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Descriptors:
Logical Thinking; Geometric Concepts; Foreign Countries; War; Feedback (Response); Empathy; Conflict Resolution; Decision Making; Models; International Relations; College Students

Abstract:
Two classroom simulations--"Superpower Confrontation" and "Multipolar Asian Simulation"--are used to teach and test various aspects of the Borden versus Brodie debate on the Schelling versus Lanchester approach to nuclear conflict modeling and resolution. The author applies a Schelling test to segregate high from low empathic students, and assigns them to "hard case" positions in three simulations to test whether high empathy students can engage in tactic bargaining and whether low empathetic students are necessarily as escalation prone. He has a bipolar nuclear simulation that is an easy case for the Brodie set of assumptions about nuclear war, avoidance, and Schelling-esque tacit bargaining. He expects the system structure and high empathy leader selection to contain escalation, despite the temptation of relying on accelerated Single Integrated Operational Plan solutions and the counterincentive of diminished tacit bargaining through decapitation attacks. The second simulation is a multipolar nuclear simulation set in the near future of Asia, and emulates the Borden-esque logic of nuclear war as artillery exchanges, with a Lanchester square law logic encouraging rapid escalation, coupled with a selection for the most autistic leadership. The author expects rapid nuclear escalation under these structural and decision-making conditions. His conclusions are anecdotal, but seem to indicate, from student feedback during class discussions, that the failure to model fear may be a factor in undermining successful tacit bargaining by players, suggesting that Borden rather than Brodie better conceptualized nuclear conflict. Therefore, peace is about restraining war initiation, as there are great pressures for escalation once war is initiated. (Contains 6 tables and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Higher Education; Cultural Differences; Cross Cultural Studies; Foreign Countries; Student Responsibility; Global Approach; Research Tools; Expectation; Cognitive Style; College Students; Student Characteristics; Student Attitudes; Educational Opportunities; Educational Environment; College Faculty; Teacher Responsibility

Abstract:
Processes of globalization are permeating the world of higher education and escalating to a previously unprecedented degree, and institutions of higher education previously known for their cultural homogeneity are becoming increasingly heterogeneous. Consequently, cross-cultural study of higher education is evolving from a discipline investigating a relatively marginal phenomenon to one examining a rapidly accelerating process shifting from the margins to the center. Today some claim that cultural differences between students are an essential factor affecting their study expectations, practices, and preferences. This study seeks to examine differences in learning styles, expectations, and study practices of Israeli students versus students in the Commonwealth of Independent States (CIS). The research population consisted of 1,122 students, 554 studying in Israeli institutions of higher education and 568 in the CIS. The research tool was developed specifically for this study and it consisted of 44 items related to four main spheres: 1) students' personal and academic background characteristics, 2) perception of the academic world and of the opportunities afforded by higher education, 3) evaluation of the study environment, and 4) faculty/student responsibility for the study process. Research results indicate intercultural differences on almost all dimensions examined--personal and academic characteristics, perception of opportunities offered by academic studies as manifested in perception of crucial factors for selecting schools, factors arousing academic interest, crucial factors producing competent lecturers, requirements for receiving a good education, creating satisfaction with study conditions, study practices, and time devoted to studies. Research conclusions indicate that the inclusive character of the findings should prompt the academic world to examine mobility in higher education from a cultural perspective. Specifically, it is necessary to consider the diversity of practices, study styles, and preferences among international students. (Contains 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Educational Strategies; Teaching Methods; Cognitive Style; Course Content; Effect Size; Teaching Styles; Student Diversity; Correlation; Teacher Attitudes; Student Attitudes; Educational Change; College Faculty; College Students; Measures (Individuals); Comparative Analysis; Statistical Analysis

Abstract:
Higher education is one of the last institutions of learning to embrace the challenge of learner diversity that exists everywhere today (Dunn & Griggs, 2000; Rowley, Lujan, Dolence, 1998). This investigation explored the relationships between perceived preferred instructional strategies and student learning styles of learning-style aware instructors and their students. Upon initial review, the results of this investigation revealed that the perceptions of learning-style aware instructors and their students were that teaching styles essentially were accommodating diverse learning styles to a significant extent. As a whole group, both instructors (75%) and students (83%) were satisfied. However, individual classes revealed a more telling picture. There was noticeable variation among and between the classes. Instructors (n = 54) completed an Instructional-Strategies Survey (ISS) (Novogrodsky, 2001) and a Preferred Student Learning-Style Profile (PSLSP) (Novogrodsky, 2001). These instruments were adapted from the Dunn and Dunn Teaching Style Inventory (Dunn & Dunn, 1993) and Dunn and Dunn Learning-Style Model (Dunn & Dunn 1977). They identified which strategies instructors used to deliver course content and the type of student those instructors preferred to teach. Students (n = 1519) completed an Instructional-Strategies Preference Survey (ISPS) (Novogrodsky, 2001) and the Productivity Environmental Preference Survey (PEPS) (Dunn, Dunn, & Price, 1996). The ISPS (2001) indicated which instructional strategies students preferred instructors to use while learning the course content. The PEPS identified the learning-style preferences of students according to the elements of the Dunn and Dunn Learning-Style Model (Dunn & Dunn, 1977). When the data were combined, the total sample revealed a significant relationship between the perceptions of the instructors and students. Both groups indicated that they were satisfied with the way instruction was accommodating learning-style diversity within a class (r(49) = 0.31. p less than 0.05). When each element was considered, comparisons revealed five significant relationships between the two groups for the learning-style elements of design F(2,44) = 4.23, p = 0.02, sociological preferences F(2,45) = 8.35, p = 0.001, authority figure present F(2,45) = 8.52, p = 0.001, learning in several ways F(2,45) = 9.73, p = 0.000, and intake F(2,45) = 5.94, p = 0.005. Only the instructors' preference for, and students' need for, structure approached a level to be significant as a learning preference. The instructional-strategies surveys considered the teaching methods used by learning-style aware instructors and desired by their students. Comparisons between the two groups revealed significance variation from instructors' instructional practices and the preferences of their students for Teaching Methods (t(40) = -2.11, p = 0.04) and Teaching Environment (t(44) = -3.54, p = 0.001). These significance tests represented small to moderate effect sizes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; College Faculty; College Instruction; College Students; Educational Policy; Educational Trends; Educational Environment; Politics of Education; Educational Finance; Costs; Access to Education; Educational Innovation; Artificial Intelligence; Distance Education; Models; Federal Government; Teacher Student Relationship; Commercialization; Web Based Instruction; Economic Factors

Abstract:
In this essay I argue that online education, artificial intelligence, and market pressures are driving higher education to adopt the industrial model and to find a new paradigm for delivering education at low costs. In addition, there is tremendous pressure from the federal government to make universities more accountable while making higher education less expensive and more accessible. I argue that in the future faculty members will not be engaged with students in the ways in which they have historically been engaged and that the structure and operations of higher education institutions will be very different. New, potential paradigms are beginning to emerge. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Students; Higher Education; College Faculty; Teaching Methods; Teachers; Academic Achievement; Classroom Techniques

Abstract:
Part I, "Searching for the Right Way to Begin Class," described the various iterations of beginning class rituals the author used over the years. Those rituals began with a prayer to the Holy Spirit as was required at the Catholic women's college Marymount in Tarrytown, New York, where he first taught out of graduate school in 1965. That was followed by a vacuum in the late 1960s and 1970s, chanting OM in the 1980s and 1990s, and starting with a minute of silence in the last few years. Upon rereading "Searching for the Right Way to Begin Class," the author realized that he did not capture the whole picture of the reality of beginning class or, more accurately, when class actually begins. Those first few seconds of class are more important than one might think. In this article, the author shares his perspective and experience on making the most of them. (Contains 2 notes.) [For Part I, see EJ913640.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Attitudes; Teacher Attitudes; Student Diversity; College Students; Higher Education; Bias; Minority Group Students; Ethnic Groups; Colleges; Campuses; Cultural Pluralism; Classroom Environment; College Faculty; Teacher Response; Classroom Techniques; Student Behavior; Racial Bias; Racial Discrimination; Stereotypes

Abstract:
Subtle forms of prejudice called "microaggressions" occur in college classrooms, but the effective methods of managing such prejudice are not clear. This study explored teachers' (N = 222) and students' (N = 166) perceptions of vignettes describing classroom microaggressions and the effectiveness of various teacher responses to the microaggressions. Teachers of courses focused on diversity perceived microaggressions more negatively and were more likely to respond to the microaggressions than teachers of nondiversity courses. Students believed that teacher responses to microaggressions were effective and ignoring microaggressions was ineffective. The results suggest that teachers should in some way respond to classroom microaggressions. They also suggest that diversity awareness may be a factor in the ability of teachers to recognize subtle prejudice in the classroom. (Contains 2 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Cognitive Ability; Multiple Intelligences; Educational Principles; Educational Practices; Aptitude Treatment Interaction; Cognitive Development; Cognitive Processes; Educational Theories; Performance Factors; Classroom Environment; Classroom Techniques; Teaching Methods; Academic Achievement; Mathematics Achievement; Reading Achievement

Abstract:
Defining intelligence is a puzzle that has challenged educators and researchers for years. More recently, professionals are acknowledging that individuals possess many facets of intelligence and that learning is a complex combination of genetic factors, environmental influences, and life experiences that affect learning in unique ways (Salvia, Ysseldyke, & Bolt, 2010). Howard Gardner's (1983) theory of multiple intelligences has provided many teachers with insights about their students' diverse ways of learning and expressing themselves. The Cattell-Horn-Carroll (CHC) theory is an emerging model of multiple intelligences. Basically, the CHC model conceptualizes intelligence as a constellation of distinct cognitive abilities, in which learners experience intellectual growth based on innate abilities, environmental opportunities, background of experiences, and emerging abilities in each of 10 cognitive areas (Flanagan et al., 2007). This article will describe the components of the CHC model so that practitioners can translate its principles into practice in the classroom. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Conflict; Foreign Countries; Conflict Resolution; Colleges; Questionnaires; College Faculty; Administrators; Gender Differences; Age Differences; Individual Characteristics

Abstract:
The purpose of this paper is to gain an insight into the conflict management strategies (CMS) of faculty in the higher education institutions (HEIs) of Khyber Pakhtunkhwa, Pakistan. To achieve the above mentioned purpose, survey method was used with the help of questionnaire. In this research, impact of CMS was assessed on the negative consequences and the impact of demographic variations on CMS was examined in higher education. Negative consequences were significantly explained by avoiding strategy and dominating strategy. This research has found significant differences in the dominating and obliging strategies among the male and female respondents. Regarding the designation, significant differences were found in the dominating strategy and avoiding strategy. While age of the respondents also exerted significant influence on the compromising strategy. (Contains 13 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Computer Assisted Testing; Computer Software Evaluation; College Students; Comparative Analysis; Concept Formation; Program Effectiveness; Feedback (Response); Novices; Expertise; Formative Evaluation; Cognitive Science; Cognitive Measurement; Problem Solving; Mathematics Instruction; Models; Internet; Computer Assisted Instruction; College Instruction; College Faculty; Cognitive Structures

Abstract:
Cognitive scientists investigate mental models (how humans organize and structure knowledge in their minds) so as to understand human understanding of and interactions with the world. Cognitive and mental model research is concerned with internal conceptual systems that are not easily or directly observable. The goal of this research was to investigate the use of Evaluation of Mental Models (EMM) to assess the mental models of individuals and groups in solving complex problems and to compare novices and experts models as bases for providing feedback to learners. This study tested a qualified web-based assessment tool kit, Highly Interactive Model-based Assessment Tools and Technologies (HIMATT), in an as yet untested domain--mathematics. In this study, university students and their mathematics instructors used two tools in HIMATT, Dynamic Evaluation of Enhanced Problem Solving (DEEP) and Text-Model Inspection Trace of Concepts and Relations (T-MITOCAR). The research questions include: Do novice participants exhibit common patterns of thoughts when they conceptualize complex mathematical problems? Do novices conceptualize complex mathematical problems differently from experts? What differences in DEEP and T-MITOCAR patterns and responses exist according to the measures of HIMATT? Findings suggest that EMM and HIMATT could effectively support formative assessment in a complex mathematical domain. Finally, this study confirms a common assumption of cognitive scientists that the tool being used could affect the tool user's understanding of the problem being solved. In this case, while DEEP and T-MITOCAR led to somewhat different expert models, both tools prove useful in support of formative assessment. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Strategic Planning; Higher Education; Teacher Effectiveness; Case Studies; Universities; Teaching Conditions; Foreign Countries; Models; Surveys; Learning Processes; College Faculty; Teacher Attitudes; Student Attitudes; College Students

Abstract:
Effective teaching and learning in higher education is an important focal point of literature around the globe. Various models are presented as desirable and fostering optimal conditions for teaching and learning. However, each model must be examined within the context of its institutional culture, mission and strategic plan to ascertain if it meets the envisaged goals. The Reinventing Teaching Project survey conducted at Flinders University in 2009 provided a unique opportunity for academic staff and students across all faculties to respond to a survey that explored their perceptions of optimal learning conditions and assessed if the campus environment was conducive to effective teaching and learning practices. The exploratory study was designed to gather qualitative and quantitative data on the motivation of teachers and learners to engage with learning and learners (or not). The results of the survey present valuable insights into what teachers and learners consider to be important attributes of optimal teaching and learning and indicate a number of similarities and differences among teacher-student perceptions. This paper identifies and discusses some of the pertinent outcomes of the study to provide a framework for other similar studies. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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