DOCSLIB.ORG

CHEP 2018 Proceedings Final.Pdf

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
CHEP 2018 Proceedings Final.Pdf 2018 CONFERENCE ON HIGHER EDUCATION PEDAGOGY PROCEEDINGS H o s t e d by t h e C e n t e r f o r E x c e l l e n c e i n Te a c h i n g a n d L e a r n i n g ( f o r m e rl y C I D E R ) 10th Annual Conference on Higher Education Pedagogy February 14-16, 2018 The Inn at Virginia Tech and Skelton Conference Center Virginia Tech, Blacksburg, Virginia Corporate Sponsors The Center for Excellence in Teaching and Learning thanks all of the sponsors for their value of and commitment to higher education pedagogy. Conference on Higher Education Pedagogy 2018 ii Table of Contents Conversation Sessions ................................................................................................................. 1 Practice Sessions....................................................................................................................... 77 Research Sessions ................................................................................................................... 197 Poster Sessions........................................................................................................................ 253 CONVERSATION SESSIONS A CONVERSATION ON EXAMINING HIGH IMPACT PRACTICES LIKE REACTING TO THE PAST .................................. 2 AND ITS IMPACTS ON STUDENTS AND FACULTY THOMAS CHASE HAGOOD, UNIVERSITY OF GEORGIA; C. EDWARD WATSON, ASSOCIATION OF AMERICAN COLLEGES AND UNIVERSITIES; NAOMI J. NORMAN, UNIVERSITY OF GEORGIA; DAWN MCCORMACK A CONVERSATION: FROM BRICK AND MORTAR TO CYBER SPACE: ADDRESSING FEARS AND RESISTANCE ............ 4 FRIDA RUNDELL, INTERNATIONAL INSTITUTE FOR RESTORATVIE PRACTICES; ELIZABETH SMULL, INTERNATIONAL INSTITUTE FOR RESTORATVIE PRACTICES; MARY JO HEBLING, INTERNATIONAL INSTITUTE FOR RESTORATVIE PRACTICES ASSESSING HYBRID PROJECT BASED LEARNING IN HEALTH SCIENCES PROGRAMS ................................................ 5 YOLANDA SAVOY; SHELLY PAULING, STRATFORD UNIVERSITY CONVERSATION ABOUT HOW MESSAGE DESIGN PRINCIPLES (TYPEFACE, IMAGES SOUND, ETC.) CAN BE EFFECTIVELY INCORPORATED INTO DISTANCE LEARNING MODULES DELIVERED VIA MOBILE DEVICES? ............... 6 EUNICE OFORI, VIRGINIA TECH; KWAME ANSONG-GYIMAH, VIRGINIA TECH CONVERSATION ON INCLUSIVE PEDAGOGY: UNDERSTANDING INTERNATIONAL STUDENTS’ BARRIERS ............... 8 WHEN ATTENDING COLLEGE IN THE U.S.A. HOMERO MURZI, VIRGINIA TECH; MAIA GREENE-HAVAS, VIRGINIA TECH; XIAOTIAN (VIVIAN) LI, VIRGINIA TECH CONVERSATION SESSION: NAVIGATING EXPERIENCES WITH DIVERSITY IN STEM FIELDS .....................................10 CHANTEL SIMPSON, VIRGINIA TECH; MATTHEW SPINDLER, VIRGINIA TECH CONVERSATION: ADAPTING THE PRINCIPLES OF GTA AND NEW TEACHER MENTORING TO MULTIPLE CONTEXTS .............................................................................................................................................................................11 JESSICA BECKETT, VIRGINIA TECH; ADELE WILLIAMS, VIRGINIA TECH; SARAH HANSEN CONVERSATION: APPRECIATIVE INQUIRY IN UNDERGRADUATE AND GRADUATE RESEARCH ADVISING ..............13 CARL DIETRICH, VIRGINIA TECH; CECILE DIETRICH, RADFORD UNIVERSITY; RICHARD GOFF, VIRGINIA TECH; SEUNGMO (MO) KIM, GEORGIA SOUTHERN UNIVERSITY; PAMELA FRASIER, RADFORD UNIVERSITY; VUK MAROJEVIC, VIRGINIA TECH; NICHOLAS POLYS, VIRGINIA TECH CONVERSATION: BEYOND THE VIDEO – ENGAGEMENT IN A FLIPPED CLASSROOM ..............................................15 CALEB ADAMS, RADFORD UNIVERSITY CONVERSATION: CASE-IN-POINT TEACHING APPROACH TO EDUCATING ADULT REFLECTIVE PRACTITIONERS .....17 WILLIAM DAVIS, US ARMY COMMAND AND GENERAL STAFF COLLEGE CONVERSATION: CULTIVATING AND ASSESSING HOLISTIC PROBLEM SOLVING SKILLSETS: CHALLENGES AND OPPORTUNITIES ...................................................................................................................................................19 Conference on Higher Education Pedagogy 2018 iii SHANNON CONLEY, JAMES MADISON UNIVERSITY; MICHAEL DEATON, JAMES MADISON UNIVERSITY; MARY HANDLEY, JAMES MADISON UNIVERSITY; JEFF TANG, JAMES MADISON UNIVERSITY; BOB KOLVOORD, JAMES MADISON UNIVERSITY; BRENT ROBERT, JAMES MADISON UNIVERSITY; AMANDA BIESECKER, JAMES MADISON UNIVERSITY CONVERSATION: CURRICULUM DEVELOPMENT USING THRESHOLD CONCEPTS AND PERSONAS .........................21 DAVID REEPING, VIRGINIA TECH; LISA MCNAIR, VIRGINIA TECH; LIESL BAUM, VIRGINIA TECH; TOM MARTIN, VIRGINIA TECH; STEVE HARRISON, VIRGINIA TECH; MATTHEW WISNIOSKI, VIRGINIA TECH; ANNIE PATRICK, VIRGINIA TECH; LUKE LESTER, VIRGINIA TECH CONVERSATION: DISTRIBUTED COMMUNITY IN ONLINE AND HYBRID LEARNING:...............................................23 AN EMERGING APPROACH TO LEARNING IN SITU ADAM BARGER, COLLEGE OF WILLIAM AND MARY; RYAN BALTRIP, COLLEGE OF WILLIAM AND MARY CONVERSATION: ENGAGING PEDAGOGY INSPIRED BY TEACHING IN VIRTUAL SPACES ........................................25 TERRA GARGANO, AMERICAN UNIVERSITY CONVERSATION: ETHICAL CHALLENGES IN SCHOLARSHIP OF TEACHING AND LEARNING .....................................27 GIL HERSCH, VIRGINIA TECH CONVERSATION: EVALUATING THE IMPACT OF THE LEARNING ENVIRONMENTS.................................................29 ON “DEEP LEARNING” AMONG COUNSELING EDUCATION LYNN PAIGE, MERCER UNIVERSITY CONVERSATION: FACILITATING AUTHENTIC AND INTENTIONAL UNDERGRADUATE RESEARCH ...........................30 JENNIFER A. STOUT, VIRGINIA COMMONWEALTH UNIVERSITY; JAKE KHOURY, VIRGINIA COMMONWEALTH UNIVERSITY; CHRISTOPHER N. JACKSON, VIRGINIA COMMONWEALTH UNIVERSITY CONVERSATION: FACILITATING DIFFICULT CONVERSATIONS IN THE CLASSROOM (CO-SPONSORED BY THE ACADEMY OF TEACHING EXCELLENCE [ATE] AND THE GRADUATE ACADEMY OF TEACHING EXCELLENCE [GRATE] AT VIRGINIA TECH) ...............................................................................................................................................33 ANTHONY KWAME HARRISON; JORDAN LANEY; ERIN LAVENDER-STOTT; DARREN MACZKA; AMY NELSON CONVERSATION: FACULTY’S ROLE IN SUPPORTING NON-COGNITIVE SKILLS NECESSARY FOR SUCCESSFUL COLLEGE RETENTION ............................................................................................................................................35 ROOFIA GALESHI, RADFORD UNIVERSITY; DARRYL COREY, RADFORD UNIVERSITY CONVERSATION: FROM HIGH SCHOOL TO COLLEGE: DESIGNING PROGRAMS TO ASSIST AFRICAN AMERICAN COLLEGE STUDENTS WITH TRANSITIONING TO HIGHER EDUCATION INSTITUTIONS ............................................37 JADA BROOKS, VIRGINIA COMMONWEALTH UNIVERSITY CONVERSATION: GAMIFICATION IN HIGHER EDUCATION--SURFACE & DEEP, PROS & CONS, WAYS & MEANS ....39 NANCY KNAPP, UNIVERSITY OF GEORGIA CONVERSATION: HOW MIGHT VIEWING TRANSFER AS PART OF THE LEARNING PROCESS, RATHER ....................41 THAN AN OUTCOME, IMPACT COURSE DESIGN? HANNAH DAVIS, VIRGINIA TECH CONVERSATION: HOW TO BEST CREATE AND USE VIDEOS TO ENGAGE STUDENTS AND FOSTER LEARNING ........43 JOE WIRGAU, RADFORD UNIVERSITY; JESSICA MUNDY, RADFORD UNIVERSITY CONVERSATION: IMPLEMENTING A COHORT-BASED PROGRAM MODEL TO INCREASE INCLUSIVITY AND PROMOTE DIVERSITY IN THE DIGITAL CLASSROOM ..............................................................................................45 Conference on Higher Education Pedagogy 2018 iv KEVIN DOYLE, VIRGINIA TECH; JENNA HAYNES, VIRGINIA TECH; SHEKILA MELCHIOR, UNIVERSITY OF TENNESSEE - CHATTANOOGA CONVERSATION: IMPROVING GROUP WORK THROUGH A CONTEMPLATIVE APPROACH ....................................47 SARAH MOSELEY, UNIVERSITY OF VIRGINIA CONVERSATION: LEARNING IN A COMMUNITY: ANECDOTAL EVIDENCE OF THE EFFECTIVENESS AND CHALLENGES OF LEARNING COMMUNITIES ...............................................................................................................................49 MARGARET PATE, RADFORD UNIVERSITY; SHELLY WAGERS, RADFORD UNIVERSITY; STEPHEN OWEN, RADFORD UNIVERSITY; COURTNEY SIMPKINS, RADFORD UNIVERSITY CONVERSATION: LEARNING THROUGH REFLECTIVE WRITING: WHO, HOW, AND WHY. .......................................51 FRAN CHERKIS, SUNY FARMINGDALE STATE COLLEGE; ANNEMARIE ROSCIANO, STONY BROOK UNIVERSITY CONVERSATION: MICRO-MOTIVATIONS TO SUCCESSFULLY ENGAGE STUDENTS IN A LARGE LECTURE HUMANITIES COURSE ...........................................................................................................................................53 GREG TEW, VIRGINIA TECH CONVERSATION: STUDENT ENGAGEMENT STRUGGLES: INDEX CARDS TO THE RESCUE........................................54 GRETCHEN THOMAS, UNIVERSITY OF GEORGIA; DAWN RAUSCHER, FLATHEAD VALLEY COMMUNITY COLLEGE CONVERSATION: STUDENT PERCEPTIONS ABOUT LEARNING AS SEEN THROUGH SMALL-GROUP INSTRUCTIONAL DIAGNOSES ..........................................................................................................................................................55 CARYN NEUMANN, MIAMI UNIVERSITY; LORI L. PARKS, MIAMI UNIVERSITY CONVERSATION: THE SACRED COW OF THE ‘SECTION’ – DELIBERATING OVER A CORE PRACTICE IN US UNIVERSITIES .......................................................................................................................................................56 JENNI CASE, VIRGINIA TECH CONVERSATION: USING “TINY ASSIGNMENTS” IN A LOW STAKES ENVIRONMENT TO PROMOTE HABITS OF MIND FOR A DISCIPLINE USING ACTIVE LEARNING AND REFLECTION. ............................................................................58 ANNE MARIE ZIMERI, UNIVERSITY OF GEORGIA CONVERSATION: USING A REFLECTION FRAMEWORK TO FACILITATE REFLECTIONS ON TEACHING AND LEARNING .............................................................................................................................................................................60
Load more

Recommended publications
  • 1) How to Build Habits • Inspiration
    1) How to build habits • Inspiration: o What motivates you to do this change? What inspires you to change or build a new habit? Think about how your life could be if you make this change. • Intention: o Set some clear intentions: you need a plan. This is a critical link between inspiration and action. When do you plan to do what? • Action o Shift things to action – just start it! • Experience o Repeat the process until it is experienced, and becomes a new habit. Research says that you need 20 repetitions to start building a new habit… so 5 minutes each morning for three weeks could do the trick to kick this off! 2) Meditation Apps • Headspace (www.headspace.com) • Calm (www.calm.com) • And many more are out there … and they are a great start to build a habit! 3) My recommended reads • General reads: o Search Inside Yourself by Chade-Meng Tan o 10% Happier by Dan Harris o Real Happiness by Sharon Salzberg • Mindfulness/Meditation o Happiness by Matthieu Ricard (probably THE book that changed my life…) o Why Meditate by Matthieu Ricard o Mindfulness for Beginners by Jon Kabat-Zinn o Wherever You Go, There You Are by Jon Kabat-Zinn • Compassion o A Fearless Heart by Thupten Jinpa o Self-Compassion by Kristin Neff • Research/Mindfulness today o The Emotional Life of Your Brain by Richard Davidson o Altered Traits by Richard Davidson and Daniel Goleman o Your Brain At Work by David Rock • Emotional Intelligence o Emotional Intelligence: And Why it Can Matter More Than IQ by Daniel Goleman o Focus: The Hidden Driver of Excellence by Daniel Goleman • Spiritual (but practical) o The Miracle of Mindfulness by Thich Nhat Hanh o A Force For Good: The Dalai Lama’s Vision for Our World by Daniel Goleman .
    [Show full text]
  • An Undergraduate Thesis the Influence of Using Rote
    AN UNDERGRADUATE THESIS THE INFLUENCE OF USING ROTE LEARNING STRATEGY ON THE STUDENTS’ VOCABULARY MASTERY AT THE EIGHTH GRADERS OF SMPN 1 PUNGGUR IN THE ACADEMIC YEAR OF 2017/2018 By : AMALIA ROHMI Student Number: 13106507 Tarbiyah and Teacher Training Faculty English Education Department STATE INSTITUTE OF ISLAMIC STUDIES OF METRO 1439 H / 2017 M AN UNDERGRADUATE THESIS i THE INFLUENCE OF USING ROTE LEARNING STRATEGY ON THE STUDENTS’ VOCABULARY MASTERY AT THE EIGHTH GRADERS OF SMPN 1 PUNGGUR IN THE ACADEMIC YEAR OF 2017/2018 Presented as a Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan (S.Pd.) in English Education Department By : AMALIA ROHMI Student Number: 13106507 Tarbiyah and Teacher Training Faculty English Education Department Sponsor : Dra. Umi Yawisah, M.Hum. Co-Sponsor : Trisna Dinillah Harya, M.Pd. STATE INSTITUTE OF ISLAMIC STUDIES OF METRO 1439 H / 2017 M ii iii iv v vi THE INFLUENCE OF ROTE LEARNING STRATEGY ON THE STUDENTS’ VOCABULARY MASTERY AT THE EIGHTH GRADERS OF SMPN 1 PUNGGUR IN THE ACADEMIC YEAR OF 2017/2018 ABSTRACT By: AMALIA ROHMI The purpose of this research is to determine whether the use of rote learning strategy can improve students’ vocabulary mastery at the eighth graders of SMPN 1 Punggur in the Academic Year of 2017/2018. In this research, researcher gave test in the form of pre-test to determine students’ vocabulary mastery and a post-test to find out the result of students’ vocabulary mastery after treatment by using rote learning strategy. This research was conducted by using quantitative research. The subject of this research are 33 students at the eighth graders of SMPN 1 Punggur in the academic year of 2017/2018.
    [Show full text]
  • Benchmarking Faculty Salaries Study Provost’S Meeting with Faculty March 29, 2018
    Division of Academic Affairs Benchmarking Faculty Salaries Study Provost’s Meeting with Faculty March 29, 2018 Kimberly D. Whitehead, Ph.D. Interim Provost and Vice President for Academic Affairs Scope of the Study • UMES requested Hanover Research to conduct a benchmark analysis of the faculty salaries across disciplines and peer institutions. (p3) • The firm identified a set of peer institutions using IPED Variables: • Location ( MD, PA, DC, DE, VA) • Level of institution ( 4 –year +) • Total enrollment (3,000 – 6,000) • The report contains two major sections: • An assessment of faculty salaries across instructional disiplines • An assessment of salaries of faculty and non-instructional staff compared to 33 peer institutions. 2 Identified Peer Institutions • UDC • Longwood University • Bowie State University • Stratford University • Coppin State University • Virginia State University+ • Frostburg State University • University of Maryland • United States Naval Academy Washington • Stevenson University • Marymount University • McDaniel College • University of Richmond • Norfolk State University 3 Identified Peer Institutions cont’d • Eastern University • Arcadia University • Gannon University • Messiah College • Clarion University of PA • Penn State Erie Behrend College • LaSalle University • Penn State – Altoona • Marywood University • University of Scranton • Penn College of Technology • Penn State – Abington • Widener University - Main Campus • Lake Eric College • Lockhaven University • Robert Morris • Bucknelll University • York College of Pennsylvania • Penn State - Harrisburg 4 KEY FINDINGS – ANALYSIS BY DISCIPLINE • Faculty salaries range considerably by academic discipline. • There is a high level of variability in earning not only across by within academic disciplines. • In 17 academic disciplines, new professors are out-earning their colleagues at the same rank. 5 KEY FINDINGS – PEER ANALYIS • Faculty salaries at UMES are above the peer median across all academic ranks, including professors, lecturers and instructors.
    [Show full text]
  • Retrieval-Based Learning: Active Retrieval Promotes Meaningful
    Current Directions in Psychological Science Retrieval-Based Learning: Active 21(3) 157 –163 © The Author(s) 2012 Reprints and permission: Retrieval Promotes Meaningful Learning sagepub.com/journalsPermissions.nav DOI: 10.1177/0963721412443552 http://cdps.sagepub.com Jeffrey D. Karpicke Purdue University Abstract Retrieval is the key process for understanding learning and for promoting learning, yet retrieval is not often granted the central role it deserves. Learning is typically identified with the encoding or construction of knowledge, and retrieval is considered merely the assessment of learning that occurred in a prior experience. The retrieval-based learning perspective outlined here is grounded in the fact that all expressions of knowledge involve retrieval and depend on the retrieval cues available in a given context. Further, every time a person retrieves knowledge, that knowledge is changed, because retrieving knowledge improves one’s ability to retrieve it again in the future. Practicing retrieval does not merely produce rote, transient learning; it produces meaningful, long-term learning. Yet retrieval practice is a tool many students lack metacognitive awareness of and do not use as often as they should. Active retrieval is an effective but undervalued strategy for promoting meaningful learning. Keywords retrieval processes, learning, education, metacognition, meaningful learning If you know something, or if you have stored informa- understanding learning, coupled with the importance of active tion about an event from the distant past, and never use retrieval for producing learning, is referred to as retrieval- that information, never think of it, your brain is func- based learning. tionally equivalent to that of an otherwise identical brain that does not “contain” that information.
    [Show full text]
  • CRA Working Paper 2014-02: a Profile of Higher Educational
    A Profile of Higher Education Institutions 02 in the Washington, D.C. Metropolitan Area - By Joanna Biernacka-Lievestro Graduate Research Assistant George Mason University Center for Regional Analysis Working Paper No. 2014 May 2014 A Profile of Higher Education Institutions in the Washington, D.C. Metropolitan Area Working Paper 2014-02 by Joanna Biernacka-Lievestro Graduate Research Assistant Introduction The Washington, D.C. metropolitan area is one of the leading hubs for higher education in the United States. A 2012 study by the Martin Property Institute,1 which analyzed the Census Bureau’s 2010 American Community Survey data, places metropolitan Washington, D.C. as the fourth largest college town in the United States, following only New York City, Los Angeles and Chicago. The Washington, D.C. region surpassed other metropolitan areas with high concentrations of college students, such as Philadelphia, Boston, Dallas-Fort Worth, Miami, San Francisco and Atlanta. This research shows that there are at least 93 institutions of higher education operating in the Washington, D.C. metropolitan area. This report presents data on these institutions’ enrollment and employment by type and location. Due to reporting limitations, data were only available for 78 of these institutions. As of the Fall 2012 semester, the 78 analyzed universities and colleges enrolled approximately 338,000 graduate and undergraduate students and employed about 70,600 faculty and staff. It must be emphasized that the numbers of students and employees are underestimated due to missing data for the 15 schools and because it is expected that the list of public and private universities and colleges compiled for this research is not exhaustive.2 1 Florida Richard.
    [Show full text]
  • Active Learning Notetaking with Pizzazz!
    Active Learning Notetaking with pizzazz! Well..okay..maybe not pizzazz, but certainly more success Active vs Passive Learning Active Learning Passive Learning Listening, not just hearing Copy instructor’s Frequent review of words material Rote memory Taking responsibility for how much you Cramming for tests learn Lack of regular Asking questions review Making connections between concepts Why take notes? o Organized notes will help identify the core of important ideas in the lecture o A permanent record will help you to remember later o Lecture usually contains info not available elsewhere. o Lecture is where you learn what prof thinks is important - useful on exams! o Class assignments are usually given & explained in the lecture o The underlying organization & purpose of the lecture will become clear through note taking Notetaking from Lectures 1. Before the lecture begins: Do readings Preview previous notes Listen to the content not the delivery Listening well is a matter of paying close attention. Be prepared to be open-minded to what the lecturer may say even though you may disagree with it. Notetaking from Lectures 2. During the Lecture: Date & # each page Leave margins for later info Pick out main themes & outline in the intro Watch & listen for prof’s cues & organization of info recognize main ideas by signal words Highlight headings, subheadings & new words Jot down details or examples that support the main ideas Notetaking from Lectures Match note style to content: graphs, diagrams, charts, bullets, indents, Write down the point, not the exact words Use lecture summary to check if you’ve got the main ideas Incorporate your own knowledge Ask questions Notetaking from Lectures Cornell note taking system Outline Psychology example and English example Cornell Note- taking Features of Cornell Note-taking The Cornell Note-taking System is characterized by two features: 1.
    [Show full text]
  • A Comparative Study of Rehearsal and Loci Methods in Learning Vocabulary in EFL Context
    ISSN 1799-2591 Theory and Practice in Language Studies, Vol. 5, No. 7, pp. 1451-1457, July 2015 DOI: http://dx.doi.org/10.17507/tpls.0507.18 A Comparative Study of Rehearsal and Loci Methods in Learning Vocabulary in EFL Context Touran Ahour Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran Sepideh Berenji Department of Public and Basic Science, Osku Branch, Islamic Azad University, Osku, Iran Abstract—Effective learning in foreign language settings depends on acquiring a large number of vocabularies. This study intended to compare two vocabulary learning methods known as loci and rehearsal methods to find out which one leads to better retention and recalling of words. Employing a quasi-experimental research, 80 learners from two intact classes in Islamic Azad University, Osku Branch, Iran, were randomly selected as the experimental and control groups. For the purpose of vocabulary learning, the experimental group trained in loci method while rehearsal strategy training was used in the control group. At the end of each session of the treatment, multiple-choice vocabulary tests were used to measure whether the participants can recall the lexical items from their short-term memory. A delayed multiple-choice posttest of vocabulary was also used in order to compare vocabulary learning among two groups four weeks after the treatment. Implementing Independent Samples t-test, the results indicated that experimental group was better than control group in retention and recalling of lexical items in immediate posttest. It was also found that the loci method was more effective than rehearsal in permanency of lexical items in long term memory.
    [Show full text]
  • Marketing Applications of the Learning Process
    MARKETING APPLICATIONS OF THE LEARNING PROCESS Puiu Carmen University of Craiova, Faculty of Economy and Business Administration, Dr.Tr.Severin, str.Oituz nr.35, bl.2, sc.2, ap.3, email: [email protected], tel.0745087609 Abstract: Understanding consumer behaviour is an important task for marketers in their attempt to offer consumers greater satisfaction. Each individual consumer is influenced by his or her perceptions, motivations, learning, attitudes and personality. Learning refers to changes in a person’s behaviour caused by information and experience. Learning can occur through simple associations between a stimulus and a response, or as a result to a complex series of cognitive activities. There are two basic types of learning – conditioning (classical conditioning and instrumental conditioning) and cognitive learning Key words: classical conditioning, operant conditioning, cognitive learning, incidental learning, marketing wareout The learning process For an even more complete understanding of the mechanism behind the consumer’s behaviour, the variable known as the learning is of great importance. It is considered that learning is the base of the perception mechanism and of the consumer’s motivation to buy or not buy a certain product or service. The learning is essential for the process of consuming if we take into account the fact that the buying behaviour is a learnt behaviour. Learning may occur in situation of high involvement (when the consumer has reason to learn) or of low involvement (when the consumer is very poorly or not at all motivated to learn). Learning can represent a noticeable or unnoticeable change in a consumer’s behaviour due to the consequences of experience and it leads to the increase of the probability that a behavioural act to be repeated.
    [Show full text]
  • How to Teach Mathematics Third Edition Steven G
    How to Teach Mathematics Third Edition Steven G. Krantz How to Teach Mathematics Third Edition http://dx.doi.org/10.1090/mbk/089 How to Teach Mathematics Third Edition Steven G. Krantz Providence, Rhode Island 2010 Mathematics Subject Classification. Primary 97D40, 97Q60, 97U20, 97U50, 97U70. Cover 4 author photograph courtesy of Steven G. Krantz. For additional information and updates on this book, visit www.ams.org/bookpages/mbk-89 Library of Congress Cataloging-in-Publication Data Krantz, Steven G. (Steven George), 1951- How to teach mathematics / Steven G. Krantz. –Third edition. pages cm. Includes bibliographical references and index. ISBN 978-1-4704-2552-4 (alk. paper) 1. Mathematics–Study and teaching. I. Title. QA11.K776 2015 510.711—dc23 2015021663 Copying and reprinting. Individual readers of this publication, and nonprofit libraries acting for them, are permitted to make fair use of the material, such as to copy select pages for use in teaching or research. Permission is granted to quote brief passages from this publication in reviews, provided the customary acknowledgment of the source is given. Republication, systematic copying, or multiple reproduction of any material in this publication is permitted only under license from the American Mathematical Society. Permissions to reuse portions of AMS publication content are handled by Copyright Clearance Center’s RightsLink service. For more information, please visit: http://www.ams.org/rightslink. Send requests for translation rights and licensed reprints to [email protected]. Excluded from these provisions is material for which the author holds copyright. In such cases, requests for permission to reuse or reprint material should be addressed directly to the author(s).
    [Show full text]
  • The Pennsylvania State University the Graduate School MOTIVATING
    The Pennsylvania State University The Graduate School MOTIVATING ENGAGEMENT WITH SOCIAL JUSTICE ISSUES THROUGH COMPASSION TRAINING: A MULTI-METHOD RANDOMIZED CONTROLLED TRIAL A Dissertation in Psychology by Sinhae Cho © 2020 Sinhae Cho Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy August 2020 ii The dissertation of Sinhae Cho was reviewed and approved by the following: José A. Soto Associate Professor of Psychology Sherwin Early Career Professor in the Rock Ethics Institute Dissertation Advisor Co-Chair of Committee Robert W. Roeser Professor of Human Development and Family Studies Bennett Pierce Professor of Caring and Compassion Co-Chair of Committee C. Daryl Cameron Assistant Professor of Psychology Research Associate in Rock Ethics Institute Michael N. Hallquist Assistant Professor of Psychology Assistant Professor of Institute for Computational and Data Sciences Kristin A. Buss Professor of Psychology Professor of Human Development and Family Studies Head of the Department of Psychology iii ABSTRACT To address issues of racial disparities in the US and effect lasting social changes, it is essential for members of privileged groups to learn about the experiences of marginalized individuals and groups. However, this kind of empathic engagement around social justice issues is often avoided by privileged group members due to the potentially high emotional costs associated with engaging with these issues. This multi-method, randomized controlled trial examined a two-week, online-based, self-administered
    [Show full text]
  • PROBABILISTIC MODELS of LEARNING and MEMORY Working Memory & Episodic Memory
    PROBABILISTIC MODELS OF LEARNING AND MEMORY Working memory & episodic memory MÁTÉ LENGYEL Computational and Biological Learning Lab Department of Engineering University of Cambridge MULTIPLE INTERACTING MEMORY SYSTEMS Probabilistic models of learning and memory — Working memory and episodic memory CEU, Budapest, 22-26 June 2009 http://www.eng.cam.ac.uk/~m.lengyel 2 MULTIPLE INTERACTING MEMORY SYSTEMS ✓ ✓ ✓ Probabilistic models of learning and memory — Working memory and episodic memory CEU, Budapest, 22-26 June 2009 http://www.eng.cam.ac.uk/~m.lengyel 2 MULTIPLE INTERACTING MEMORY SYSTEMS ✓ ✓ ✓ Probabilistic models of learning and memory — Working memory and episodic memory CEU, Budapest, 22-26 June 2009 http://www.eng.cam.ac.uk/~m.lengyel 2 MULTIPLE INTERACTING MEMORY SYSTEMS ✓ ✓ ✓ Probabilistic models of learning and memory — Working memory and episodic memory CEU, Budapest, 22-26 June 2009 http://www.eng.cam.ac.uk/~m.lengyel 2 LONG TERM MEMORY → SHORT-TERM MEMORY Probabilistic models of learning and memory — Working memory and episodic memory CEU, Budapest, 22-26 June 2009 http://www.eng.cam.ac.uk/~m.lengyel 3 60 CHASE AND SIMON 24 60 CHASE AND SIMON 16 24 LONG TERM MEMORY → SHORT-TERM MEMORY 60 CHASE AND SIMON 16 24 16 I 2 3 4 5 b 7 TRIALS FIG. 1. Learning curves of the master ( M ), class A player (A), and beginner (B) for the middle-game and random middle-game positions. The brackets are standard errors on five positions. of their poorer ilrst-trial performance, had much more room for im- I 2 3 4 5 b 7 provement than did M; this difference disappears when the learning TRIALS curve reaches the level of M’s first-trial performance.
    [Show full text]
  • Catalog Addendum
    Catalog Addendum 2018-2019 Virginia Catalog 2018-2019 Maryland Catalog This addendum contains supplements, additions, and updates to the Stratford University 2018-2019 Catalog. The catalog is considered incomplete without this supplement. January, 2019 Page 1 of 8 Programs Offered by Campus PROGRAM Alexandria Baltimore Falls Church Woodbridge Accounting, BS X° X School of Accounting, MS X° X Business Business Administration, AAS X X° Business Administration, BS X X° X Business Administration, Master of X X° X International Business Administration, Master of X* Certificate of Advanced Studies in Business Futures X*†† Certificate of Advanced Business Research X*†† Doctor of Business Administration, DBA X* Cyber Security, MS X X° X School of Cyber Security Leadership and Policy, MS X X° X Computer Digital Forensics, MS X° Science & Information Systems, MS X° Information Information Technology, BS X X° X Technology Network Management and Security, AAS X* X Software Engineering, MS X° Networking and Telecommunications, MS X° X Certificate of Advanced Studies in Enterprise Architecture X*†† Certificate of Advanced Technology Research X*†† Doctor of Information Technology, DIT X* Advanced Culinary Arts, AAS X X X School of Advanced Culinary Arts, Diploma X Hospitality Baking and Pastry Arts, AAS X X X* & Culinary Hospitality Management, BA X X X°† Arts Hotel and Restaurant Management, AAS X° X International Hospitality Management, MS X° X Healthcare Administration, BS X X X* X° School of Healthcare Administration, MS X° X Health Sciences Health Information Management, BS X X X° X Health Sciences, BS X X° X Medical Assisting, AAS X* X* X* Medical Assisting, Diploma X X X Medical Insurance Billing and Coding, AAS X X X* X° Pharmacy Technician, AAS X* School of Nursing, BSN X X°** X Nursing All programs are delivered in a blended format unless otherwise stated.
    [Show full text]