Volunteers as Products of a Zoo Conservation Education Program     

Robert D. Bixler  Stephanie L. Joseph  Vicki M. Searles 《The Journal of environmental education》2013,44(1):57-73

Zoos embrace docents/volunteers as a means of interpreting the threats to wildlife and biodiversity to visitors. To accomplish this, zoos provide docents’ education, training, and work experience. Docents themselves also engage in solitary and social wildlife experiences outside of their volunteer obligations. This study examined what motivates docents and how they change as part of their experience. Results from a mailback questionnaire (91% response rate, n = 365) documented that both altruistic (interpreting wildlife to visitors) and egoistic (learning about wildlife themselves; socializing with like-minded others) motivations were predictive of continuing satisfaction with their volunteer experiences. Docents also reported starting or increasing many conservation behaviors after beginning to volunteer at the Cleveland Metroparks Zoo. Docents with more years of experience tended to report more involvement with conservation behaviors. Results support an environmental socialization framework to explain the impacts of an environmental training program. Implications for future research and practice are presented.  相似文献   

IMPROVING STUDENT AND ORGANIZATIONAL LEARNING THROUGH INNOVATIVE STRATEGIC PLANNING PROCESSES     

Vicki Martin 《Community College Journal of Research & Practice》2013,37(1):79-80

Public two - year colleges in the United States were founded historically from the bottom up or from the top down. The former were two - year extensions of high schools maintained in public school districts or in separate districts consisting of multiple contiguous public school districts. In 1928, Ohio Attorney General Edward C. Turner, apparently unaware that over 200 public junior colleges had already been established in a number of Midwest states and California, responded to a request about the legality of a junior college as part of a public school district in Ohio. He said in part, ''The term 'junior college' has no special significance so far as our statutory law is concerned; nor is it in current use as a designation of any particular class of schools'' (Turner, 1928, p. 1014). This opinion ended the possibility of local bottom - up development of two - year colleges supported by common school districts. Bills allowing for the establishment of public two - year colleges failed to pass the Ohio General Assembly in 1929, 1931, 1949, 1951, and 1953. Conversely, by 1954, 26 states had already passed legislation enabling establishment of public junior colleges. Ohio's history of failed legislation during the first six decades of the 1900s gave the state a relatively late start in establishing public two - year colleges. This article identifies some of the key events that influenced the development of community colleges in Ohio. By including distinct time periods, synopsizing the historical and contemporary issues facing community colleges in the state, and identifying key individuals involved in the establishment of community colleges the reader should better understand the community college landscape in Ohio.  相似文献   

Mentoring: A Typology of Costs for Higher Education Faculty     

Laura G. Lunsford  Vicki Baker  Kimberly A. Griffin  W. Brad Johnson 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):126-149

In this theoretical paper, we apply a social exchange framework to understand mentors’ negative experiences. We propose a typology of costs, categorized according to psychosocial and career mentoring functions. Our typology generates testable research propositions. Psychosocial costs of mentoring are burnout, anger, and grief or loss. Career costs of mentoring include diminished reputation, decrease in productivity, and risk of ethical transgressions. The typology focuses on faculty in higher education because of the prevalence and importance of mentoring in that work setting. However, the typology may be extended to career arenas such as law, medicine, and the military. The theory presents a framework for acknowledging negative experiences and the costs associated with mentorship.  相似文献   

Pathways to student engagement: beyond triggers and mechanisms at the engagement interface     

Trowler  Vicki  Allan  Robert L.  Bryk  Jaroslaw  Din  Rukhsana R. 《Higher Education》2022,84(4):761-777

Higher Education - This paper, while conceptual in nature, is informed by both research and practice. Exploring the “engagement interface” as the site for student engagement (SE), we...  相似文献   

Short-Term Influence of Revised Provincial Accreditation Standards on Physical Activity,Sedentary Behavior,and Weight Status in Alberta,Canada Child Care Centers     

Valerie Carson  Dawne Clark  Nancy Ogden  Vicki Harber  Nicholas Kuzik 《Early Childhood Education Journal》2015,43(6):459-465

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Design at work: Cooperative design of computer systems,Greenbaum, J. and Kyng,M. (Eds.). The book,Design at Work: Cooperative design of computer systems,Lawrence Erlbaum Associates, 1991, (ISBN 0-8058-611-3) is available in hardback ($49.95) and paperback ($29.95)     

Vicki S. Napper 《Educational technology research and development : ETR & D》1994,42(1):97-99

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Vertical ground reaction forces of children during one- and two-leg rope jumping     

Pittenger VM  McCaw ST  Thomas DQ 《Research quarterly for exercise and sport》2002,73(4):445-449

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Training versus instruction in the acquisition of cognitive learning strategies     

Claire E. Weinstein  Walter E. Cubberly  Frank W. Wicker  Vicki L. Underwood  Lynn K. Roney  David C. Duty 《Contemporary educational psychology》1981,6(2):159-166

As various cognitive learning strategies have been identified and shown to be useful, the question of how best to teach an individual to use these techniques becomes important. Two studies compared simple instruction to more extended training. In Experiment 1 training was found superior to simple instructions with the method of loci for serial recall learning. Training in generalizable strategies involving imagery, verbal elaboration, and grouping was compared to simple instruction for a reading comprehension task in Experiment 2. Training was found to be more effective than instruction with a short-answer test over easy reading material, but not with difficult readings or multiple-choice tests.  相似文献   

Getting Grandma Online: Are Tablets the Answer for Increasing Digital Inclusion for Older Adults in the U.S.?     

Hsin-yi Sandy Tsai  Ruth Shillair  Shelia R. Cotten  Vicki Winstead  Elizabeth Yost 《Educational gerontology》2015,41(10):695-709

Using information and communication technologies (ICTs) can improve older adults’ quality of life. ICT use is associated with decreased feelings of loneliness and depression, along with increased feelings of independence and personal growth. However, limited access and low technological self-efficacy are key reasons why some groups, especially older adults, are excluded from being fully engaged in the digital world. In this study, we focus on older adults’ technological self-efficacy, which is related to their actual use of technology and the second level digital divide. Specifically, we examine: (a) how older adults decide to use a new technology, tablet computers; (b) how they conquer the barrier of technological self-efficacy through using tablets; and (c) the impacts of using this new technology in their lives. Twenty-one in-depth interviews were conducted with older adults residing in independent living communities in a medium-sized city in the Deep South region of the United States. Observational and enactive learning played important roles for older adults in using tablets. Seeing others use tablets, getting recommendations from family members, or having tablets given to them were the primary reasons they started to use tablet computers. The ease of use feature of tablets helped solve the problem of lacking technological self-efficacy. Using tablets helped increase a sense of connectedness. Tablet computers may be one way to increase digital inclusion among older adults.  相似文献   

Faculty as Mentors in Undergraduate Research,Scholarship, and Creative Work: Motivating and Inhibiting Factors     

Vicki L. Baker  Meghan J. Pifer  Laura G. Lunsford  Jane Greer  Dijana Ihas 《Mentoring & Tutoring: Partnership in Learning》2015,23(5):394-410

In this study, we sought to contribute to research about the high-impact practice of undergraduate research from the understudied faculty perspective. We relied on focus group data from faculty members (N = 41) across five institutions to better understand the supporting and inhibiting factors that contribute to faculty members’ engagement in mentoring undergraduate research. We offer implications for research and practice.  相似文献