrounds, Whites, African Americans, Hispanics, Asians. Bringing more to learning than teachers themselves.”
Examples of Survey Comments from Same Pre-‐ Service Teacher Disability Pre-‐ “People dealing with limitaBons and challenges that are difficult.” Post-‐ “Focus on the person not their disability; operaBng with obstacles but sBll achieving success.”
Examples of Survey Comments from Same Pre-‐ Service Teacher Racism Pre-‐ “A negaBve a&tude that people have towards other races.” Post-‐ “Racism is a negaBve stereotype that has existed for many years and exists sBll. It is when one race thinks they are superior and treat people differently.”
Examples of Survey Comments from same Pre-‐ Service Teachers Prejudice Pre-‐ “Judging someone” Post-‐ “When people purposely try to take away a (sic) ‘equal’ opportunity based on the person’s race, gender, or beliefs.”
Examples of Survey Comments from Same Pre-‐ Service Teacher Oppression Pre-‐ “People who can not get ahead in life due to race, gender, etc.” Post-‐ “Not being able to do something because you are inferior to the superior.”
Examples of Survey Comments from Same Pre-‐ Service Teacher Urban Pre-‐ “Corn fields, Indiana” Post-‐ “The city, close homes, parking is troubling.”
Examples of Survey Comments from Same Pre-‐ Service Teacher Inner City Pre-‐ “Scary, can be more dangerous, lower income.” Post-‐ “Schools that some people believe have difficult students. Can be a derogatory word, our readings day inner city has sBgmas with the word.”
Examples of Survey Comments from Same Pre-‐ Service Teacher Stereotypes Pre-‐ “O/enBmes not accurate, hurwul.” Post-‐ “Preconceived thoughts about a group of people based on appearance or what they idenBfy with.”
Preliminary Conclusions Pre-‐service teachers benefit from more than one mulBcultural course as evidenced by the growth they showed in 8 weeks during their second mulBcultural course.
Preliminary Conclusions Pre-‐service teachers enter (dis)ability course with varying experiences. Some have: • Family members with IEPs • Worked with children or adults with (dis)abiliBes • Older relaBves with (dis)abiliBes • 6 concurrently taking Special EducaBon courses
Preliminary Conclusions Pre-‐service teachers will conBnue to grow in their beliefs as they conBnue to work with our urban school in their filed and student teaching over the next 2 years.
Preliminary Conclusions Pre-‐service teachers benefit from learning and working in small groups with centers to discuss their percepBons, experiences and learning. Pre-‐service teachers benefit from learning in small groups that are constantly changing group members.
Next Steps in Research Future Class Experiences with Me • Course instructor for next semester • Coaching for student teaching & seminar • Course instructor for Social Studies Methods • ConBnue collecBng data
Final Thought Learning is a journey, we are all travelers on these paths and we conBnue to visit new desBnaBons that shape us conBnually. Lonni Gill, PhD loagill@iupui.edu
An Exploratory Examina/on of GLOBE Leadership Constructs in Educa/on
Megan Buning, Ph.D., Augusta University Barbara Mallory, Ed.D., High Point University Teri Melton, Ed.D., Georgia Southern University & Cindi Chance, Ed.D., Augusta University
Center for Scholas/c Inquiry’s Interna/onal Academic Research Conference Charleston, SC October 2015
Purpose of Study: Two Major Research Goals 1. to identify how teachers view principal leadership “as is” and “as it should be” 2. to determine how the Global Leadership and Organizational Behavior Effectiveness (GLOBE) instrument performs in the educational leadership discipline.
2
Literature Review • “Leadership by adjecFve” • Culture: a basic set of assumpFons that direct the correct way to perceive, think, and feel for a parFcular group or society • Leadership & Culture: 1. 2. 3. 4. 5.
uncertainty avoidance, masculinity-‐femininity, individualism-‐collecFvism, and power distance Confucian dynamism
3
Literature Review (con’t) • GLOBE study: “societal culture influences the kind of leadership found to be acceptable and effecFve” • Implicit Leadership Theory (ILT) mental model of implicit assumpFons about how an “effecFve” leader looks, acts, behaves, and communicates • GLOBE instrument: four parts 4
Literature Review (con’t) • Culturally Endorsed Implicit Leadership Theory (CLT): implies that a culturally similar group holds similar percepFons of leadership as a construct • Six global CLT dimensions: – charismaFc/value-‐based, – team-‐oriented, – parFcipaFve, – humane-‐oriented, – autonomous, and – self-‐protecFve leadership. 5
Literature Review (con’t) • CriFcism of GLOBE: PercepFons not acFons; middle managers from specific industries. • Our jusFficaFon: Dimensions represent universal principles, or behaviors and characterisFcs, which were perceived culturally as “leadership” • Context does ma\er; we must consider the cultural context when determining the type of ed leadership necessary for student success 6
ParFcipants P-‐12 administrators and educators (n = 193) • Georgia (n = 29) and North Carolina (n = 147) • Males (n = 44) and Females (n = 133) • Teachers (n = 142) • Principals (n = 8) • Media/Tech (n = 6) • Other (n = 6) • Years at school: M = 6.33 (SD = 5.8)
White (n = 127) Black (n = 38) Hispanic (n = 3) Asian (n = 1) European Am (n = 1) 7 Other (n = 2)
The Schools School Level • Elementary (n = 66) • Middle (n = 63) • High (n = 42)
Location • Rural (n = 60) • Town (n = 56) • Suburban (n = 12) • Urban (n = 48)
Title I DesignaFon (n = 130) 40%+ students free/reduced lunch (n = 155)
8
The
en m u Instr
t
The Six Second-Order Culturally Endorsed Leadership Scales (Global CLT Scales) Dorfman, 2006
• • • • • •
Charisma/c/Value-‐Based Visionary InspiraFonal Self-‐Sacrifice Integrity Decisive Performance-‐oriented
• • • • •
Self-‐Protec/ve Self-‐centered Status-‐conscious Conflict Inducer Face-‐saver Procedural
Humane-‐Oriented • Modesty • Humane OrientaFon
• • • • •
Team-‐Oriented Team-‐oriented Team Integrator DiplomaFc Malevolent AdministraFvely Competent Par/cipa/ve
• AutocraFc • NonparFcipaFve
• • • •
Autonomous IndividualisFc Independent Autonomous Unique
9
The Analysis Principal Axis Factor Analysis (PAF) • Data cleaning • Direct oblimin rotation • Guided by Bertsch (2012) & Field (2013) • Significant factor loadings retained at 0.43 level (Tabachnick & Fidell (2007) • Kaiser-Meyer-Olkin statistic (KMO) verified sampling adequacy (Hutcheson & Sofroniou, 1999; Kaiser, 1974) • Pattern & structure matrix loadings considered
10
Scale Item Breakdown 2nd & 1st Order Leadership Scale
# items As Is
# items Should Be
• • • • • •
Charisma/c/Value-‐Based Visionary Inspira/onal Self-‐Sacrifice Integrity Decisive Performance-‐oriented
14 4 4 1 3 1 1
16 4 4 2 1 3 2
• • • • •
Team-‐Oriented Team-‐oriented Team Integrator Diploma/c Malevolent (reversed) AdministraFvely Competent
15 5 3 4 3 2
12 1 4 1 6 2 11
Scale Item Breakdown continued… 2nd & 1st Order Leadership Scale
# items As Is
# items Should Be
Self-‐Protec/ve Self-‐centered Status-‐conscious Conflict Inducer Face-‐saver Procedural
7 3 0 2 1 1
10 1 2 1 2 4
Par/cipa/ve • Autocra/c (reversed) • NonparFcipaFve (reversed)
2 2 0
8 4 4
4 2 2
2 2 0
12 2 4 3 2
5 0 4 0 0
• • • • •
Humane-‐Oriented
• Modesty • Humane OrientaFon • • • •
Autonomous Autonomous Individualis/c Independent Unique
12
Charismatic/Value-Based – As Is Original First-Order Scales Visionary
Inspiring-Improvement Focused (α = .79) (n = 5)
(n = 4)
Inspirational
Disingenuous (α = .81) (n = 2)
(n = 4)
Self-Sacrifice Integrity
(n = 3)
Decisive
(n = 1)
Our Factors
Discouraging (α = .78) (n = 2)
(n = 1)
Original Scale Items (n = 14)
Performance-Oriented Original Items ( n = 14)
(n = 1)
New Scale Items (n = 9)
13
Charismatic/Value-Based –Should Be Original First-‐Order Scales
Our Factors
Visionary (n = 5)
Future-‐Oriented (α = .84) (n = 4)
InspiraFonal (n = 4)
Confidence-‐Booster (α = .71) (n = 3)
Self-‐Sacrifice (n = 2)
Performance-‐Oriented (α = .80) (n = 6)
Integrity (n = 1) Decisive (n = 3) Performance-‐Oriented (n = 2) Original Scale Items (n = 17)
New Scale Items (n = 13)
14
Team-Oriented– As Is Original First-‐Order Scales
Our Factors
CollaboraFve (n = 5)
Gimed Collaborator (α = .81) (n = 7)
Team Integrator (n = 3)
Irritable (α = .77) (n = 2)
DiplomaFc (n = 4)
Mediator (α = .64) (n = 2)
Malevolent (n = 3) AdministraFvely Competent (n = 2) Original Scale Items (n = 17)
New Scale Items (n = 11)
15
Team-Oriented– Should Be Original First-‐Order Scales
Our Factors
CollaboraFve (n = 1)
Team Focused (α = .83) (n = 8)
Team Integrator (n = 4)
Malevolent (α = .82) (n = 5)
DiplomaFc (n = 1) Malevolent (n = 6) AdministraFvely Competent (n = 2) Original Scale Items (n = 14)
New Scale Items (n = 13)
16
Self-Protective– As Is Original First-‐Order Scales Self-‐Centered (n = 3)
Our Factors SecreFve (α = .67) (n = 4)
Status Conscious (n = 0) Conflict Inducer (n = 2) Face-‐Saver (n = 1) Procedural (n = 1) Original Scale Items (n = 7)
New Scale Items (n = 4)
17
Self-Protective– Should Be Original First-‐Order Scales
Our Factors
Self-‐Centered (n = 1)
Procedural (α = .36) (n = 2)
Status Conscious (n = 2)
ParFcipaFve (α = .53) (n = 2)
Conflict Inducer (n = 1) Face-‐Saver (n = 2) Procedural (n = 4) Original Scale Items (n = 10)
New Scale Items (n = 4)
18
Participative As Is Original First-‐Order Scales AutocraFc (n = 2)
Our Factors Dictorial (α = .38) (n = 2)
NonparFcipaFve (n = 0) Original Scale Items (n = 2)
New Scale Items (n = 2)
Should Be Original First-‐Order Scales
Our Factors
AutocraFc (n = 4)
Micromanager (α = .72) (n = 3)
NonparFcipaFve (n = 4)
Elitist (α = .63) (n = 2)
Original Scale Items (n = 8)
New Scale Items (n = 5) 19
Humane-Oriented As Is Original First-‐Order Scales Modesty (n = 2)
Our Factors Humane-‐Oriented (α = .67) (n = 4)
Humane-‐Oriented (n = 2) Original Scale Items (n = 4)
New Scale Items (n = 4)
Should Be Original First-‐Order Scales Modesty (n = 2)
Our Factors N/A (no items loaded)
Humane-‐Oriented (n = 0) Original Scale Items (n = 2)
New Scale Items (n = 0) 20
Autonomous– As Is Original First-‐Order Scales
Our Factors
Autonomous (n = 3)
Egocentric (α = .69) (n = 7)
IndividualisFc (n = 4)
Independent (α = .74) (n = 2)
Independent (n = 3) Unique (n = 2) Original Scale Items (n = 12)
New Scale Items (n = 9)
21
Autonomous– Should Be Original First-‐Order Scales
Our Factors
Autonomous (n = 1)
AmbiFous (α = .37) (n = 2)
IndividualisFc (n = 4)
IndividualisFc (α = .31) (n = 2)
Independent (n = 0) Unique (n = 0) Original Scale Items (n = 5)
New Scale Items (n = 4)
Original GLOBE Leadership Items: As Is: 56 Should Be: 56 (Total = 112)
New Leadership Items: As Is: 39 Should Be: 39 (Total = 78) 22
Scales with Issues Second-Order Scales Charismatic-Value Based (As Is)
Team-Oriented (As Is)
Self-Protective (Should Be)
Our First-Order Scale
Issue
Disingenuous (α = .81) (n = 2)
Number of items
Discouraging (α = .78) (n = 2)
Number of items
Irritable (α = .77) (n = 2)
Number of items
Mediator (α = .64) (n = 2)
Number of items
Procedural (α = .36) (n = 2)
Number of items Internal consistency Inter-item correlation weak
Participative (α = .53) (n = 2)
Number of items Internal consistency Inter-item correlation weak
23
Second-Order Scales
Our First-Order Scale
Issue
Participative (As Is)
Dictorial (α = .38) (n = 2)
Number of items Internal consistency Inter-item correlation weak
Participative (Should Be)
Elitist (α = .63) (n = 2)
Number of items
Humane-oriented (Should Be)
Modesty
No items loaded Inter-item correlation weak (r = .15)
Autonomous (As Is)
Independent (α = .74) (n = 2)
Number of items
Autonomous (Should Be)
Ambitious (α = .37) (n = 2)
Number of items Internal consistency Inter-item correlation weak
Individualistic (α = .31) (n = 2)
Number of items Internal consistency Inter-item correlation weak
24
Discussion • In an a\empt to explain “principal” leadership based on GLOBE assumpFons that culture influences the perspecFves of leadership found to be acceptable and effecFve, we studied teacher percepFons of leadership in two southern states in US. • The factor loading study is necessary because original GLOBE studies of leadership did not include educaFonal leadership. 25
Discussion • Major findings of study: • Teachers conceptualize principal leadership as mulF-‐dimensional. • Issues emerged with scale stability when used to collect individual data. • Factors describing leadership dimensions in the GLOBE survey and factor loadings observed in this study yielded different factor structures. 26
Underlying Constructs of Second-‐ order Scales: Our Factors 1. Scale: Charismatic/Value-Based • “as is” Teachers see principals as “inspiring, improvement-focused, who perform mostly as trustworthy and encouraging school leaders, but, as you recall, there were issues with numbers of items to explain this construct of “Charismatic/Value-Based.” • NOT SUPRISING THAT TEACHERS SEE PRINCIPALS AS MORE FOCSED ON IMPROVING TEST SCORES IN THIS ERA OF SCHOOL ACCOUNTABILITY. “Managing improvement” rather than “planning for future” is how teachers conceptualize principal leadership. • “should be” Teachers believe principals should be “futureoriented,” “confidence-boosting,” and “performance-oriented.”
27
Teachers conceptualize principal leadership as … 2. Scale: Team-Oriented • “as is” “gifted collaborator,” mediator, and positive • NOT SUPRISING THAT TEACHERS SEE PRINCIPALS AS collaborators, as school context is often described as a “learning community,” with principal able to mediate problems and model positivity. In many working conditions surveys, teachers often describe the most desirable working conditions as “team-focused,” indicating that principals as leaders are viewed favorably when they create conditions for a “team approach” in leading schools. • “should be” “team-focused” and benevolent
28
Teachers conceptualize principal leadership as … 3. Scale: Self-Protective • “as is” Teachers see principals as leaders who are “secretive.” NOT SUPRISING THAT TEACHERS SEE PRINCIPALS AS “secretive,” a factor that indicates that the principalship may be viewed as a position of isolation. The “lonely at the top” syndrome of the principalship still exists, in spite of the school being viewed as a ”learning community.” Principals are under pressure to turn schools around and leadership of schools may not be as transparent. Teachers conceptualize that principal leadership “should be” participative and procedural. • “should be” Teachers believe principals should be “participative” and “procedural.” 29
Teachers conceptualize principal leadership as … 4. Scale: Participative • “as is” Teachers see principals as “dictatorial,” which reflects the two characteristics captured in “bossy” and “autocratic.” • NOT SUPRISING THAT TEACHERS SEE PRINCIPAL LEADERSHIP AS MORE AUTOCRATIC IN THIS ERA OF SCHOOL ACCOUNTABILITY, where principals are under pressure to improve test scores. In many states when schools are “underperforming,” principals are placed on improvement plans, and they feel a strong sense to do “whatever it takes.” • “should be” Teachers believe school leaders should be “micromanaging” and “elitist,” but there were many issues with these scales in the study. 30
Teachers conceptualize principal leadership as … 5. Scale: Humane-Oriented • “as is” As McGregor (1960), described leadership, it is above all, a human enterprise. “Humane-Oriented” loaded as a first-order factor. • NOT SUPRISING THAT TEACHERS SEE PRINCIPALS AS “humane-oriented,” as school business is “people-business,” and relationshiporiented. • “should be” No factors loaded in this study. 31
Teachers conceptualize principal leadership as … 6. Scale: Autonomous • “as is” Teachers see principals as “egocentric” and “independent.” • TEACHERS SEE PRINCIPALS AS “egocentric,” meaning principals are “highly visible” and in center of things. IN THIS ERA OF HIGH-STAKES SCHOOL ACCOUNTABILITY, principals often believe school outcomes are dependent on their actions and behaviors. • “should be” Teachers believe principals should be “ambitious” and “individualistic.” 32
Conclusions • For scale development involving a mulFdimensional construct, subscales should contain at minimum three items with a preference of four items to capture the dimensionality of the subscale (Clark & Watson, 1995; Li\le et al., 1999). • Our biggest challenge-‐ tesFng the instrument amer reducing it from 112 items to 78 items-‐-‐ based on our factors as underlying constructs, BUT we have to consider the scales that only had two items per factor. 33
Selected References Bertsch, A. M. (2011). ValidaFng GLOBE’s societal values scales: A test in the U.S.A. Interna4onal Journal of Business and Social Science, 3(8), 10-‐23. Clark, L. A., & Watson, D. (1995). ConstrucFng validity: Basic issues in objecFve scale development. Psychological Assessment, 7(3), 309-‐319. Dorfman, P. W. (1997). Leadership in Western and Asian countries: CommonaliFes and differences in effecFve leadership processes across cultures. Leadership Quarterly, 8(3), 233-‐274. Field, A. (2013). Discovering sta4s4cs using IBM SPSS sta4s4cs (4th ed.). Los Angeles, CA: Sage. Hanges, P. J., & Dickson, M. W. (2004). The development and validaFon of the GLOBE culture and leadership scales. (pp. 122-‐151). In R. J. House, P. J. Hanges, M. Javidan, P.W. Dorfman, & V. Gupta (Eds.), Leadership, culture, and organiza4ons: The GLOBE study of 62 socie4es. Thousand Oaks, CA: SAGE. Hofstede, G. (2001). Culture’s consequences: Comparing values, behaviors, ins4tu4ons, and organiza4ons across na4ons. Thousand Oaks, CA: Sage. Hofstede, G., & Bond, M. H. (1988, Spring). The Confucius connecFon: From cultural roots to economic growth. Organiza4onal Dynamics, pp. 4-‐21. House, P. J. Hanges, M. Javidan, P.W. Dorfman, & V. Gupta (Eds.). (2004) Leadership, culture, and organiza4ons: The GLOBE study of 62 socie4es. Thousand Oaks, CA: SAGE. Li\le, T. D., Lindenberger, U., & Nesselroade, J. R. (1999). On selecFng indicators for mulFvariate measurement and modeling with latent variables: When “good” indicators are bad and “bad” indicators are good. Psychological Methods, 4(2), 192-‐211. Tabachnick, B. G., & Fidell, L. S. (2007). Using mul4variate sta4s4cs (5th ed.). Boston, MA: Allyn & Bacon. 34
Q & A
35
Contact InformaFon mbuning@gru.edu
bmallory@highpoint.edu
tamelton@georgiasouthern.edu lchance@gru.edu
36
A Framework for Designing an Undergraduate Career Development Program Molly Burke Dominican University burkemq@dom.edu
Center for Scholastic Inquiry Researching Professional Practice in Business October 28 - 30, 2015 Charleston, South Carolina
Introduction What Does the Labor Market Look Like For Today’s College Students? Employment Prospects • •
“Labor market downshifted this summer after an 18 month stretch of job creation;” seasonally adjusted non-farm payrolls only 142,000. - Wall Street Journal (October 2, 2015) Unemployment rate for young college graduates is currently 7.2% compared with 5.5 percent in 2007; the underemployment rate is 14.9% compared with 9.6 % in 2007 – Economic Policy Institute (May 27, 2015)
Public Perceptions •
76% of adults lack confidence that their children’s generation will have a better life than they do – an all-time high – WSJ/NBC Poll (August, 2014)
Changed Employment Paradigm • • •
Impact of globalization, advanced technology and increased competition. Shifts from vertical, hierarchical advancement to horizontal, lateral moves, “and periods of unemployment or contract work as they develop new competencies...” (Bridgstock, 2009)
Introduction Continued Effectiveness of Higher Education • 11% of business leaders agree today’s graduates have skills business needs; Gallup/Lumina Foundation Survey, Chronicle of Higher Education (May, 2014 • But 96% of Chief Academic Officers were confident their institution was preparing students for work force success – Gallup/Lumina Foundation Survey (February, 2014) A Proposed Solution • …colleges need to create, and require for graduation, preparation in career training that would begin in freshman year and end in senior year… (NY Times, 2014)
Theoretical Perspective Pragmatic View of Education • Universities have a responsibility to serve the needs of the market in an information and knowledge based economy (Acevedo, Apfetthaler and Hurst, 2012)
The Outdated “Matching” Model • Traditional career services efforts to simply transition students from education to employment is no longer sufficient for the complex and unstable global environment. “The matching model is not only flawed – but one hundred years out of date…” (Bassot, 2012)
A 21st Century Career Management Paradigm • Students need to be given skills that will serve them through “a lifetime of progression in learning and work… and that will prepare them for a bewildering array of shifting employment options.” (Bridgstock, 2009)
Literature Review Abundance of Empirical Journal Articles • Career development programs have long history • They cross many disciplines • They describe a wide array of alternatives
Credit verses non-credit courses Elective verses required coursework Student self-directed -but required - co-curricular programs One course verses four year sequence of courses
Three Protypical Programs • Butler University’s “Business Spine” • Oakland University’s “Achieve” program • University of Indianapolis – “Career Fundamentals”
Conceptual Understanding of Career Management Program •
•
Snap Shot of Dominican University
Profile of Brennan School of Business Students
•
Career Development Process
•
Rationale for Curricular Competencies Included in the Career Management Program
Self-Awareness
Industry Knowledge
Career Management
Career Search Skills
Discipline Mastery
Employability Competencies
Framework for Career Management Course Career Management Course Content Focus
Activities
Assignments - Reflective essay on "Professionalism" based on school leadership
- Discussion of Campus Leadership Roles or Service Learning or Volunteer Work
Gaining Self-Awareness - Attend Alumni Panel Discussion
Building Industry Knowledge
Marketing Yourself as a Professional
role, volunteer or community service experience or parttime employment experience - Reflective evaluation of Career Readiness Workshop
- Attend Career Readiness Workshop on Career Goals
- Create online LinkedIn Profile
- Career Leader-College Assessment Instrument
- Reflective evaluation of College Leader Assessment Results
- Library Workshop on Job and Industry Research - Review of Occupational Outlook Handbook
- Reflective essay evaluating 3 career choices, describing industry, job function and employment outlook
& Industry Job Postings
- Offer oral presentation on "Career Path" of your Choice
- Attend Job Fair - Job Shadow with Alumnus
- Reflective evaluation of Job Fair - Reflective evaluation of Job Shadowing Experience
- Attend Cover Letter and Resume Development Workshop - Attend Interview Skills Workshop
- Create Cover Letter and Resume (successive drafts) - Complete Video or In-person Practice Interviews
- Conduct Webcam Mock Interview with Alumnus
and submit reflective evaluation
- Attend Alumni Networking Event
- Reflective evaluation of Etiquette Dinner
- Attend Etiquette Banquet - Planning and Organizing an Internship Search
- Reflective evaluation of Networking Event - Submit Cover letter and Resume to three organizations
Developing Career Options - Thank you note preparation and - Evaluating Job Offer and Benefits Packages Workshop Workplace Skills
- Reflective essay on Job and Benefits Negotiations - Summary Evaluation of Course Content and Assessment of Learning Activities
Implementing a Cross-Curriculum, CourseEmbedded Career Development Program
Career Development Program Curricular Map (Freshman, Sophomore)
Career Development Program Curricular Map (Junior, Senior)
Conclusion • Effectiveness of a Career Management Program • • • •
Create Applied, Action-Oriented Content Require Course-Embedded and Graded Assignments Offer Sequential, Progressive and Cumulative Learning Ensure Faculty Engagement and Support
• Lessons Learned – so far • • •
Should Leverage Career Services and Alumni Affairs Programs Must Utilize Business Advisory Council Continually Update the Model
• Future Research • •
Internship and Employment Outcomes Alumni and Employer Survey Responses
• Discussion, questions, comments
Evaluating Learning Outcomes of an Asynchronous Online Discussion Assignment: A Qualitative Analysis
Orly Calderon, Psy.d. Associate Professor, Social Work Department, LIU Post Orly.calderon@liu.edu
Introduction and Learning objectives • Please share: o Have you used asynchronous on-line discussion tools in your courses? o Do you think you have effectively measured learning outcomes associated with these tools?
•
Learning Objectives: o Identify challenges associated with outcome assessment of online discussion assignments. o Identify strategies for contextual analysis of students’ posts on an online discussion board assignment. o Practice construction of rubric dimensions and evaluation criteria. o Explore relevance of this method to participants’ own teaching and outcome assessment of students learning.
Use of LMS • Use of learning management systems (LMS) has become prevalent across the continuum of education formats (Allen and Seaman, 2013) • Specific asynchronous tools such as the discussion board have been shown to be effective tools for: o Student-instructor as well as student- student communication. (Calderon, Ginsberg and Ciabocchi, 2013; Jorczak & Dupuis, 2014; Ke, 2013) o Constructivist learning (Ke, 2013; Lane,2014). o Critical thinking skills (Williams & Lahman, 2011).
Challenges in Designing & Assessing Online Discussion Assignments • A lack of systematic comprehensive analysis of online discussion assignments for the purpose of identifying learning dimensions that can be objectively evaluated. • Current work in this area includes: o A priori parameters of critical thinking skills(Lai, 2012) o Instrumental dimensions such as length of communication instances (Brooks & Bippus, 2012). o Analysis of students’ reaction to the assignment (Mathews & La Tronica-Herb, 2013). o Analysis of instructors’ perceptions of students’ skills development in course (Klisc, McGill & Hobbs, 2009).
The Current Study • Utilized a post priori analysis of students’ responses to an online discussion board assignment to identify organically emerging indicators of learning for the purpose of creating an evaluation rubric for such assignments. • The research question:
o What are the organically emerging patterns in content and structure of discussion board posts that can indicate quality of learning?
Participants • MSW students at a large private university in NYS. o Psychopathology Across the Lifespan o Spring semesters 2012, 2013, 2014. Semester Spring 2012 Spring 2013 Spring 2014 Total
Females 15
Males 2
Responses 21
11
1
37
19
1
25
45
4
83
The Assignment (1) • Case study group discussion • Students in all 3 cohorts were required to read a case study (identical to all three cohorts) and respond to a prompt by instructor regarding the proper diagnosis and treatment plan /or next steps in addressing the issues presented in the case study.
The Case Study* Francis is a M.W.M. and presents with extraordinary concern about the safety of his wife and young daughter. He rarely leaves them alone when away (e.g., at work) he telephones home every hour. He has lost one job because of this, and his wife has threatened to leave him if he does not seek psychiatric help. Six months ago, the symptoms, which have been present for years, became worse after his wife had a serious automobile accident. Francis describes recurrent, unbidden thoughts in which dangerous events befall his family and he is not there to save them. He knows the thoughts are “silly” and they come from his own mind rather than any real danger, but he cannot resist contacting There is no history of significant medical illness or Substance Abuse. The client his wife or daughter in some way to be certain they are safe. His wife has arranged completed 2 years of college and has a responsible job. He performs well, and is not to lift the telephone receiver briefly, then hang up, which is usually sufficient to allay particularly perfectionistic, overly conscientious (except with regard to his family’s his fears for an hour or so. safety), rigid, or preoccupied with details. * Adapted from Morrison, 1994
The Assignment (2) • The Prompt: • Dear Group 1 students, • Please read the case study “Francis” (now available in the case studies folder in your blackboard dashboard). Please reflect on the following: What is the most appropriate diagnosis for Francis? What will be an appropriate treatment plan for Francis? Explain your answer. Please remember to respond by Wed, April …, at noon. As always, I am looking forward to reading your posts! o Note; the prompt in 2014 also included explicit instructions to respond to each other's posts.
The Assignment (3) • The instructor read all posts on the due date and provided feedback to each group, respectively. o Good job, Group 2. The debate between separation anxiety and OCD is especially interesting and can also be somewhat informed by which edition of the DSM the clinician is using. This is a great example of how real life situations do not always fit well with “the book”. More about all that tomorrow in class.
The Assignment (4) â&#x20AC;˘ Dear Group 3 students, I see that you have reached a consensus pretty easily in this case in terms of the primary diagnosis. I hate to be the gadfly here, but you are not quite there yet... Your reasoning regarding OCD is fine, until we consider Francis behaviors_ read the diagnostic criteria again and reflect on whether his behaviors qualify as compulsions... More on this tomorrow in class.
Data analysis • All posts were de-identified and numerically coded. • Content of students’ posts was analyzed using inductive constant comparison method, identifying units of meaning, grouping into categories and generating themes. • The primary investigator and the RA conducted initial joint analysis of sample responses, followed by independent analyses. • Analysis continued until saturation has been achieved
Examples of Content Analysis by Categories (1) • Response o Axis I Obsessive Compulsive Disorder (300.3) o Axis II No Diagnosis (V71.09) o Axis III None o Axis IV Constant worry about leaving his family home, obsessive calling to keep in touch, lost one job, marriage shaky o Axis V GAF 60-70 • Category- diagnostic impression
Examples of Content Analysis by Categories (2) •
Response
o The diagnosis is Generalized Anxiety Disorder (Provisional) due to the lack of information available. It is expected that Francis has GAD based upon his excessive worry and other symptoms indicated above; however, it is not known if he has the associated symptoms needed to confirm the diagnosis (restlessness, easily fatigued, difficulty concentrating or mind going blank, irritability, muscle tension, sleep disturbance). Although it is not known, based upon the amount of worry and anxiety that Francis and his family are describing, it is assumed that upon gathering additional information, these symptoms may be present and confirmed. GAF of 51 was chosen because he has lost a job because of these symptoms and his wife is threatening to leave him. It is assumed that his children are also experiencing negative consequences of his mental health symptoms.
•
Category- rationale for diagnostic impression
Examples of Content Analysis by Categories (3) • Response o Interesting! I thought this was one of the hardest case studies so far.... • Category- reflection of the process • Response o I think we need more information on his previous actions. Did he always have these compulsions or did they start after a traumatic experience . • Category-reflection on the material
Examples of Content Analysis by Categories (4) •
• •
•
Response o I agree with your diagnosis and the justification. However, the information you put in Axis III should go in Axis IV (Psychosocial and Environmental Problems). Axis III is reserved for medical conditions related to the Axis I diagnosis. Category- peer-to peer constructive feedback Response o I'm looking forward to learning more about the anxiety disorders this week; as they are very relevant to where I work as well as at my internship. Category- motivation
Grouping Categories Into Themes • Content-based communication o Diagnostic impressions; rationale for diagnostic impression; tx plan; re-cap of case study details • Interaction-based (peer-to-peer) communication o Agreement; constructive criticism; invitation to peers to comment • Reflection-based communication o Reflection on the process; reflection on the material • Indicators of effort communication o Adherence to time constraints; # of posts in a thread; motivation to learn more
Inter‐Rater Reliability • •
Overall number of responses = 83 Number of disagreements = 20-25 o
• •
Approximately 70%-80% inter-rater agreement.
Type of disagreement
o Possible additional categories Re-cap of case study material o Differentiating between categories: o Reflection on the process or on the material? • I initially thought that it was GAD but read over the criteria for both disorders to be which one was a best fit for Francis o Reflection on process or expression of motivation? • Hey everyone- I am going to throw this out there and be a little different. Totally unsure about this one.. o Treatment plan or re-cap of case study content? • From a social work competency perspective, Francis is in general good health; he is married with a daughter; he has a job and performs well. Although he worries incessantly over the safety of his family and phones home constantly, his wife supports him by picking and hanging up the phone to assure Francis that his family is fine.
Application to a Grading Rubric (1) • Each theme can represent a dimension of learning: • Content-based communication o Knowledge and comprehension of content
• Interaction-based communication o Communication skills; inter-personal skills
• Reflection-based communication o Analytical skills
• Indicators of effort communication o Motivation for learning
• Each category can serve as a grading dimension. • Remaining challenge: o How to quantify quality of responses?
Thank You
References (1) •
•
•
•
Allen, I.E., & Seaman, J. (2013). Changing course: Ten years of tracking online education in the USA. Babson Survey Research Group. Brooks, CF & Bippus, AM (2012). Underscoring the Social Nature of Classrooms by Examining the Amount of Virtual Talk across Online and Blended College Courses. European Journal of Open, Distance and E-Learning, 1. Calderon, O., Ginsberg, P. A., & Ciabocchi, L. (2012). Multidimensional Assessment of Blended Learning: Maximizing Program Effectiveness Based on Student and Faculty Feedback. JALN- Journal of Asynchronous Learning Networks, 16 (4), 23-37. Jorczak, RL & Dupuis, DN (2014). Differences in Classroom versus Online Exam Performance Due to Asynchronous Discussion. Journal of Asynchronous Learning Networks, 18(2).
References (2) • •
• •
•
Ke, F (2013). Online Interaction Arrangements on Quality of Online Interactions Performed by Diverse Learners across Disciplines. Internet and Higher Education, 16, 14-22. Klisc, C, McGill, T, & Hobbs, V (2009). The Effect of Assessment on the outcomes of asynchronous online discussion as perceived by instructors. Australian Journal of Educational Technology, 25(5), 666-682. Lane, LM (2014). Constructing the Past Online: Discussion Board as History Lab. History Teacher, 47(2), 197-207. Mathews, AL & La Tronica-Herb, A (2013). Using Blackboard to Increase Student Learning and Assessment Outcomes in a Congressional Simulation. Journal of Political Science Education, 9(2), 168-183. Williams, L & Lahman, M (2011). Online Discussion, Student Engagement, and Critical Thinking. Journal of Political Science Education, 7(2), 143-162.
PROGRAM ASSESSMENT: ITâ&#x20AC;&#x2122;S NOT ROCKET SCIENCE Toni E. Fogarty, PhD, MPH Professor of Health Care Administration Department of Public Affairs and Administration California State University, East Bay toni.fogarty@csueastbay.edu
WHY DOES ADMINISTRATION WANT FACULTY TO CONDUCT PROGRAM ASSESSMENT? Improve academic program quality and instructional offerings Provide data for evidence-based decision making for resource allocation and reallocation Create justification for: Increased program resource allocation Stable program resource allocation Reduction in program resource allocation Elimination in program resource allocation – AKA program discontinuance Meet external requirements for accountability – state legislatures and agencies and regional and professional accrediting bodies
FACULTY PERCEPTIONS OF PROGRAM ASSESSMENT
One more meaningless task on an already overflowing plate of work that takes time away from teaching and research activities - with no additional compensation Part of the encroachment of mechanistic managerialism into education, resulting in the loss of faculty autonomy and status as professionals and the McDonaldisation of education A way to justify the increase in administrative hiring and salary increases Administrative CYA to placate external entities - pandering A way for administration to monitor and evaluate faculty with the goal of reducing or eliminating faculty participation in shared governance, reducing program resources, or dispensing with tenure-track lines in favor of hiring part-time lecturers
MY VIEW OF PROGRAM ASSESSMENT It is an institutional and accreditation requirement Administration may use it to justify resource allocation decisions, so having a program assessment plan that meets the requirement is critical for program continuance and success It’s not a religion You don’t have to “believe” in it, you just have to do it It’s not a double-blind randomized clinical trial You don’t have to meet research standards of validity and reliability in the measures or assessment methods It’s not rocket science – can be easy to do if you don’t overthink it or make it more complicated than necessary It can have some benefit – it can help improve program quality by providing an opportunity for faculty to reflect on the program, its curriculum, and student need
DEFINITIONS OF PROGRAM ASSESSMENT Systematic collection, review and use of educational program data and information undertaken to evaluate how well students are learning what they are learning (Maki, 2004) ď&#x201A;˘ Creation of clear and measurable student learning outcomes, design and offering of instructional activities to students tied to achievement of those outcomes, evaluation of learning outcomes achievement, and modification of outcomes or instructional opportunities based on results of evaluation (Suskie, 2004) ď&#x201A;˘
THE ABCS OF LEARNING OUTCOMES
Institutional Learning Outcomes - ILOs
Program Learning Outcomes – PLOs
Specify the broad areas of knowledge, skills, abilities, and values that students of the institution are expected to develop as a result of their overall experiences Specify the disciplinary knowledge, skills, abilities, and values the students are expected to have as a result of completing the program
Student Learning Outcomes - SLOs
Specify the disciplinary knowledge, skills, abilities, and values the students are expected to have as a result of completing a course
THREE LEVELS OF LEARNING OUTCOMES
The three levels of learning outcomes are inter-related and should be aligned, with the lower levels contributing to the achievement of higher levels ILOs The learning outcomes the institution expects students to achieve PLOs The learning outcomes the academic program expects students to achieve SLOs The learning outcomes the department or individual course instructor expect the students to achieve
PROGRAM ASSESSMENT AND WINDOW DRESSING If you think that program assessment is merely administrative CYA, is too complicated, is outside of your area of interest and/or expertise, or is just the latest fad, don’t let that keep you from developing an assessment plan Remember – it’s not a religion; you don’t have to believe in it to do it Program assessment is a requirement, and if you want the benefits of meeting the requirement, think of it as window dressing!
A showy representation, synonymous with façade To make something appear superficially attractive
If you think of program assessment as window dressing, your goal to make your curtains as pretty as possible!
PRETTY CURTAINS IN 5 STEPS 1.
2.
3.
4.
5.
Determine what it is that you expect students to be able to do after they complete your program (PLOs) If your institution has ILOs, you need to review them and keep them in mind when you develop your PLOs so the PLOs and ILOs are aligned Identify the courses and course assignments needed and the course SLOs; the courses and SLOs should contribute to the achievement to one or more PLOs Develop a curriculum map that shows the alignment of courses, PLOs, and ILOs (if there are ILOs) Determine how and when you want to assess the students’ level of achievement with the PLOs and conduct the assessment After you assess the students’ level of achievement, if the results aren’t what you want, think of ways to improve or modify one or more courses, create new courses, eliminate one or more required courses, change pedagogy, or rethink your expectations (PLOs)
DESIGNING THE PLOS
Develop 5-6 statements of what a graduate of your program should be able to do
If your institution has ILOs, you will want the PLOs to align with, or support, one or more of the ILOs (or all of them)
Graduates of this program will be able to …..
Strategically placing some of the key words from the ILOs in your PLOs can easily make alignment happen and make the alignment more obvious
If your institution does not have ILOs, you should base your PLOs on the accreditation standards for your discipline, the knowledge base and skill set advocated by your professional association, or the PLOs used at other universities/colleges for your discipline No need to “reinvent the wheel” or overthink this
6 LEVELS OF KNOWLEDGE
USE ACTION VERBS IN PLOS AND SLOS Create Adapt, build, design, develop, formulate, invent, solve Evaluate Argue, decide, defend, determine, judge, justify, rate Analyze Classify, compare/contrast, conclude, distinguish, infer Apply Build, develop, execute, model, solve, utilize, plan Understand Classify, compare, explain, rephrase, summarize Remember Define, label, list, match, name, recall, show, spell
EXAMPLES OF ILOS – CSU EAST BAY
Think critically and creatively and apply analytical and quantitative reasoning to address complex challenges and everyday problems Communicate ideas, perspectives, and values clearly and persuasively while listening openly to others Apply knowledge of diversity and multicultural competencies to promote equity and social justice in our communities Work collaboratively and respectfully as members and leaders of diverse teams and communities Act responsibly and sustainably at local, national, and global levels Demonstrate expertise and integration of ideas, methods, theory and practice in a specialized discipline of study
SOURCE OF PLOS FOR MS IN HEALTH CARE ADMINISTRATION (MS-HCA) Healthcare Leadership Alliance (HLA), which is a consortium of six of the major health care administration/management professional organizations, developed a set of five competency domains The original PLOs were based on those five competency domains – communication and relationship management, professionalism, leadership, knowledge of health care system, and business skills and knowledge When the ILOs were created, the PLOs were slightly revised to capture key words from the ILOs so that alignment with the ILOs was obvious
CURRENT PLOS FOR THE MS-HCA PROGRAM
Analyze and think critically about current and emerging issues in the health care system and the policy environment in which the system operates. Communicate effectively with internal and external organizational stakeholders, both in written and oral form. Form collaborative relationships and interact appropriately with diverse client groups, workplace supervisors and colleagues, and other organizational stakeholders. Create effective and creative approaches for fostering teamwork and encouraging others to align their priorities with organizational excellence and strategic plans. Align personal and organizational conduct with ethical, legal, and professional standards. Apply business principles to the health care environment, including financial management, human resource management, organizational dynamics and governance, strategic planning, information management, risk management, and quality improvement.
EXAMPLES OF SLOS - HEALTH CARE FINANCE
Construct and analyze the four basic financial statements Create and interpret liquidity ratios, profitability ratios, activity ratios, and capital structure ratios Define the concepts future value and present value and utilize them in financial decision making Compare and contrast different financial techniques to analyze capital investment decisions Design effective internal control systems Construct and analyze the four major budgets (statistics, operating, cash, and capital) Perform and interpret cost variance analysis Discuss the legislative requirements of SOX and their financial management implications
MS-HCA CURRICULUM MAP ALIGNMENT OF PLOS WITH COURSES
US Health Care System and Policy Environment
PLO 1
PLO 2
PLO 3
PLO 4
PLO 5
PLO 6
I
I
I
I
I
I
I, D
I, D
Health Care Financial Management and Service Reimbursement Health Care Management and Strategic Planning
D
Health Care Leadership and Ethics
D
D
D
D
D
Health Care Legal and Compliance Issues
D
D
D
D
D
D
D
Health Care Information Management Health Care Quality, Outcomes and Project Management Capstone
D
D D M, A
M, A
D
D
M, A
M, A
D
D M, A
M, A
ALIGNMENT OF PLOS WITH ILOS ILOâ&#x20AC;&#x2122;s
Critical Thinking
PLO 1
PLO 2
PLO 3
PLO 4
X
X
PLO 6
X
Communication
X
Collaboration
Social Responsibility
X
Diversity
Discipline
PLO 5
X
X
X
X
X
X
X
ASSESSING DEGREE OF PLO ACHIEVEMENT Can be done in several courses or in one course that all majors complete – capstone course or culminating experience Use signature assignments Assignment that all faculty agree to require in all sections of the course Develop rubrics to grade assignment Direct evidence – actual student work assessed Project, portfolio, standardized test, essay questions, oral presentation, external evaluation of work Indirect evidence – student report of perception about learning Exit interview, focus group, survey
USE RESULTS FOR IMPROVEMENT AKA “CLOSING THE LOOP” Facilitate discussion of curriculum and pedagogy at faculty meetings, committee meetings, and retreats Facilitate discussion about the advising process Change course content or design Change assignments or assignment sequence Change pedagogy Revise SLOs Revise PLOs
Our Mission ď&#x201A;&#x2014; Give a man a fish and he eats for a day, teach a man how
to raise fish and grow vegetables and the whole community eats for a lifetime
Our Motto ď&#x201A;&#x2014; Helping Others Help Themselves
• Non-profit ministry to training center to serve fellow man and learn the value and importance of selfsustainability • Use blue tilapia & vegetables in low-tech aquaponics systems • 170,000 gal in two greenhouses • Offer Hands-on courses of various lengths, college internships, Online Introduction course, research, and expanded training centers in other countries
Aquaponics Synergy between Hydroponics and Aquaculture
Aquaponics is the integration of animal and plant culture in an aquatic media.
IN-WATER FARMING Fish waste becomes nutrition for plants. Water transports the nutrients to the plants.
Advantages of Aquaponics
• Reduced Water Utilization - Abundant high-quality
water is usually the single most crucial resource for agriculture and aquaculture enterprises. • Aquaponics only use 1% to 3% of the water needed for traditional land based agriculture. (water loss due to evaporation and transpiration by the plants) • Traditional Aquaculture recirculating systems discharge 5 to 10% of their water daily to maintain water quality. (Reduced water heating cost in heated greenhouses) • Today agriculture utilizes 70% of the freshwater available in the world, and future population growth will continue to stress water availability.
Water use efficiency in agriculture Water required per $100 of Produce Agricultural Sector
Liters
Gallons
Rice
470,000
124,400
Sugar
123,900
32,800
Beef Cattle
81,200
21,500
Vegetables and fruits
37,900
10,000
Wheat and grain
24,500
6,500
Hydroponic crops
As low as 600
160
Aquaponic crops
As low as 200
60
• Education • Food Production
• Research
• Offer 1-day, 5-day;4,8 or 12 week Courses; 2-day advanced • • •
• • •
course; and 1-day Online course. MSF has averaged 17 students per month. Students have come from 42 states & 9 countries. 858 have completed training since 2002. Internships with Walt Disney World’s Epcot’s Land Exhibit (60 interns). Over100 internships completed & 40 were from Central America. Since January 2012 MSF has given away over $24,000 in scholarships to students from around the world.
Integrating Aquaponics Into The CLASSROOM Develop Multi-Disciplinary Skills
Math
Critical Thinking
Biology
Biotechnology
Chemistry
Independent Study
Environmental
Decision Making
Mechanical
Research
Economics
Intrepreneurial
Aquaponics in the Classroom Micro-ecosystems Nitrogen Cycle
Water Quality Chemistry & Testing Fish & Vegetable Growing Techniques
Reproduction Cycles of Plants & Animals
Micro-Ecosystems
Duckweed Bio-Filters Plant Culture Tubes Plastic Bead Bio-Filters
Clarifier Particle Filter Bio-filter Plant Culture Rafts
Thin Film Aquaponics
Raft Aquaponics
USA Systems
MSF has developed systems at The River Church - Brandon FL; The
Sustainable Living Project - Tampa, FL; Echo Farms – Fort Meyers, FL; Pasco Juvenile Detention Center – San Antonio, FL; Conner Farm –Jacksonville, FL; Gyo Greens – Jacksonville, FL; Maggie Farms – Tucson, AZ. MSF has helped put aquaponics in local schools like Roosevelt Academy, Lake Wales; Crystal Lake Middle School, Lakeland; Riverview and East Bat High Schools; and many others. MSF have hosted field trips of MSF for Centennial Middle and Pasco Middle Schools, Lacoochee Elementary School. Pasco High School, St. Leo University. MSF has sponsored interns from the University of Florida, University of South Florida, University of Tampa, Hillsborough Community College, Tampa; Disney’s Epcot Center; and Gadsden State Community College, Gadsden, AL.
Centennial Middle School
Crystal Lake Middle School, Lakeland, FL
Riverview & East Bay HS, FL
Dear Marie, I want to thank you for sending me to the training at MorningStarFishermen (MSF). I am glad to report to you that the organization is as great as what I've seen from my research. In fact, the 5 days of training have offered education far more greater than I had anticipated. We've learned all the subjects they've listed. It ranges from fish and plants physiology, aquaponic system, water chemistry, and waste management to construction of greenhouses and more. We've even learned how to build our own solar power generation system on a budget. Overall, it was an eye opener for me. The course has changed my paradigm with views on nature and food.
Here are my findings... 1) Originally, I thought we were going to learn about fish, plants, and aquaponics. What I've found out is that MSF is more than an aquaponics education organization. Their main goal is to educate people in the art of sustainable farming and lifestyle in accordance to assist communities to fight hunger. As a result, we've learned many aspects of sustainable organic farming methods, including aquaponics. 2) MSF is balanced on both intellectual research and practical implementation. For example, they are conducting a scientific experiment using the scientific method to test an oxygen water infusion machine (running both an experimental group and a control group). Furthermore, most of the lessons include theory explanations and hands-on work with the actual system. (testing water, harvesting fish, collecting fish waste, planting vegetable, etc.) 3) Their slogan of "KEEP IT SIMPLE" is prevalent in almost all aspects of the organization. The aquaponics system is a highly sophisticated system. MSF has an ability to find the smartest and the simplest method to build and operate the system. 4) MSF values personal development and growth. They use a slogan called "YOU MATTER". They repeatedly reinforced the idea that farmers are the single most important factor of a successful system.
In conclusion, with their focus on a sound theory, simple and practical implementation, and values on human development, MSF has become a desirable organization to be partnered with for the future. They are great not just because of their knowledge and practice of aquaponics and sustainable organic farming, but the true advantage lies in the overall outstanding culture of the organization.
Again, I highly recommend the MorningStarFishermen to become our consultant to build the aquaponic system. Furthermore, I would recommend sending other teachers (maybe even yourself) who are interested in sustainability related subject area. They will be greatly benefitted from the education they will receive at MorningStarFishermen. Thank you again for everything,
P.S. Vanessa and I toured a working aquaponic system at a local high school. The Roosevelt Academy has a working farming program which operates as a real farm that sells more than $40,000 worth of produce to the local market annually. It was great to see the functioning system working in a high school setting. P.S.S. There will be a change of the personnel structure on the implementation the system in our school. I will discuss this with you in person if you are available this week. Sincerely, Joshua Chao Computer Concepts Teacher SAMRai advanced instructor Coachella Valley High School (760) 399-5183 __________________________________ Don't be afraid to make "MISTAKES" because they will give you "IDEAS' to make it RIGHT or BETTER!
Roosevelt Academy, Lake Wales, FL
Roosevelt Academy, Lake Wales, FL
Nicaragua, National Agrarian U.
St. Leo University 1-Day Training
Backyard System, FL
Backyard System, FL
Tampa, Florida
Tampa, Florida
Tucson, Arizona
Tucson, Arizona
International MSF Systems Since 1993 has developed low-tech aquaponics training
centers in Dade City, FL, Fond Partisian, Haiti; Hogar de Ninas – Dominican Republic; Jinotepe –Nicaragua , Santa Rosa – Honduras, San Pedro Sula – Honduras, Casa Angelina –Guatemala, Central America; Kpaline and Bodje –Togo West Africa; Bangula –Malawi and Zambia – Southern Africa for Education, Food Production, and Research. MSF has used low-tech aquaponics for 20 years using siphons and gravity. MSF has advanced to an improved low-tech system using simple over-flow (gravity). MSF has increased food production using this system in the Dominican Republic, Honduras, Guatemala, Zambia, and Togo.
• Started in 2006 by Love a Child Inc. as Sustainable farming for • • •
•
•
orphanage in Fond Parisien, Haiti. Tilapia Fish Farm & Training Facility began with 275 juvenile fish. Since then produces 20,000 fish (4000 lbs per year). Locals get needed protein and valuable training that allows them to operate their own aquaculture systems, and to provide for their families. This is a unique wind powered tilapia farm that is not yet an aquaponics facility. Fish waste is recycled as fertilizer for their earth gardens.
Tilapia class in Haiti
Tilapia class in Haiti
• Partnered with Rotary International in 2010. • Began aquaponics training facility in Jinotepe, Nicaragua. • Training began at our Dade City, FL center and has continued in
Nicaragua with the help of the University of Agriculture in Jinotepe. • Soon to have a full staff there. • Will increase training curriculum from quarterly to monthly. • Conduct training for ICIDRI Research Institute, Masatepe, Nicaragua in “Tilapia Larvae Rearing in Aquaponics – Confinement Conditions” which is part of series of aquaponics training session as part of partnership with The National Agrarian University of Nicaragua – U. N.A.
• • •
• • • • • •
•
MSF has partnered with new experimental project called “Green Machine Integrated Aquaponics Project” located in La Trinidad – Carazo. Initially started with 5000 gal project with Nile tilapia. Project expanded in 2011 to 750,000 gal stocked with Genetically Improved Farmed Tilapia (G.I.F.T). 40 concrete Tanks (5,000 gal each) 6 concrete Tanks (25,000 gal each) 4 concrete Tanks (100,000 gal each) G.I.F.T. tilapia have obtained 1.25 average weigh in only 7 months. 90,000 G.I.F.T. tilapia (30,000 lbs) ready for market now for whole fish market. Traditional agricultural crops are grown next to the Green Machine tanks with plants getting constant supply of fertilizer from the aquaponics clarifier. The fish emulsions result in faster growth of the plants than with synthetic fertilizers.
Nicaragua, National Agrarian U.
Nicaragua, National Agrarian U.
Nicaragua, National Agrarian U.
Nicaragua, National Agrarian U.
The Green Machine, Nicaragua
La Makina, Nicaragua
La Makina Restaurant serves whole fresh tilapia - grown naturally in The Green Machine Integrated Aquaponic Project. The perfect match - grow them - cook them and serve them FRESH!!
Bags containing shredded plastic bottles, necks and caps serve as bio-filter media providing surface area for nitrifying bacteria. Water hyacinth in the background forms part of the clarifier canal to provide baffling effect for solids. The hyacinth is also used as supplemental food 18% protein â&#x20AC;&#x201C; Not Bad for a third feeding!
• In 2009 MSF teamed with Embarq Global and Iris Ministries to build aquaponics facility in Bangula,
Malawi in Africa to supply tilapia to an orphanage there. • Producing tilapia and organic fertilizer for agricultural crops. • Experimenting with growing duck weed & moringa as a sustainable fish food for developing nations.
Malawi fish farm, Africa
Malawi fish farm, Africa
Malawi fish farm, Africa
Malawi fish farm, Africa
• A partnership with Construction for Worldwide Evangelism (CWE) of Tampa, FL to construct a
65,000 gal. aquaponics training center in Kpalimen for The Blind Center Orphanage. • Also a community sized 35,000 gal system in Boje, Togo. • Construction was started in January 2013. • Completed in March 2013.
Togo, Africa
Togo, Africa
Togo Africa ď&#x201A;&#x2014; MSF new system has increased food production in Togo,
West Africa. This production provides food for blind students and their need for medical care has dramatically decreased since production began. The system there has the potential to produce 4 tons of tilapia and 6 tons of produce.
Research at MSF Tetraponics Duck Weed Moringa Ornament plants Ornament fish Saltwater aquaponics
The plants simply wick the very nutrient rich water up through the bottom of terraponic containers and this allows rooting vegetables such as potatoes, onions, carrots, and radishes to grow in a very natural environment while at the same time benefiting from the ease and efficiency of aquaponic production.
Duckweed – Nutritional Value It has more nutrition by weight compared to other vascular plants: protein (15-25% in natural conditions, 35-45% when cultured under ideal conditions), fat, nitrogen, and phosphorus. Because Duckweed floats it requires little structural fibers (5-15%) – easier to digest
4.4% fat
92 to 94% water
Skillicorn, P., Spira. W., and Journey, W., 1993.
Moringa
ď&#x201A;&#x2014; Moringa is a plant that is native to the sub-Himalayan
areas of India, Pakistan, Bangladesh, and Afghanistan. It is also grown in the tropics. The leaves, bark, flowers, fruit, seeds, and root are used to make medicine. ď&#x201A;&#x2014; Moringa is an important food source in some parts of the world. Because it can be grown cheaply and easily, and the leaves retain lots of vitamins and minerals when dried, moringa is used in India and Africa in feeding programs to fight malnutrition. The immature green pods (drumsticks) are prepared similarly to green beans, while the seeds are removed from more mature pods and cooked like peas or roasted like nuts. The leaves are cooked and used like spinach, and they are also dried and powdered for use as a condiment.
Moringa oleifera
7 times
4 times 4 times 3 times
the Vitamin C of Oranges
the Vitamin A of Carrots
the Calcium of Milk
the Potassium of Bananas
Tiny leaves.
Enormous Benefits.
2 times
the Protein of Yogurt
Gram-for-gram comparison of nutritional data1
New Ongoing Research In 2014, MSF and the University of South Florida (USF)
collaborated on a program to research the potential biogas production from fish waste, and another using moringa to produce biogas. In 2014-15 MSF, Mote Marine Laboratory, and USF did a Sea Grant project with marine aquaponics. This first saltwater project raised red drum with sea purslane and Salicornia. Two-pound red drum were harvested in 7 months along with sea purslane and sold to a local restaurant in Sarasota, FL. There is no discharge of saltwater or waste from this system. The water and waste are reused to grow mangroves and sea grasses for restoration projects. There were two many fish as nitrate levels were near 100 ppm. Fish were removed and now levels are 80 ppm.
Biogas
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2 yr Sea Grant Marine Aquaponics Production of Marine Fish and Sea Vegetables (2014-15). Red Drum Gracilaria Sea purslane Saltwort Salicornia mangrove
• MSF in 2016 will initiating a similar saltwater system at our Dade
City campus to incorporate it into our training programs. • In 2015, we began an oxygen concentration system project comparing our low-tech system that maintains an average DO around 5.0 ppm to an oxygen-rich system with 10.0 ppm. Initially we had some sensor problems and added a Hach DO meter and a shutoff valve so that Oxygen levels don’t exceed 14 ppm. •Tilapia were added on October 28, 2015. •This project will run for 90 days.
Questions ? Thank You!
What is Working and Not Working in Urban Tutoring Dr. Judith Cochran
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Urban Children are the Future of Our Cities A. Government B. Businesses C. Fuel of Higher Education D. Innovation E. Problem Solving for Environment, Social and Economic Problems
Research Question
â&#x20AC;˘ How can we raise the ACT averages of major urban school districts from 11, 15, and 17 to required college admission scores of at least ACT 23?
What is Not Working in Urban Schools
Low Salaries for Teachers Poor Facilities Limited Resources (computers, books, paper) Conflict in school and classes Limited instructional time due to poor classroom management • High percentage of substitute teachers teaching outside field of expertise • • • • •
What is Working in Urban Schools
• 1. Programs in Sports, Procreation and Crime • 2. Sports programs at not-for-profit boys and girls clubs, YMCA, YWCA, summer scholarship camps • 3. Targeted and cross cultural academic programs provided at no cost in youth agencies outside of school • Self-selection programs in school (CC)
How Do These Programs Become Successful?
• Measure Success • Provide Useful skills in sports, math, literacy and science. • Provide mentors • Consistent programs • Flexible scheduling • Trained tutors
What Can You Do to Help With National Problem of Low-Achieving Urban Students?
• Obtain community support • Assure that community support is trained to provide consistency, flexibility and mentoring • Observe tutors/mentors • Measure success and establish benchmarks before beginning programs
Urban Children Matter
â&#x20AC;˘ Tevon Martin, Micheal Brown, and all the urban children shot and/or killed whose names are not mentioned or remembered. â&#x20AC;˘ If they had an education that was supported by the community, these children would have been in programs conducted by youth agencies and schools.
Battle of Hunting an Elephant: Coordinated Behavioral Analysis
Keith Cheung University of Windsor, Windsor, Ontario, Canada
Abstract
• For customer acquisition, economic analysis cannot well explain how entrepreneurs behave • A gap exists between what theory predicts and what actually happens • Those seeming “wrong” decisions are derived from the cognitive biases • While perception from our brain help for survival, we may be fooled by developing irrationality • A simple partial equilibrium model of uncertainty is used to show my findings
• • • • • • •
Key Words
Behavioral economics Risk aversion Time-inconsistency Cognitive biases Heuristics Focusing illusion Loss aversion
Introduction
• Across time, the decision-making process itself is so important as the final outcome • Economic analysis for business decisions assumes that people are automations • Psychological, social, cognitive and emotional factors driving our decision have been overlooked • A realistic approach should consider the existence and relevance of human aspects • Behavioral economic analysis gives us better solution
Introduction
• The strategic application of psychology as a business technique is new to most decisionmakers • Among all business investment decisions, the long-run growth maximization tops everything • Using past experience or gut feeling is inappropriate for investment although it helps • Try to look at the cause/effect relationship with the risk-attitude reversal as an explanatory factor
Time Inconsistency
• Today’s choice = tomorrow’s regret • People are not necessarily good at making decision today about choices with consequences for the future, particularly with varying behavior • Nothing to do with changes in information • Time-inconsistent preferences are well discussed by Hoch and Loewenstein (1991), Laibson (1997), Benabou and Tirole (2002), Grebadier and Wang (2009), Shi and Maysami (20130 and Liu and Yang (2015)
Time Inconsistency
• Time inconsistent choices are often observed: Ainslie (1975), Kydland and Prescott (1977), O’Donoghue and Rabin (1999), Thaler (2005/2015) and Aggarwai (2014) • When people behave differently at different stages, there is nothing to be optimized • Decisions are influenced by various stimuli • Behavior is triggered either by emotional biases (e.g. intuition, impulsive thinking) or cognitive errors (e.g. faulty reasoning, memory mistakes)
Questions to Explore
• What is the impact of behavioral reversal towards risk on profit-maximizing analysis? • How do return increases in some clients affect the customer acquisition choice? • Will the rigid procurement process discourage the fight? • How well is the entrepreneur motived to take risk by a reward through insurance protection? • Is optimism a good attribute amongst entrepreneurs?
Contributions
• By extending the neoclassical optimization model with insights from psychology, we find: • Time-inconsistent behavior weakens the risk aversion leading to more risk-taking • An increase in safe return has ambiguous influence on risk-taking incentive • A reward is not an objective fact, but a subjective interpretation • Psychological phenomena cause investor errors • Debias requires sophisticated knowledge, not past experience
Model
• Two groups: Peers (r) versus trophy clients (e) • Initial marketing resource: W0 • The long-term goal of securing a “big” client guides the customer choice • Risk attitudes are not constant across time • Wealth W e W (1 e) (1)W (1 r) W [1e (1 )r] • Max EU(W(e)) with U’ > 0 and U” < 0 • FOC: E{W0(e-r)U’(W(e))} = 0 0
0
0
Result 1
• Define absolute risk aversion: Ra(W) = -U”/U’ with ∂Ra/∂W < 0 implying more wealth makes people less risk averse • In all cases, (e – r)Ra(W0(1+r)) ≥ (e – r)Ra(W0(1+r+α(e-r))) • Risk aversion in the domain of gains leads people who delay exercising their options to expect more returns by accepting the risky of delay. • Excessive optimism and overconfidence can trump loss aversion and induce people to pushing back instead of accepting a certainty return • Risk attitude and perceived benefits drive the preference for an activity. • Entrepreneurs have an inflated optimism of their likelihood to win big money from a trophy client
Result 2
• An increased “r” affecting the decision of targeting the trophy is given by EU' (W ) W0 (1 )E{(e r)U"(W )} r W0 E{(e r)2U"(W )
• The denominator is negative, but the sign of the numerator is ambiguous • Intuitively, a rise in “r” makes the peer clients relatively more profitable than the trophy ones, which tends to reduce the resource allocated to risky investment (i.e. substitution effect)
Result 2
• An increase in “r” raises the overall profit which, if ∂Ra/∂W < 0, reduces risk aversion (i.e. wealth effect) • Two effects are countervailing so that the total net effect is ambiguous • Only if ∂Ra/∂W > 0, the wealth effect would have the same directional influence as the substitution effect • Conflicts between short- and long-term horizons exist due to a two-system framework in decision making • The interplay between processes is the key to understand the influences on current and future behavior
Result 2
• A two-system model describes how the brain works • System 1: gut reaction to the scene giving a quick and straight-forward answer that is derived with emotion and intuition • System 2: slow, effortful, controlled and associated with logic and reason • In reality, people act emotionally faster to decide whether they like or dislike something than to deliberate the rationale for why
Result 2
• Judgements are driven by both the emotional and motivational states (Zajone, 1980) • These affective states influence the heuristics we follow to make decisions • Immediate increases in return trigger a sudden urge of substitution • Simultaneously, change in the wealth level may alter the risk-taking preference by the cognitive strain • Those rational and deliberative responses explain why entrepreneurs have the ambiguity • Unless being extremely risk averse, entrepreneurs will not give up trophy clients for secured business
Result 3
• Apply the nudge theory (Thaler and Sunstein, 2008) to explain the procurement problem (t) • Lengthy process cuts into the profit margins leaving a final profit of Wd(e) = (1 – t)W(e) 1 r E {U " (W d )}( e r ) t 1 t 1 t E {U " (W d )( e r ) 2 }
• The sign is unclear when ∂Ra/∂W < 0
E{(e r)U"} W0e (1 t )W0 e W0 e (1 r) t t E{(e r)2 (U")2}
• The sign is determined unambiguously by the absolute risk aversion
Result 3
• When the procurement`s multiplicative impacts lower the final profit, its standard deviation will be reduced • Total business risk decreases making the risky trophy client more attractive • This tends to increase α • Reduction in final profit by the increase in `t` raises the risk aversion if ∂Ra/∂W < 0 leading a drop in α • Income effect and substitution effect are counteracting giving the sign ambiguity of ∂α/∂t
Result 3
• The procurement process brings two changes to the business environment on profit and risk • Temporal discounting and loss aversion affect the beliefs of risk • People care less with events far away than the ones near by and they care loss more than gain • By tying the lengthy sales cycle to the increased in future profit, entrepreneurs may not feel the rigidity of procurement is a noticeable difference • Incentive to acquire trophy clients is at the onset although high costs are involved
Result 4
• Excess return R = W(e) – W0 • With insurance premium = tr [W(e) – W0], net profit Wd = W0 α(e – r)(1 – tr) – rW0tr + W0(1+r)
[W0Ra (Wd (r)) Rr (Wd (r))]E{(e r)U' (Wd (e))} 1 0 2 2 tr W0 (1tr ) E{U"(Wd (e))(e r) }
• ∂∆/∂tr ≤ 0 if ∂Ra/∂W < 0 • People assess risky situations based on superficial characteristics rather than underlying probabilities
Result 4
• Representativeness bias destroys the positive relationship between risk and return • One possible manifestation of this inclination is the assumption that trophy clients bringing more sales will be a good investment • People form emotional impressions of activities, where impression reflects their attractiveness • Entrepreneurs suffer from overpaying the premium for their insurance protection
Result 4
• When people are primed to think in a certain way, they will think accordingly • Such affected heuristic is a psychological phenomenon • The reward is what people subjectively interpret • Halo effects are no basis for making an investment decision • High sales with better returns from trophy clients can bias entrepreneurs into believing they will get them other benefits as well (i.e. availability heuristics)
Result 4
• When attention cannot be properly allocated, people easily push across the goodness into other areas not even applied • Attention bias can lead people into incorrect predictions about the future • Markets change in response to the way people act and people are reflexive adapting their behavior in response to changes in the environment • Decision on client acquisition is based on the perceived future value, not on the short-term trends. • Knowing how to avoid being influenced by the market volatility is critical for investing
Conclusions
• Client-targeting decision is driven by the timeinconsistent preference • The impacts of increased return secured clients, delayed sales cycles and insurance protection on trophy client acquisition are ambiguous, depending on the wealth effect • Even with huge risk involved, the desire to pitch big elephants is still strong unless the entrepreneurs have an extreme increasing risk aversion • Risk attitude influenced by the psychological factors provides interesting behavioral changes