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Descriptors:
Liberal Arts; Class Activities; Student Attitudes; Undergraduate Study; Service Learning; Undergraduate Students; Community Needs; Course Content; Criminals; Barriers; Time; Economic Factors; Family Relationship; Law Enforcement

Abstract:
In recent years, more university programs have been encompassing service learning components to augment their academic studies. Service learning engages students in activities that meet community needs. The students acquire a deeper understanding of course content, requirements within the discipline, and civic responsibilities. This paper will explore the attitudes and perceptions that Criminal Justice students have toward service learning. A sample of 54 undergraduate students from a liberal arts university in the Pacific Northwest were asked to reflect on their service learning classes, out of class activities, and discuss any barriers that made service learning classes more difficult. The results indicate that while students found service learning experiences beneficial to their undergraduate education, the barriers of time, money, and family obligations prevent many students from participating. Educators can utilize this insight when deciding if and when to utilize service learning in their courses. (Contains 4 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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Individual Development; Communication Skills; Religion; Comparative Analysis; Religion Studies; Criticism; Cultural Pluralism; Peace; Undergraduate Study; Graduate Study; Role; Dialogs (Language); History; Intercultural Communication; Departments; Curriculum

Abstract:
Comparative Religion is seen as an important curricula because it could serve as a mechanism for enhancing cross-cultural religious communication. The authors seek to examine the role of Comparative Religion as an important science for enhancing dialogue skills. Such a communication skill, however, must be developed from both intra- and inter-civilizational levels. The authors have employed an historical and textual analysis to re-examine Comparative Religion and its methodology. The authors proposed new curricula in Comparative Religion studies including criticism of the methodologies used in Comparative Religion. This includes a new methodology that considers the existing multicultural religious phenomenon as well as post-September 11, 2001 developments and the plans for departmentalization of Comparative Religion. For further benefit toward peace, harmony, and accepting co-existence, this study also highlights suggestions for developing the undergraduate and postgraduate programs at the higher education level. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Developmental Stages; Genetics; Biology; Animals; Laboratories; Undergraduate Students; Higher Education; Undergraduate Study; Science Education

Abstract:
We developed laboratory exercises using zebrafish ("Danio rerio") and nematodes ("Caenorhabditis elegans") for a sophomore-level Integrative Biology Laboratory course. Students examined live wildtype zebrafish at different stages of development and noted shifts occurring in response to "fgf8a" deficiency. Students were introduced to development in other fish species to demonstrate how variation in developmental systems affects phenotype. Finally, students cultured "glp-1(bn18ts) C. elegans" mutants under different conditions to illustrate how the environment and genetics act concurrently to modulate development. Undergraduate students responded positively to both the fish and "C. elegans" laboratory modules. These novel laboratory exercises are intended to promote an integrative view of biology and to help prepare undergraduate students for independent research with faculty. (Contains 1 table 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:
Foreign Countries; Student Experience; Undergraduate Students; Undergraduate Study; Predictor Variables; Academic Persistence; School Holding Power; Online Surveys; Factor Analysis; Statistical Analysis; On Campus Students; Comparative Analysis; Social Integration; Transitional Programs; Student Adjustment; Place of Residence

Abstract:
Many factors go into the decision of selecting a university, ranging from the overall costs and the programme of study to the institute's reputation; however, accommodation while at university and proximity of the university to one's permanent abode also play important roles in this decision-making process. Thus, first-year students experience different stages of separation from their prior networks depending on their individual situations. The results of this Ontario (Canada) 2012 study add to prior research by indicating that separation of students' living arrangements and distance from home impact on transition and incorporation variables, which influenced students' adaptation to university. (Contains 4 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:
Factor Analysis; Grades (Scholastic); Student Characteristics; Undergraduate Students; Undergraduate Study; Teacher Attitudes; Educational Practices; Teacher Surveys; Interdisciplinary Approach; Beliefs; Student Participation; Attendance; Grading; Evaluation Criteria; Student Evaluation

Abstract:
The author explores an assumption evident in the literature that "most" college instructors grade participation in undergraduate courses. Instructors (N = 521) at a large, northeastern university were surveyed regarding their attitudes and practices in grading participation in undergraduate courses. A survey instrument was developed for the purpose of this study and subjected to principal components analysis. This instrument yielded seven subscales of acceptable reliability (Cronbach's alpha greater than or equal to 0.70), three of which are the focus of this article. Results suggest that the majority of instructors across disciplines do incorporate a "participation" factor into students' final course grades. Course level is not a significant correlate, but some differences may be observed by discipline. Underlying instructor beliefs are examined, and implications and future directions for research are discussed. (Contains 1 figure and 7 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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Interdisciplinary Approach; Undergraduate Study; Multivariate Analysis; College Curriculum; Classification; Organization; Outcomes of Education

Abstract:
Though the number of interdisciplinary undergraduate programs has increased rapidly over the past several decades, little empirical research has characterized such programs. In this article we report on our investigation of the characteristics of interdisciplinary programs and develop typologies to describe the multiple ways in which such programs are structured with respect to curricular and organizational features. Using cluster analysis, we show differences in both curricular structures and organizational features across programs, irrespective of the program's content focus. This typology will guide future research to explore differences in student learning outcomes across the interdisciplinary program types. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Undergraduate Study; Bachelors Degrees; Educational Innovation; Sustainability; Science Education; College Science; Curriculum Development; Interdisciplinary Approach

Abstract:
We explain the process used at Kean University (New Jersey) to create an innovative undergraduate degree program in sustainability science. This interdisciplinary program provides students with the strong science background necessary to understand and address the opportunities associated with sustainability. We articulate seven steps taken during the first year of developing the major and three additional steps that explain its evolution. Sustainability is the primary focus of each course within the curriculum. By sharing our experiences, other institutions may be encouraged or assisted in developing a similar program. 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:
Engineering Education; General Education; Courses; Undergraduate Study

Abstract:
The Department of Mechanical Engineering at our institution created two engineering courses for the General Education Program that count towards second level general science credit (traditional science courses are first level). The courses were designed for the general student population based upon the requirements of our General Education Program and engineering concepts. We explain the results and impact of the classes so as to expand the conceptualization of general education courses and to enable engineering curricula to reach a larger audience as well as to broaden student understanding of the forces shaping their world. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Tests; Independent Study; Higher Education; Questionnaires; Educational Resources; Reflection; Biology; College Students; Undergraduate Study; Academic Achievement; Scores

Abstract:
This article presents the findings of an empirical study that examined the learning value of a novel group assessment activity aimed at promoting first-year students' development of basic self-directed learning skills required for university study. A content quiz group learning assignment was designed to enhance students' capacity to ask appropriate questions to guide their enquiry, identify appropriate resources and tools, and draw links between different learning resources, all skills embedded within their learning in a science unit. Questionnaire data and written reflections revealed the extent to which students used core, accessory and optional resources to complete this assignment, which specific resources were perceived as most useful for what aspects of their content learning, and how strategy use was related to achievement. Metacognitive experiences expressed in the open questions and assessed reflections revealed students' emerging awareness of how their approach to study impacted on the quality of their learning. (Contains 4 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:
Prior Learning; Evidence; Experiential Learning; Portfolios (Background Materials); Adult Students; Adult Learning; Higher Education; Undergraduate Students; Undergraduate Study; Career Development; Outcomes of Education; Academic Achievement; Career Planning; Continuing Education

Abstract:
There are many types of student portfolios used within academia: the prior learning portfolio, credentialing portfolio, developmental portfolio, capstone portfolio, individual course portfolio, and the comprehensive education portfolio. The comprehensive education portfolio (CEP), as used by the authors, is a student portfolio, developed over time, that includes examples of educational knowledge, skills, experiences, and achievements as well as professional development related to the learning outcomes. The contents provide evidence of the individual's knowledge and analytical, research, technology, and communications skills and applications, along with reflections on experiential learning beginning with the undergraduate experience. This article briefly reviews the importance of the comprehensive education portfolio. The benefits that students, particularly adult students, can obtain from constructing the CEP in terms of contents and process when it includes a career focus are highlighted. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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