國立虎尾科技大學 |

Equipped to Advance : = Faculty Creating Conditions for Success in Advanced Technology Classes.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Equipped to Advance :/
其他題名:	Faculty Creating Conditions for Success in Advanced Technology Classes.
作者:	Gardner, Juanita Keys.
面頁冊數:	1 online resource (133 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
Contained By:	Dissertation Abstracts International79-02A(E).
標題:	Higher education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355298451

Equipped to Advance : = Faculty Creating Conditions for Success in Advanced Technology Classes.
Gardner, Juanita Keys.

Equipped to Advance :Faculty Creating Conditions for Success in Advanced Technology Classes. - 1 online resource (133 pages)

Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.

Thesis (Ph.D.)--Capella University, 2017.

Includes bibliographical references

Technology plays a vital role in education by linking students to resources around the world. In the past three to five years, community colleges in the southeast region of the United States have received funding through various initiatives, allowing them to make significant changes. In 2013 North Carolina Community College System website listed the following initiatives: Developmental Education Initiative, Minority Male Mentoring, Integrated Teaching and Learning Gateway, and Completion by Design. The researcher explored faculty strategies to encourage students' successful completion of advanced technology coursework and migration into the workforce. This study's basic qualitative methodology allowed for the use of interviews, observations, and documents to explore techniques faculty implemented both inside and outside of the classroom. The purposive sample for this study targeted faculty members who taught courses with an online or hybrid component to students in the mechanical engineering technology and/or welding technology programs. Participants consisted of nine faculty members from two community colleges. Participants were both male and female with educational levels varying from associate to PhD. The study's results indicated that the following practices were instrumental to student success: step-by-step instructions for navigating the online course room, low-stakes assignments to demonstrate knowledge, personal attention, peer-tutoring, student involvement in social events, and direct links to outside resources. Faculty members found that student success required involvement from various departments of the college including administration and student support.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355298451Subjects--Topical Terms:

1148448
Higher education.
Index Terms--Genre/Form:

554714
Electronic books.

Equipped to Advance : = Faculty Creating Conditions for Success in Advanced Technology Classes.
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500 $a Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
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502 $a Thesis (Ph.D.)--Capella University, 2017.
504 $a Includes bibliographical references
520 $a Technology plays a vital role in education by linking students to resources around the world. In the past three to five years, community colleges in the southeast region of the United States have received funding through various initiatives, allowing them to make significant changes. In 2013 North Carolina Community College System website listed the following initiatives: Developmental Education Initiative, Minority Male Mentoring, Integrated Teaching and Learning Gateway, and Completion by Design. The researcher explored faculty strategies to encourage students' successful completion of advanced technology coursework and migration into the workforce. This study's basic qualitative methodology allowed for the use of interviews, observations, and documents to explore techniques faculty implemented both inside and outside of the classroom. The purposive sample for this study targeted faculty members who taught courses with an online or hybrid component to students in the mechanical engineering technology and/or welding technology programs. Participants consisted of nine faculty members from two community colleges. Participants were both male and female with educational levels varying from associate to PhD. The study's results indicated that the following practices were instrumental to student success: step-by-step instructions for navigating the online course room, low-stakes assignments to demonstrate knowledge, personal attention, peer-tutoring, student involvement in social events, and direct links to outside resources. Faculty members found that student success required involvement from various departments of the college including administration and student support.
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