Pub Date : 2020-05-03DOI: 10.1080/07377363.2019.1680269
Bonnie J. Covelli, S. Morrissette, C. Lindee, Ryan Mercier
Abstract The University of St. Francis’s College of Business and Health Administration operates a campus business incubator for student and community entrepreneurs. The business incubator is an innovative use of space that supports the economic development of the region and entrepreneurial education that includes for-credit and non-credit programming. Incubator programs are not a new concept, but they continue to provide universities a way to connect with businesses in their communities. St. Francis’s program is in its infancy, having opened in 2014, but it provides a model that is contributing value to the small business members utilizing the program, value to regional economic development, and value to the university and its students. This article is a case study of the formation of an incubator program and a general review of initial research questions. The case study is offered as a model for other universities to duplicate in their academic or continuing education units.
{"title":"Forming a University-Based Business Incubator for Student and Community Entrepreneurs: A Case Study","authors":"Bonnie J. Covelli, S. Morrissette, C. Lindee, Ryan Mercier","doi":"10.1080/07377363.2019.1680269","DOIUrl":"https://doi.org/10.1080/07377363.2019.1680269","url":null,"abstract":"Abstract The University of St. Francis’s College of Business and Health Administration operates a campus business incubator for student and community entrepreneurs. The business incubator is an innovative use of space that supports the economic development of the region and entrepreneurial education that includes for-credit and non-credit programming. Incubator programs are not a new concept, but they continue to provide universities a way to connect with businesses in their communities. St. Francis’s program is in its infancy, having opened in 2014, but it provides a model that is contributing value to the small business members utilizing the program, value to regional economic development, and value to the university and its students. This article is a case study of the formation of an incubator program and a general review of initial research questions. The case study is offered as a model for other universities to duplicate in their academic or continuing education units.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2019.1680269","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46915868","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-03DOI: 10.1080/07377363.2020.1743950
A. G. Stewart-Wells, K. Keenan
Abstract Comprehensive exams, or “comps,” are a staple of doctoral programs as a way for students to express their understanding of material, synthesize their learning, and apply that learning to their fields of study; further, comps are deemed a rite of passage prior to advancing to the dissertation stage of the doctoral degree. Literature reviewed on the benefits/challenges of comps reflects a theme questioning the fidelity of the exams. Does a high-stakes test reassure doctoral faculty that the doctoral student has the content capacity expected of one earning a doctorate? Are comps an indicator of successful navigation through the dissertation process? This article reflects an authentic assessment process of evaluation that has successfully been instituted within a doctoral program as well as the benefits/challenges of these assessments in lieu of traditional comps. Further, we share examples of how doctoral students have developed/implemented genuine learning experiences that synthesize both content and skills they learn/practice in their program, while propelling them forward into the field of scholarship.
{"title":"Assessing Doctoral Students: A Background on Comprehensive and Authentic Assessments","authors":"A. G. Stewart-Wells, K. Keenan","doi":"10.1080/07377363.2020.1743950","DOIUrl":"https://doi.org/10.1080/07377363.2020.1743950","url":null,"abstract":"Abstract Comprehensive exams, or “comps,” are a staple of doctoral programs as a way for students to express their understanding of material, synthesize their learning, and apply that learning to their fields of study; further, comps are deemed a rite of passage prior to advancing to the dissertation stage of the doctoral degree. Literature reviewed on the benefits/challenges of comps reflects a theme questioning the fidelity of the exams. Does a high-stakes test reassure doctoral faculty that the doctoral student has the content capacity expected of one earning a doctorate? Are comps an indicator of successful navigation through the dissertation process? This article reflects an authentic assessment process of evaluation that has successfully been instituted within a doctoral program as well as the benefits/challenges of these assessments in lieu of traditional comps. Further, we share examples of how doctoral students have developed/implemented genuine learning experiences that synthesize both content and skills they learn/practice in their program, while propelling them forward into the field of scholarship.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2020.1743950","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42022389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-03DOI: 10.1080/07377363.2020.1770022
Mary s. Bonhomme
Recent polls have found a discrepancy between educators’ enthusiasm for technology in the classroom and the real impact on student education attainment. One study found that the “test score gap between students who use technology frequently and those who don’t is largest among students from low-income families.” Reasons for this difference vary. A suggested explanation is the level of distraction the devices afford. MIT Technology Review (https://www.technologyreview.com/2019/12/19/131155/classroom-technology-holding-students-back-edtech-kids-education/), December 19, 2019
{"title":"Notes and Trends","authors":"Mary s. Bonhomme","doi":"10.1080/07377363.2020.1770022","DOIUrl":"https://doi.org/10.1080/07377363.2020.1770022","url":null,"abstract":"Recent polls have found a discrepancy between educators’ enthusiasm for technology in the classroom and the real impact on student education attainment. One study found that the “test score gap between students who use technology frequently and those who don’t is largest among students from low-income families.” Reasons for this difference vary. A suggested explanation is the level of distraction the devices afford. MIT Technology Review (https://www.technologyreview.com/2019/12/19/131155/classroom-technology-holding-students-back-edtech-kids-education/), December 19, 2019","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2020.1770022","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42438025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-03DOI: 10.1080/07377363.2020.1759313
Katherine C. Aquino, S. BuShell
Abstract For blended and fully online learning environments, the appropriate device usage and application, as well as students’ perceived comfort with technology, may influence their success within the e-Learning setting. Additionally, institutional awareness of student technology needs—including student support needs as they relate to accessible technology—is essential to create an inclusive and supportive learning environment. Despite the growing number of students requiring accommodations for academic success, such as accessible technology within the coursework, there is limited research exploring technology use and student perceptions of accessible technology needs for post-traditional learners enrolled in the e-Learning course environment. Surveying post-traditional students enrolled in blended and online coursework, this study investigated device usage and perceptions of technology use, accessibility, and support within e-Learning-based learning environments.
{"title":"Device Usage and Accessible Technology Needs for Post-Traditional Students in the e-Learning Environment","authors":"Katherine C. Aquino, S. BuShell","doi":"10.1080/07377363.2020.1759313","DOIUrl":"https://doi.org/10.1080/07377363.2020.1759313","url":null,"abstract":"Abstract For blended and fully online learning environments, the appropriate device usage and application, as well as students’ perceived comfort with technology, may influence their success within the e-Learning setting. Additionally, institutional awareness of student technology needs—including student support needs as they relate to accessible technology—is essential to create an inclusive and supportive learning environment. Despite the growing number of students requiring accommodations for academic success, such as accessible technology within the coursework, there is limited research exploring technology use and student perceptions of accessible technology needs for post-traditional learners enrolled in the e-Learning course environment. Surveying post-traditional students enrolled in blended and online coursework, this study investigated device usage and perceptions of technology use, accessibility, and support within e-Learning-based learning environments.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2020.1759313","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43151582","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-02-13DOI: 10.1080/07377363.2020.1712578
Nadia Marilia de Abreu Bengo
Abstract Based on self-concept, role experience, and readiness to learn andragogy’s assumptions, this phenomenological research identifies the types of instructional strategies that professors use in a mixed undergraduate classroom to benefit traditional students’ and adult learners’ active participation in the classroom. The majority of studies emphasize that professors tend to manage instructional strategies, such as lecture or presentations, in mixed undergraduate classrooms mainly by focusing on traditional students’ characteristics such as age, role experience, expectations, and motivations. The findings of this study indicate that professors who have more adult learners in their mixed undergraduate classrooms tend to adapt and apply student-centered strategies, such as interactive lectures, group discussions, or debates in higher level classes, based on both traditional and adult learners’ characteristics.
{"title":"Managing Instructional Strategies in Classrooms With Adult Learners","authors":"Nadia Marilia de Abreu Bengo","doi":"10.1080/07377363.2020.1712578","DOIUrl":"https://doi.org/10.1080/07377363.2020.1712578","url":null,"abstract":"Abstract Based on self-concept, role experience, and readiness to learn andragogy’s assumptions, this phenomenological research identifies the types of instructional strategies that professors use in a mixed undergraduate classroom to benefit traditional students’ and adult learners’ active participation in the classroom. The majority of studies emphasize that professors tend to manage instructional strategies, such as lecture or presentations, in mixed undergraduate classrooms mainly by focusing on traditional students’ characteristics such as age, role experience, expectations, and motivations. The findings of this study indicate that professors who have more adult learners in their mixed undergraduate classrooms tend to adapt and apply student-centered strategies, such as interactive lectures, group discussions, or debates in higher level classes, based on both traditional and adult learners’ characteristics.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2020-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2020.1712578","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59392043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-02DOI: 10.1080/07377363.2020.1712625
Pamela D. Morris, D. Rust
Abstract Prior Learning Assessment (PLA) has been available at the undergraduate level for decades. This article provides information to encourage institutions to consider implementing graduate-level PLA. It provides an analysis of the increasing demand for graduate education in the U.S. and shows the growing number of non-traditional graduate students who could potentially benefit from graduate-level PLA. It also focuses on graduate-level PLA that has been adopted at some public, private, and for-profit institutions who follow the policies or guidelines established for PLA credit at their regional accrediting bodies. The need for graduate level PLA is evident, and though many schools have started offering graduate level PLA it is still not common in universities across the United States.
{"title":"The State of Prior Learning Assessment in Graduate Education in the United States","authors":"Pamela D. Morris, D. Rust","doi":"10.1080/07377363.2020.1712625","DOIUrl":"https://doi.org/10.1080/07377363.2020.1712625","url":null,"abstract":"Abstract Prior Learning Assessment (PLA) has been available at the undergraduate level for decades. This article provides information to encourage institutions to consider implementing graduate-level PLA. It provides an analysis of the increasing demand for graduate education in the U.S. and shows the growing number of non-traditional graduate students who could potentially benefit from graduate-level PLA. It also focuses on graduate-level PLA that has been adopted at some public, private, and for-profit institutions who follow the policies or guidelines established for PLA credit at their regional accrediting bodies. The need for graduate level PLA is evident, and though many schools have started offering graduate level PLA it is still not common in universities across the United States.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2020.1712625","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48732987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-02DOI: 10.1080/07377363.2019.1680267
C. Stevenson, Michael Le Buhn
Abstract Faculty, administration, and student veterans at a small midwestern community college collaborated to develop a Veterans Resource Center, a physical space in which veterans can congregate to build camaraderie and find resources specific to their needs as veterans. A needs analysis was first conducted to prioritize the needs of the student veteran community; then representatives from the college’s Veterans Association emerged as leaders to lead the initiative. This article describes the process of development and shares lessons learned for the benefit of other institutions seeking to develop a Veterans Resource Center.
{"title":"All In: Developing a Community College Veterans Resource Center with Student Veterans","authors":"C. Stevenson, Michael Le Buhn","doi":"10.1080/07377363.2019.1680267","DOIUrl":"https://doi.org/10.1080/07377363.2019.1680267","url":null,"abstract":"Abstract Faculty, administration, and student veterans at a small midwestern community college collaborated to develop a Veterans Resource Center, a physical space in which veterans can congregate to build camaraderie and find resources specific to their needs as veterans. A needs analysis was first conducted to prioritize the needs of the student veteran community; then representatives from the college’s Veterans Association emerged as leaders to lead the initiative. This article describes the process of development and shares lessons learned for the benefit of other institutions seeking to develop a Veterans Resource Center.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2019.1680267","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45141429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-02DOI: 10.1080/07377363.2020.1714386
Mary s. Bonhomme
{"title":"Notes and Trends","authors":"Mary s. Bonhomme","doi":"10.1080/07377363.2020.1714386","DOIUrl":"https://doi.org/10.1080/07377363.2020.1714386","url":null,"abstract":"","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2020.1714386","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42064032","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-02DOI: 10.1080/07377363.2020.1712579
C. Machado, A. Carvalho
Abstract Undergraduates need to develop critical thinking, problem-solving skills, and deep understanding of concepts. Concept maps are considered an educational tool that promotes meaningful learning and that has demonstrated potential effects in the learning process. Based on studies carried out in adult/higher education, the aim of this review is to identify the effects of concept mapping activities and to discuss their benefits and challenges in pedagogical practices. Findings show that concept maps promote development of critical thinking skills, facilitate integration between theory and practice, develop meaningful learning, promote technology inclusion, promote student collaboration, can lead to better academic scores, and can be used as a tool for the learning progress and assessment. The findings also indicate challenges in integrating concept mapping in academic practices such as students having difficulties in concept and link selection, student resistance, and software difficulties. Despite the limitations, concept maps are well accepted by students.
{"title":"Concept Mapping: Benefits and Challenges in Higher Education","authors":"C. Machado, A. Carvalho","doi":"10.1080/07377363.2020.1712579","DOIUrl":"https://doi.org/10.1080/07377363.2020.1712579","url":null,"abstract":"Abstract Undergraduates need to develop critical thinking, problem-solving skills, and deep understanding of concepts. Concept maps are considered an educational tool that promotes meaningful learning and that has demonstrated potential effects in the learning process. Based on studies carried out in adult/higher education, the aim of this review is to identify the effects of concept mapping activities and to discuss their benefits and challenges in pedagogical practices. Findings show that concept maps promote development of critical thinking skills, facilitate integration between theory and practice, develop meaningful learning, promote technology inclusion, promote student collaboration, can lead to better academic scores, and can be used as a tool for the learning progress and assessment. The findings also indicate challenges in integrating concept mapping in academic practices such as students having difficulties in concept and link selection, student resistance, and software difficulties. Despite the limitations, concept maps are well accepted by students.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2020.1712579","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47707325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-02DOI: 10.1080/07377363.2020.1712580
L. Wanjohi
Abstract Much development has happened in the education sector in African countries. In Kenya, there has been a proliferation of institutions of higher learning. Severe cuts in government funding for public higher education have resulted in the privatization of higher education and the need for adjunct faculty as a way to cut costs. Research suggests that although there is a rise in reliance on adjunct faculty in many institutions of higher learning around the world, these faculty are not always adequately prepared for the challenges they meet in the classroom. This article explores the need for full-time as well as adjunct faculty development in institutions of higher learning in Kenya. It looks at ways in which adjunct faculty can be specifically offered professional development and how they can be integrated into the life of the institutions in which they teach. Finally, it proposes possible implications for carrying out adjunct faculty development.
{"title":"Adjunct Faculty Development: A Kenyan Perspective","authors":"L. Wanjohi","doi":"10.1080/07377363.2020.1712580","DOIUrl":"https://doi.org/10.1080/07377363.2020.1712580","url":null,"abstract":"Abstract Much development has happened in the education sector in African countries. In Kenya, there has been a proliferation of institutions of higher learning. Severe cuts in government funding for public higher education have resulted in the privatization of higher education and the need for adjunct faculty as a way to cut costs. Research suggests that although there is a rise in reliance on adjunct faculty in many institutions of higher learning around the world, these faculty are not always adequately prepared for the challenges they meet in the classroom. This article explores the need for full-time as well as adjunct faculty development in institutions of higher learning in Kenya. It looks at ways in which adjunct faculty can be specifically offered professional development and how they can be integrated into the life of the institutions in which they teach. Finally, it proposes possible implications for carrying out adjunct faculty development.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07377363.2020.1712580","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46994490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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