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Why maximizing access to corporate employment and training opportunities for persons with visual impairments will benefit corporations
No full textThe purpose of the research is to provide evidence that will refute widely held myths and misconceptions of persons with visual impairments and to prove that hiring, training, and retaining them will benefit corporations.WHY MAXIMIZING ACCESS TO CORPORATEEMPLOYMENT AND TRAINING OPPORTUNITIES FOR PERSONS WITH VISUALIMPAIRMENTS WILL BENEFIT CORPORATIONS
Garthen Leslie
DMGT 892
University of Maryland University College
March 4, 2011Purpose and Scope of the Research
•
Purpose–Provide evidence that will refute widely held myths and misconceptions of persons with visual impairments and to prove that hiring, training, and retaining them will benefit corporations.
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Scope–Covers the business case(s) for hiring persons with visual impairments, problems and issues of persons with visual impairments, and the use and advantages of Assistive Technology to improve performance and their work environment.Research Questions
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Why should those in corporate management hire persons with visual impairments?
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What are the major problems and issues facing persons with visual impairments when trying to access corporate training and employment opportunities?
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What advantages does assistive technology give corporations and persons with visual impairments?
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What are the current training and information dissemination models and what new model(s) can be developed?Significance of this Research for Management
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Highlights a potential source of untapped, high performing, manageable human capital
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A potential catalyst for new market segment and new products
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Provides positive examples of the value and benefits of employing persons with visual impairmentsMain Literature Themes and Authors
Why hire the visually impaired
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Jim Hasse (2007). Disability employment: What the studies show. The Du Pont studies
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Dr. Mark Lengnick-Hall (2007). Hidden talent: How Leading Companies Hire, retain, and Benefit From People with Disabilities
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Dr. Marc Maurer –President National Federation of the Blind
Problems and Issues of the visually impaired
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Niki Tait –Taking Down Barriers to the Blind: disability Discrimination
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ASTD –American Standard of training and Development –Training
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AFB –American Foundation for the Blind
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Bureau of Labor Statistics –employment statistics for persons with visual impairments
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McFarlin, Song, & Sonntag –integrating the disabled into the workplace
The use and advantages of Assistive technology
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National Center for Technology Innovation (2009)
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American Foundation for the Blind
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Robin Springer –Full accss grantedKey Propositions Distilledfrom the Literature
Management
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Examine the impact of management attitudes (training, myths)
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Examine the benefits of management directed training
Social
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Explore the correlation of high-level management involvement with the success of persons with visual impairments
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Determine the origin and impact of myths and misconceptions of persons with visual impairments
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Examine the long-term impact of exclusion from the workforce
Technology
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Analyze the available marketplace for specialized technology
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Examine how Technology diffusion and transference happens for persons with visual impairmentsConceptual Framework
ADA
Telecom Act
Attitudes and
myths
Individual characteristics
Training
P
O
T
E
N
T
I
A
L
E
M
P
L
O
Y
E
E
Strong
mngt
End of employment process
Potential Employee
Trained
Additional training
needed
Updated best
practices
Visually
Impaired
employee
Assistive
Technology
Yes
Yes
No
NoThesis statement
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WHY MAXIMIZING ACCESS TO CORPORATE EMPLOYMENT AND TRAINING OPPORTUNITIES FOR PERSONS WITH VISUAL IMPAIRMENTS WILL BENEFIT CORPORATIONSResearch Approach & Formationof Argument
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Qualitative –Why, How, When
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Exploratory –Secondary data: case studies, surveys, existing scholarly literature
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Evidence Based –Secondary data used to support research claimsFindings
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Visually impaired persons in most industries
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Record of tenure, safety, performance equal to that of the general public
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Cost of accommodation was neligable
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Management support critical to success
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Training and Assistive Technology is essential
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Greater exposure equaled greater acceptance
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Myth and misconceptions posed obstaclesImplications for ManagementPractice
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Management
Aggressive obvious support is important
Untapped pool of available human resources
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Training and accommodations needed
Assistive technology
Training via best practices
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Persons with Disabilities
Better access to employment opportunities
Removal of myths and misconceptionsFuture Research Agendas
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Compare and contrast the level of integration and success of persons with visual impairments in companies with high-level management support with those without this level of support.
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The inclusiveness of persons with visual impairments into corporations where management is a proponent of assistive technology would provide a rich new view of how advanced technology can help equalize employment opportunities initially and in the work environment post hire.
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Correlating the value and benefits realized from the work of persons with visual impairments with the presence of a strong management directed training policy could prove or disprove a strong link between the success of persons with visual impairments (post hire) and a strong advocating management team
Sociological approach to substance abuse: The male gender role and alcohol abuse
No full textThe Department of Social Science, along with the Maryland Theta chapter of Pi Gamma Mu (International Social Science Honor Society), is pleased to announce the winners of the 4th annual UMUC Social Science Essay Contest. This yearly contest invites all UMUC students to submit essays applying social science theory to social issues and problems and is adjudicated by a panel of UMUC faculty members. The second‐place winner, Sheila Cullen Seuffert, wrote a paper titled, “A Sociological Approach to Substance Abuse: The Male Gender Role and Alcohol Abuse.” Sheila is a May 2011 graduate of UMUC with a major in Social Science and works as a clerk in the School of Education at the University of Massachusetts‐Amherst. According to Sheila, “I began researching alcohol abuse for my paper, and I expected to find a strong correlation between poverty and alcohol. I interviewed a small sample of volunteers to get their opinions on the causes of alcoholism and explored their suggestions and was surprised to find that gender role conflict among men was such a strong predictor for alcohol abuse.” Sheila is preparing applications for graduate programs in Social Policy.A SOCIOLOGICAL APPROACH TO SUBSTANCE ABUSE: THE MALE GENDER ROLE AND ALCOHOL ABUSE
by
Sheila Seuffert
NAME: Sheila Seuffert
MAJOR: Social Science
EMAIL: [email protected]
A SOCIOLOGICAL APPROACH TO SUBSTANCE ABUSE: THE MALE GENDER ROLE
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INTRODUCTION
Substance abuse is a broad social problem that includes illegal drug use and misuse of legal drugs (prescription medication or alcohol). For the purpose of this project, I have narrowed my research down to alcohol abuse – a topic that is still very broad. The terms “alcohol abuse” and “alcoholism” are often used interchangeably, but there is a significant difference. Alcohol abuse is a behavior that many people, both alcoholics and non-alcoholics, engage in that may include drinking too much or too often, drinking to cope with stress or emotional turmoil, and other unhealthy drinking habits. Alcoholism is a physical, emotional, and/or psychological dependence on alcohol. In this paper, I use the term “alcohol abuse” to refer to both concepts in general. The term “alcoholism” is reserved specifically for dependence. When necessary to make a distinction, the term non-alcoholic alcohol abuse will be used.
Alcoholism has been studied from a genetic perspective and seems to be hereditary (Sloan, Sayarath, & Moore, 2008). Social science (SS) is also useful in studying alcoholism as this particular problem is more than the sum of its parts. Psychology is arguably the most appropriate SS discipline for the study of alcohol abuse, but that doesn’t mean that other SS disciplines are completely without merit. Psychological disorders vary from culture to culture (Matsumoto & Juang, 2008), suggesting that society has a profound impact on psychological well being and personal behavior.
Sociology examines societies and social structures and describes how these constructs affect the people living within them (Hunt & Colander, 2011). Many people cite various social constructs as causes of alcohol abuse or barriers to recovery. Poverty, stress, and family problems all seem to be associated with alcohol abuse, even to the casual observer. Alcoholics Anonymous (AA) dismisses this notion and insists that recovering alcoholics need to take sole
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responsibility for their behaviors (Alcoholics Anonymous, 2006), but many psychologists take a more holistic approach. While it may be the individual’s responsibility to stick to his treatment plan, the social structures that led him there in the first place and hinder his recovery warrant further study if we are to eradicate this problem once and for all.
I chose to analyze alcohol abuse from a sociological perspective, not because I feel that this discipline is the most appropriate, but because I think that it has been dangerously underutilized. To compliment my academic research, I conducted brief interviews with 11 men and women, aged 19 to 55 and asked them about their perceptions on factors that contribute to alcohol abuse and recovery (see Appendix B). These observations guided my research.
There are many social structures that are correlated with alcohol abuse including socio-economic status, power distance, habits learned through socialization, and more. To delve into all of these topics in sufficient detail to explain their impact would be impossible for this paper. Instead, I have chosen to examine one sociological aspect in detail as it relates to alcohol abuse: masculine gender role expectations. Alcohol abuse is by no means unique to men, but men are more likely to abuse alcohol than women (Landrine, Bardwell, & Dean, 1988) and less likely to seek help (Kierski & Blazina, 2009). Since sex is a strong predictor for alcohol abuse (Landrine, et al, 1988), more attention seems warranted for research into masculine gender roles as they relate to alcohol consumption.
Gender roles serve an important function in society and very little difference has been noted in specific gender roles from culture to culture (Williams, Satterwhite, & Best, 1999). These norms define masculine and feminine behavior (Matsumoto & Juang, 2008) and carve out a person’s place in society based upon one’s ability to conform to them. Julie Phelan and Laurie Rudman have demonstrated that men suffer social and economic consequences when they fail to
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conform to gender stereotypes (as cited in Moss-Racusin, Phelan, & Rudman, 2010), so it is in their best interest to be what society expects. There are specific gender roles regarding alcohol consumption, too. Men are expected to drink, whereas women may choose to drink, but are not necessarily expected to (Landrine, et al., 1988).
Fig. 1. Pancultural Gender Stereotypes: Samples of Highly Stereotypic Items (Williams, Satterwhite, & Best, 1999).
A SOCIOLOGICAL APPROACH TO SUBSTANCE ABUSE: THE MALE GENDER ROLE
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EXPLORING SOCIAL FACTORS IN ALCOHOL ABUSE
The expectation that “real men drink” does not go unnoticed. “There is a copious amount of advertisement and promotion for alcoholic beverages from magazines, television, sporting events, radio, etc., so people feel that they should be drinking,” as one 25 year old Caucasian male so eloquently wrote (R1025M, 2010). He wasn’t the only one to blame media involvement in perpetuating this stereotype; more than half of my respondents cited the media as a factor in alcohol abuse. Dan Griffin (2009), author of “A Man’s Way through the Twelve Steps,” tells of a specific liquor ad with the caption “Get in touch with you masculine side,” a blatant enforcement of this stereotype.
Professor James Sargent of Dartmouth Medical School conducted a study on alcohol use in 601 movies and found that 92% of all sampled films depicted drinking (Nordhoff, 2006). It comes as no surprise that exposure to such images is a predictor for heavy drinking later in life for children (Nordhoff, 2006), but men between the ages of 18 and 29, who are often ignored in such studies, are also at risk. Their sample drank an average of 1-1/2 more drinks during television programs that portray drinking than during programs that didn’t (Engels, Hermans, van Baaren, Hollenstein, & Bot, 2009). Alcohol exposure in media has long been linked to future behavior, but the immediate affects are quite disturbing.
Most movie scenes involving alcohol are positive, showing people at parties, relaxing after work, or out on dates (Nordhoff, 2006). Even negative outcomes, such as hangovers, clumsiness, regrets, and embarrassing behavior are often glamorized and portrayed as comical and light-hearted. In reality, the results of alcohol abuse are not as much fun. Even mild consequences, such as hangovers and minor embarrassment are never welcome, but more serious outcomes such as the health effects, stress on relationships, and loss of employment are no
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laughing matter. Movies rarely portray the profound costs associated with alcohol abuse, doing a great disservice to viewers of all ages.
Strong messages from the media and an already overwhelming expectation to drink are not the only factors that contribute to alcohol abuse in men. Virtually all American men are subject to these conditions, but not all of them abuse alcohol. Those who are unfortunate enough to be predisposed to alcoholism will likely succumb to alcohol abuse without further cause, but for the rest of the non-alcoholic alcohol abusing population, additional triggers can play a key role. Other than the media, the most common responses I received in my survey regarding factors that lead to alcohol abuse were stress (5), social acceptance (5), work/economic factors (4), and self-medication (4).
“Social acceptance” was expressed both as being positive (fun with friends) and negative (peer pressure). Since men do not form emotionally intimate bonds as often as women (Miller & Perlman, 2009) and are often ridiculed for not conforming with their male peers’ behavior (Landrine, et al., 1988), it’s possible that alcohol acts as a social lubricant for men. It has been shown that men are more likely to drink in bars with strangers than women are (Landrine, et al., 1988), lending some credibility to this statement.
The U. S. is in the midst of economic crisis. Most of the respondents I interviewed are employed, but almost all of them have fallen under the category of “the working poor” at some point in their lives; five continue to live as such. One is leaving the military and will soon be competing for jobs. I am not aware of any empirical data that supports the theory that alcohol abuse increases during economic hardship except that those who previously abused alcohol may do so more frequently. Economic problems are an acute stressor, so the frequency of this response may be an expression of stress rather than a separate factor. All respondents who listed
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“work” or “the economy” as a factor also listed general stress, so combining these two categories would not confound the data I collected.
“Self-medication” has been a popular theory in explaining substance abuse of all types. The stress of day-to-day life is not necessarily enough to “drive someone to drinking,” but when that stress peaks in the form of family trouble, unemployment, or personal loss, many men may find that they drink more than usual. Since men feel pressured to remain cool and unemotional, seeking cathartic relief is not an option that is likely to be leveraged. Instead, many men will “self-medicate” with alcohol. Many men cite these triggers as the main reason for their drinking when they seek help (Alcoholics Anonymous, 2006; Griffin, 2009). Unfortunately, many of them don’t seek help as soon as they should.
BARRIERS TO RECOVERY
Help-seeking behavior is an affront to the masculine gender stereotype. Many men see it as an admission of weakness or a compromise of their independence. When men feel that their masculinity is being compromised, they experience a degree of gender role conflict (GRC). Men with high GRC are more likely to engage in self-destructive behaviors including substance abuse, violence, and suicide, suggesting profound psychological distress (Kierski & Blazina, 2009). Psychotherapy, a popular treatment option for alcohol abuse, requires a great deal of self-disclosure, and discussion of insecurities and emotions. Men with high GRC will not only find it difficult to seek help, but will also be less productive than their female counterparts during treatment (Kierski & Blazina, 2009).
AA is a popular alternative to psychotherapy. The program’s innovative practices of anonymity, the 24 hour cycle, and homespun wisdom have made recovery possible for countless individuals since its inception in 1939 (Alcoholics Anonymous, 2006; Valverde & White-Mair,
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1999). AA is a non-profit organization that is run on donations in borrowed rooms, and attendance is free of charge (Valverde & White-Mair, 1999), making this a more viable treatment method for the working poor or unemployed. Anyone who seeks help will be welcomed into the group. AA meetings are available in virtually every city in The U.S., and in most countries in the world (Alcoholics Anonymous, 2009). Even the strong Judeo-Christian values that the organization’s founders built in to the program have been modernized to include religious minorities, including agnostics (Alcoholics Anonymous, 2006).
Many of my respondents believe that treatment should be more available, if not mandatory for alcohol abusers. It seems that a persistent myth of non-availability has taken hold and seems to present a societal barrier to recovery. This belief is contrary to the evidence I’ve found, which suggests that there is an overwhelming amount of help. However, sheer availability may not be enough. Griffin (2009) suggests GRC is a hurdle in the AA recovery process, mirroring Kierski and Blazina’s (2009) findings regarding treatment with psychiatric professionals. The famous Twelve Steps (see fig. 2) are difficult, if not impossible for high GRC men to reconcile with their masculine gender role. Powerlessness, emotional reflection, and emotional sharing are not masculine traits or behaviors (Williams, Satterwhite, & Best, 1999; Griffin, 2009), and many men who are on the outside looking in, view the men of AA as being “weak����� and the subject of ridicule. How must a man see himself when a loved one suggests that he join their ranks?
A SOCIOLOGICAL APPROACH TO SUBSTANCE ABUSE: THE MALE GENDER ROLE
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Fig. 2. The Twelve Steps (Alcoholics Anonymous, 2002).
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CONCLUSION
Traditional gender roles may not always be harmful to society; however certain aspects of these roles and their associated stereotypes have outlived their usefulness. Just as many women have had to moderate their self concepts as they pertain to the feminine gender role in order to join the workforce, so too will men. Granted, many men have already swallowed their pride and recovered from their alcohol abuse, but there is no reason that any of them should have to make such a difficult choice: recovery shouldn’t have to mean emasculation. We, as a society, are going through a period of cultural lag (Hunt & Colander, 2011) in which men are being encouraged to seek help, embrace their emotions, and acknowledge their vulnerabilities, while we degrade them and punish them for their “weaknesses.” A SOCIOLOGICAL APPROACH TO SUBSTANCE ABUSE: THE MALE GENDER ROLE
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REFERENCES
Alcoholics Anonymous. (2002). The Twelve Steps of Alcoholics Anonymous. Retrieved from
Alcoholics Anonymous: http://www.aa.org/lang/en/en_pdfs/smf-121_en.pdf
Alcoholics Anonymous. (2006). Alcoholics Anonymous. (4th ed.). New York City, NY:
Alcoholics Anonymous World Services Inc.
Alcoholics Anonymous. (2009). General Service Offices, Central Offices, Intergroups and
Answering Services Overseas. Retrieved from Alcoholics Anonymous: http://www.aa.org/pdf/products/f-59_gso-ctroffoverseas.pdf
Engels, C.; Hermans, R. van Baaren, R.; Hollenstein, T.; & Bot, S. (2009). Alcohol portrayal on
television affects actual drinking behaviour. Alcohol and Alcoholism, 44(3), 244-249. Retrieved from Oxford Journals Online Databse: http://alcalc.oxfordjournals.org.ezproxy.umgc.edu/cgi/reprint/44/3/244
Griffin, D. (2009). A Man’s Way Through the Twelve Steps (1st ed.). Center City, MN: Hazelden
Hunt, E.; & Colander, D. (2011). Social Science: An Introduction to the Study of Society (14th
ed.). Boston, MA: Allyn & Bacon.
Kierski, W.; & Blazina, C. (2009). The male fear of the feminine and its effects on counseling
and psychotherapy. The Journal of Men’s Studies, 17(2), 155-172. Retrieved from SocINDEX Online Database: http://web.ebscohost.com.ezproxy.umgc.edu/ehost/pdfviewer/pdfviewer?vid=2&hid=6&sid=0b570be1-1aa3-4123-85da-f5f82172f9aa%40sessionmgr10
Landrine, H.; Bardwell, S.; & Dean, T. (1988). Gender expectations for alcohol use: A study of
the significance of the masculine role. Sex Roles, 19(11/12), 703-712. Retrieved from SocINDEX Online Database: http://web.ebscohost.com.ezproxy.umgc.edu/ehost/pdfviewer/pdfviewer?vid=2&hid=6&sid=014f8e3d-2ac7-4f93-b524-4bdf789f6993%40sessionmgr4
Matsumoto, D., Juang, L. (2008). Culture and Psychology (4th ed.). Belmont, CA: Thomson
Wadsworth.
Miller, R. S. & Perlman, D. (2009). Intimate relationships (5th ed.). New York, NY: McGraw
Hill.
Moss-Racusin, C.; Phelan, J.; & Rudman, L. (2010). When men break the gender rules: Status
incongruity and backlash against modest men. Psychology of Men & Masculinity, 11(2), 140-151. Retrieved from PsycINFO Online Database: http://web.ebscohost.com.ezproxy.umgc.edu/ehost/pdfviewer/pdfviewer?vid=2&hid=6&sid=3574d196-b4cb-48ee-b3ab-71fbc3a56038%40sessionmgr12
Nordhoff, A. (2006). Adolescent drinking linked to alcohol use in movies. Retrieved from Vox
of Dartmouth: The Newspaper for the Dartmouth Faculty and Staff: http://www.dartmouth.edu/~vox/0506/0123/movies.html
Sloan, C., Sayarath, V., Moore, J. (2008). Systems genetics of alcoholism. Alcohol Research and
Health, 31(1), 14-25. Retrieved from MasterFILE Premier Online Database: http://web.ebscohost.com.ezproxy.umgc.edu/ehost/pdfviewer/pdfviewer?vid=7&hid=12&sid=9371600e-94a7-4dd4-90a3-d8748f35089f%40sessionmgr13
R1025M. (2010). Substance Abuse Survey. (S. Seuffert, Interviewer)
Valverde, M.; & White-Mair, K. (1999). ‘One day at a time’ and other slogans for everyday life:
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The ethical practices of alcoholics anonymous. Sociology, 33(2), 393-410. Retrieved from SocINDEX Online Database: http://soc.sagepub.com.ezproxy.umgc.edu/content/33/2/393.full.pdf+html
Williams, J.; Satterwhite, R.; & Best, D. (1999). Pancultural gender stereotypes revisited: The
five factor model. Sex Roles, 40(7/8), 513-525. Retrieved from SocINDEX Online Database: http://web.ebscohost.com.ezproxy.umgc.edu/ehost/pdfviewer/pdfviewer?vid=23&hid=6&sid=0e33d79b-20a3-46df-a8f1-eaf93e7ab8e2%40sessionmgr10 A SOCIOLOGICAL APPROACH TO SUBSTANCE ABUSE: THE MALE GENDER ROLE
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APPENDIX A
Informed Consent
I am a student at UMUC, and I am conducting interviews for my BEHS210 course. I am studying social science approaches to the study of alcoholism.
I will be collecting information from everyday people regarding their knowledge about alcoholism, especially in terms of the causes. This interview was designed to be approximately a half hour in length. However, please feel free to expand on the topic or talk about related ideas. Also, if there are any questions you would rather not answer or that you do not feel comfortable answering, please say so and we will stop the interview or move on to the next question, whichever you prefer.
All the information will be kept confidential. I will never use real names. I will keep the data in a secure place. Only myself and my professor will have access to this information. Upon completion of this project, all of your interview data will be destroyed.
Participant's Agreement:
I am aware that my participation in this interview is voluntary. I understand the intent and purpose of this research. If, for any reason, at any time, I wish to stop the interview, I may do so without having to give an explanation.
The researcher has reviewed the individual and social benefits and risks of this project with me. I am aware the data will be used in a class project. I have the right to review, comment on, and/or withdraw information prior to the submission of the student paper. The data gathered in this study are confidential with respect to my personal identity unless I specify otherwise.
If I have any questions about this study, I am free to contact the student researcher or the faculty member at the E-mail addresses below. I have been offered a copy of this consent form that I may keep for my own reference. I have read the above form and, with the understanding that I can withdraw at any time and for whatever reason, I consent to participate in today's interview.
_____________________________ ___________________
Participant's signature Date
_______________________________________
Interviewer's signature
Faculty Contact: (removed for contest)
Student Contact: (removed for contest) A SOCIOLOGICAL APPROACH TO SUBSTANCE ABUSE: THE MALE GENDER ROLE
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APPENDIX B
Survey Questions
I.
DEMOGRAPHICS
1.
Age:
2.
Race/Ethnicity:
3.
Gender:
II.
TERMS
For the purpose of this survey, the term “alcoholic” refers to anyone who engages in alcoholic behavior including alcoholics and alcohol abusers. No distinction is made between these two groups for this survey.
III.
PURPOSE
The purpose of this survey is to assess and inventory factors in American society that may influence alcoholic behavior and/or recovery. Please provide free flow comments. These comments may be quoted or paraphrased and will be accompanied by the respondent’s demographic information (eg: A 24 year old Caucasian female wrote, “…”). NAMES WILL NOT BE USED. You do not have to answer all five questions, but your participation is appreciated.
IV.
SURVEY QUESTIONS
1.
Have you ever been diagnosed as an alcoholic by a medical professional? If not, do you believe that you may be
Organizational resilience: Enabling organizational continuity through the identification of underlying factors
No full textThe purpose and scope of this research are as follows:
•Examine factors contributing to organizational resilience.
•Examine organizational resilience models for evaluating organizational resilience.
•Examine the impact of organizational resilience in management.Organizational Resilience
Enabling Organizational Continuity
Through The Identification Of
Underlying Factors
Prasanna MentaPurpose and Scope of the Research
•
Examine factors contributing to organizational resilience.
•
Examine organizational resilience models for evaluating organizational resilience.
•
Examine the impact of organizational resilience in management.Research Questions
Q1: Can the factors for organizational resilience be evaluated and measured for developing a new framework for measuring organizational resilience?
Q2: Can the new framework identify potential problem candidates (organizational resilience factors) in order to ensure they are caught before causing real problems?
Q3: Can the framework be used by organizations to identify steps to mitigate and offer possible corrective actions to revitalize growth to ensure organization sustainability and continuance? Significance of this Research for Management
Organizational resilience can enhance organizational continuity.
Identifying factors contributing organizational resilience will assist management to enhance organizational stability, change, employee motivation and retention.Main Literature Themes and Authors
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Resilience and its importance: (Horne (1998), Reinmoeller & Van Baardwijk, 2005, ).
•
Resilience Factors: (Kotecki (2004), Dautoff (2004), Hind (1997), Coutou (2002))
•
Resilience Models: (Kotecki (2001), Hind, Frost & Rowley (1996)Comor & Davidson (2003)Bonanno (2004)Somers (2009))Key Propositions Distilled from the Literature
1.
Enhancing organizational resilience enhances organizational continuity.
2.
“Prevention is better than cure” – measuring organizational resilience can be a means to gauge organization’s capacity to withstand rough climatic conditions.
3.
Organizational resilience models can assist organizations to customize and adopt based upon individual needs.
4.
Continue research on creating tools (inventory) for identifying and measuring organizational resilience.Conceptual Framework
Evaluate & Identify
Individual Organizational
Resilience Factor(s) (ORF)
Associate Severity (S) to
each identified ORF
Associate Weight (W) to
each identified ORF
Assess the Impact (I = S * W)
Of each identified ORF
Evaluate Organizational
Resilience
Management Decision
MakingConceptual Framework
NoFactorSub FactorSeverityWeightImpact Comments1AvailabilitySystems200ERP System2CommunicationTop-Down60.533Change ProcessN/A20.40.84Team Bldg.N/A30.20.65InnovationN/A10.50.56LeadershipN/A30.20.67Org ValuesN/A100Medium5.5Resilience Matrix for XYZ Corporation (Sample Organization)Your resilience factor isThesis statement
•
Determining and Quantifying Organizational Resilience Factors Enables Stability & Continuity of Operations.Research Approach & Formation of Argument
Evidence Based Research
Web of Science includes various research sources
Expert Panel obtained from a team of two experienced individuals in education and management, which represented areas of both scholarly and practitioner approach. Findings
Evaluating organizational resilience will have a greater impact on individual organization.
Management can work on to strengthen individual organizational resilience factor (s) based upon findings.
Encourages organizational continuity.
Encourages employee retention. Implications for Management Practice
Evaluating organizational resilience will assist organization (s) in effective long term planning.
Due to current global economical conditions, organizations will be able to re-align their strategies based upon the market needs for ensuring organizational longevity and continuity.
Organizations will be able to capitalize opportunities and overcome weakness by realigning resources to suit market needs.
Strong management support is highly desirable.Future Research Agendas
•
Continue Research on
Establish Resilience Factors By Industry.
Establish Tolerable Limits For Individual Resilience Factor.
Creating “Resilience Inventory Tool”.
Monitor and Adjust Resilience Factors Based Upon Feedback
Evaluation of corporate and government crisis management during the Deepwater Horizon oil spill: A comparative analysis of the effectiveness of differing leadership styles
No full textThe purpose of this research is to:
•Assist organizations in identifying and selecting leaders that will be an asset in leading and managing any organization in times of crisis.
•Get a better understanding of the best qualities of leadership and management during a crisis.
•Five leadership models were used and applied evaluatively during the crisis; situational, participative, transformational, transactional, and charismatic.An Evaluation of Corporate and Government Crisis Management During the Deepwater Horizon Oil Spill: A Comparative Analysis of the Effectiveness of Differing Leadership Styles
Colin R. Aaron
[email protected]
240 485 4319Purpose and Scope of the Research
•
Assist organizations in identifying and selecting leaders that will be an asset in leading and managing any organization in times of crisis.
•
Get a better understanding of the best qualities of leadership and management during a crisis.
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Five leadership models were used and applied evaluatively during the crisis; situational, participative, transformational, transactional, and charismatic.Research Questions
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Looking at how the response was handled, what models of leadership were used by key government and corporate leaders during the Gulf oil spill disaster,
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Using the theoretical principles of the five leadership models as a guide, what models of leadership would have been most effective in handling the Gulf oil spill?Significance of this Research for Management
•
When crises occur there are a number of problems that contribute to a prolonged or downward turn of events. One such problem is poor strategic planning to deal with a crisis. What is relevant to an organization’s survival is its effective response to a crisis.
•
Crisis leadership relies on the application of core leadership skills, targeted training for the unfamiliar and responsiveness when a crisis occurs.Main Literature Themes and Authors
•
Leadership
- Bass, Northouse, Avolio, Riggio, Hersey,
Conger, and Kanungo
•
Crisis Management
- Fink, Garcia, Herman, Khodarahmi, and King
•
Crisis Communication
- Fearn-Banks, Goodman, Hunt, and Veil
-Key Propositions Distilled from the Literature
•
Effective leadership during a crisis is dependant on a variety of leadership styles.
•
Crisis communication is an integral part of crisis management.
•
Leadership development should become a part of
organizational culture.Conceptual Framework
Conceptual Framework Model
Figure 3. Conceptual Framework Model
Deepwater Horizon Gulf Oil Spill
Government and Corporate Leadership
Statements and Actions of Leaders
Leadership Models Used
Crisis Situation Outcome
Source: Aaron, 2011Thesis statement
The choice of leader and manager with their leadership and managing responses greatly affects the extent of the damage and recovery of serious disaster, how long it will last and the seriousness of the effects. Research Approach & Formation of Argument
•
The methodology used for this case study was primarily evidence-based research.
•
The primary sources used for this study were the National Response Plan, the state of Louisiana’s Emergency Response Plan, literature from the National Oceanic and Atmospheric Administration (NOAA).
•
The secondary sources used in the formation of the argument was a literature review.
•
A frequency weighting process was used to determine which model or models were most dominant during the crisis.Findings
•
The Transactional leadership model, both (MBE- passive and active) was used most frequently by the President and the National Incident Commander.
•
The leadership behaviors and action varied among all five leaders during the Deepwater Horizon oil spill.
•
The situational leadership model would have been the most effective model during the oil spill.Implications for Management Practice
•
The response phase of an oil leak requires quick, decisive, and coordinated action.
•
The success or failure in the response phase of a crisis is largely a function of the preparedness phase.
•
Organizations should constantly upgrade their mitigation and planning programs.Future Research Agendas
•
A model of leadership that is flexible and helps to promotes a culture of preparedness at all levels of government.
•
A model of leadership that stresses proactive risk management, training, and collaboration between government and private enterprise during a crisis
Identification of personalized instruction in an online MAT program: A new name and process
No full textAbstract: The current study seeks to determine if an online MAT program design promotes personalized learning within its learning management system. Personalized learning provides a medium to improve efficiencies in online learning. Personalized learning is not directed or paced so much by the teacher as it is by the student's own ability and capacity to acquire knowledge (Downs, 2004). A qualitative case study, paired with quantitative data, will corroborate indications, through triangulation, of some, or all, of the Gardner (2002) multiple intelligence's learning styles, student e-learning practices demonstrated, and e-teaching practices employed, to determine if personalized learning occurred with current MAT students. A definition of personalized learning in this particular online MAT program will be created and a recommendation of ways to meet the learning needs of all current and future students in the MAT program will be provided.Barbara Schwartz‐Bechet, Ed.D.
UMUC Faculty Research Seminar
November 15, 2011
•
To analyze current course design in the MAT program to develop an effective e-teaching framework in order to strengthen personalized learning to develop maximum human potential and increase student achievement in the MAT program at UMUC•
Students will receive better grades if the e-teaching and e-learning opportunities presented in the MAT courses are consistent with the way students perceive they learn best
•
Providing a variety and choice of e-teaching and e-learning opportunities is a way to personalize learning (Differentiated Instruction)
•
Current MAT courses may not provide enough choice of e-teaching and e-learning opportunities. •
Personalization of instruction and learning is the effort on the part of a school to take into account individual student characteristics and needs, and flexible instructional practices, in organizing the learning environment (Keefe & Jenkins, 2000)•
Personalized learning is implicit in an online learning environment due to the nature of the platform (Zajac, 2010).
•
Creating personalized learning stems more from an individual context of learning style than the type of platform used.
•
According to a study conducted by Dabrowski & Zajac (2006) comparing online learning outcomes to on site learning outcomes, found no difference between grades students received in either format.
•
Bourne & Moore, (2002) having analyzed much online instruction, demonstrated that asynchronous online courses are effective when compared to traditionally delivered courses, face to face. L
(c)
L
(v)
Traditional vs. Person
alized Learning Model
L –learnert –time
O –objectivep -process
c –constanti -interaction
v -variable
O
(v)
O
(c)
t(c)
p(c)
t(v)
p(v)
i(v)Steps Taken to Achieve Objective
•
Collected data within all MAT courses to identify e-teaching and e-learning variables
•
Identified and classified the variables associated with personalized learning in the MAT program
•
Surveyed students’ perceived learning styles
•
Used the data collected to review the current courses in the MAT to program to better facilitate personalized learning.Variables
•
Videos
•
Websites
•
Online activity
•
Webinar
•
Wimba
•
Virtual guest
•
Audio
•
Written
•
In vivo (f2f)
•
Group presentation
•
Written paper
•
Video presentation
•
Audio presentation
•
Multi media presentation
•
Live presentation (f2f)
•
Conference
E-Teaching
[choices]
E-Learning
[choices]
Learning Styles•
Triangulation of Data
–
Subjects Perceived Learning Styles
•
MAT teacher candidates surveyed -enrolled Summer 2011
–
Data Sources
•
Grade Books Summer 2011
•
Assignment Choice Options
•
Teaching Strategies EmployedPersonalized e-Teaching ExampleChart 2:Students Surveyed Summer 2011
Student Responses56%No Response44%70 Students PolledChart 3: Personalized Learning Style Inventory Results
Visual32%Auditory26%Kinesthetic27%Combination15%Personal Learning Style Inventory ResultsGraph 1: MAT course numbers and the number of associated e
teaching experiences provided in each course Spring 2011
020406080100120600635610645650FE in vivowrittenaudiowimbaguestwebinarO.L. activitywebsitesvideos% of e-Learning Opportunities by MAT CourseComparison of GradesSummary of Data Collection Summer 2011
76%
24%
E-Teaching Opportunities
E-Learning Opportunities•
Most students identified themselves as visual learners, yet self identified auditory and kinesthetic learners were almost equal.
•
In MAT courses that provided more variety of learning experiences and more choices in assignment presentations, the students did not necessarily have better grades than those in courses that used/expected less multi media (visual/kinesthetic/combination).
•
ALL students are learning!
•
No indication that personalized learning was affected by course designQuestions Raised by the Results include:
•Is there any need to increase the types of e-teaching and e-learning choices within courses?
•Would kinesthetic learning be considered ALL online learning modalities? Is it necessary to consider kinesthetic learning at all?
•Is it necessary to analyze the individual characteristics, attributes, aspects, and relations to learning objects and their properties in MAT or other UMUC courses to address personalized learning?Discussion Point
•
Do you feel personalized instruction is crucial to student achievement in an online platform?
•
If so, do you believe that your course design promotes personalized instruction? And, can you describe what you have done to achieve personalized learning?•
Bourne, J., & Moore, J. (Eds.). (2002). Elements of quality in online education: Practice and direction. Needham, MA: The Sloan Consortium.
•
Dabrowski, M., & Zajac, M. (2006), 1000 opinii o edukacji, e-mentornr 1913), 50-52.
•
•
Dole, S., & Bloom, L. (2009). Online course design: A Case Study. International Journal for the Scholarship of Teaching and Learning, 3(1), 1-11.
•
•
Downs, S. (2004). Personalized learning. Retreived from http://www.downes.ca/future/personalized.htm[
•
Last accessed on May 24, 2006].
•
Keefe, J.W., & Jenkins, J.M. (2000). Personalized Instruction. Eye on Education, Inc., Larchmont, New York.
•
Schwartz-Bechet, B (2010). E learning for teachers: Best practices for modeling E teaching practices for e Learners who will become teachers. The International Conference on E-Learning in the Workplace program in press.
•
•
Slideshare gdtaylor, Date Published: 2009 http://www.slideshare.net/jkchapman/differentiated-instruction-in-online-environmentsDate Accessed: 6/21/2011
•
•
Zajac, M. (2010). Using learning styles to personalize online learning. Retrieved May16, 2010 from: http://www.cren.pl/uploaded-files/cren-sgh_zajac_cwis
Outcomes focused design: Aligning academic programs with standard 11 at UMUC
No full textThe Goals of SEGUE Project for undergraduate students are:
•To provide consistent learning experiences
•To provide a seamless pathway to complete a program worldwide
•To maximize opportunities for student success
The benefits to students of the SEGUE are:
•Focused Curriculum
•More integrated learning
•More connected to workforce
•Accelerated time to completion
•Focused support where needed—”learning as needed”Second Slide.jpg
Outcomes Focused Design: Aligning Academic Programs with Standard 11 at UMUC MSCHE Annual Conference December 2011 Marie A. Cini, Ph.D. Cynthia A. Davis, Ph.D.
Second Slide.jpg
View Carefully…
.The following “sets” of pictures:
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http://macro.art-scene.org/wp-content/uploads/2008/01/rain_drops.jpg
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http://media-cdn.tripadvisor.com/media/photo-s/01/20/b0/dd/the-great-river-is-spectacular.jpg
Second Slide.jpg
http://shadowdancer.typepad.com/photos/uncategorized/2007/06/19/8_pull_threads_thru_bead.jpg
Second Slide.jpg
http://www.jamierainbowyarn.com/Products/blue%20sweater.jpg
Second Slide.jpg
http://www.cityofmerced.org/images/Departments/PublicWorks/Tax_Services/trees-web.jpg
Second Slide.jpg
http://i238.photobucket.com/albums/ff301/tuvienhophap/Forest.jpg
Second Slide.jpg
Second Slide.jpg
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http://funny.funnyoldplanet.com/wp-content/plugins/wp-o-matic/cache/91697_eye-macros-flys-eye-electron-microscope.jpg
Second Slide.jpg
http://www.centreforthemind.com/images/flyEye.jpg
Second Slide.jpg
http://earth911.com/wp-content/uploads/2008/11/single-brick.jpg
Second Slide.jpg
http://herba.msu.ru/shipunov/e-album/original/archway-k111.jpg
Second Slide.jpg
What Did You See?
Second Slide.jpg
How Do These Pictures Relate to Curriculum Design?
Second Slide.jpg
Standard 11: Educational Offerings
.“Educational courses, programs, and experiences are not static constructs. Their creation and lifespan may be characterized as part of a dynamic four-step cycle:”
Second Slide.jpg
Chapter 11
.1. Developing clearly articulated written statements of expected learning outcomes;
.2. Designing learning experiences that provide explicit opportunities for students to achieve those learning outcomes;
Second Slide.jpg
Chapter 11
3. Implementing appropriate measures of student achievement of key learning outcomes, as discussed under Standard 14 (Assessment of Student Learning);
4. Using the results of those assessments to improve teaching and learning, again as discussed under Standard 14.
Second Slide.jpg
Undergraduate Curriculum Before
PROGRAM
Second Slide.jpg
We Needed to Invert
Our Thinking
Second Slide.jpg
SEGUE Project: Meaning
According to dictionary.com, “SEGUE” means: “to make a transition from one thing to another smoothly and without interruption.” This was our plan for the curriculum redesign process.
Second Slide.jpg
SEGUE Project Goals
.To provide consistent learning experiences
.To provide a seamless pathway to complete a program worldwide
.To maximize opportunities for student success
Second Slide.jpg
SUS Curriculum Post SEGUE
Second Slide.jpg
New Curriculum Is
Second Slide.jpg
Program-Based Process
Second Slide.jpg
OUTcomes Driven
.Experts --Employers, alumni, faculty--provided OUTSIDE context
.Real world outcomes
.Major metric: What do students need to know out there that we are responsible for their learning in here?
Second Slide.jpg
How Did We Do This?
.Start with Program Outcomes
.Bring in Experts to help Develop Outcomes…
Second Slide.jpg
Experts Provide Input into Redesign
New Image.JPG
IMG_0662.JPG
Second Slide.jpg
More Robust Outcomes
outcomes.png
Second Slide.jpg
POG Model
POG.png
Second Slide.jpg
Map Out New Course Sequence…
Second Slide.jpg
Old to New Maps
Before
After
Second Slide.jpg
Re/Design Each Course
.With focused outcomes that
.Align with program outcomes
Second Slide.jpg
COG Model
COG.png
Second Slide.jpg
Communicate…
Communicate….
And Don’t Forget to
Communicate!
Second Slide.jpg
Spreading the Word
10-19-2010 10-35-00 AM.png
Second Slide.jpg
Benefits to Students
.Focused Curriculum
.More integrated learning
.More connected to workforce
.Accelerated time to completion
.Focused support where needed.”learning as needed”
Second Slide.jpg
Thank You
Embedded Hallmarks in the School of Undergraduate Studies_combined - DE Oracle
No full textDE Oracle @ UMUC
An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
Embedded Hallmarks in the School of Undergraduate Studies
Anna Van Wie
Director, Learning Outcomes Assessment
School of Undergraduate Studies
Published: March-April 2011
Category: » Online-pedagogy » Teaching-strategies
Introduction
Hallmarks are the core competencies each UMUC undergraduate should possess upon graduation. They
are an important part of the curriculum in both general education courses and within specific program
courses. During the School of Undergraduate Studies' (SUS) Supporting Educational Goals for
Undergraduate Excellence (SEGUE) process—the undergraduate curriculum redesign project—hallmarks
have been used as benchmarks for developing assessments (i.e., graded materials), which improves
the effectiveness of teaching and learning at UMUC. These focused efforts are making a positive
difference for the students and thus make an impact on the global community. This article briefly
discusses the hallmarks and their integration in the undergraduate curriculum, how they meet internal
and external standards, and new resources and processes that are in place to reinforce the hallmarks
and support their importance to UMUC.
Hallmark Integration
SUS has eight hallmarks that define various areas of learning in which students will be instructed and
assessed. These hallmarks are:
Written Communication: Graduates will be able to effectively communicate in writing to a target
audience, integrating credible evidence from appropriate sources and using the expected conventions
of format, organization, and style.
Technology Fluency: Graduates will be able to use and explain technology to assist in
communication, information management, and analysis of data and information.
Information Literacy: Graduates will be able to determine an information need and have the ability
to locate, evaluate, and effectively use the appropriate information.
Quantitative Literacy: Graduates will be able to effectively interpret, apply, analyze, synthesize, and
communicate quantitative information and ideas.
Critical Thinking: Graduates will be able to modify thinking based on recognizing and critiquing
assumptions, emotional appeals, and speculations to form logical, evidence-based conclusions.
Scientific Literacy: Graduates will be able to apply scientific principles and concepts from the natural,
social, and behavioral sciences to form relevant and reasonable questions and critically weigh evidence
to make decisions about the validity and the reliability of data about the world and their place in the
world.
Historical and Cultural Perspective: Graduates will be able to recognize and interpret historical and
cultural events, people, and places and apply the knowledge to form relevant and objective
perspectives and conclusions.
Embedded Hallmarks in the School of Undergraduate Studies - DE Oracle
Ethics: Graduates will be able to incorporate an ethical perspective when making decisions and will
realize the impact of their decisions in their daily lives, both personal and professional.
These hallmarks are defined separately from the discipline-specific skills and abilities mastered through
the student’s program coursework, and they are integrated into SUS programs as well as into the
undergraduate General Education curriculum.
In the spring of 2010, each SUS program convened a group of professionals and subject matter experts
to construct a set of program learning outcomes. These new outcomes serve as the guide for
curriculum redesign and alignment; every course has been or will be redesigned with these outcomes
as their focus. Each course within a program needs to align to the program outcomes and support the
students’ acquisition of the skills, knowledge, and abilities to be successful in a global society. During
the process to construct relevant and robust program learning outcomes, the groups discovered that
many of the outcomes were directly aligned with SUS hallmarks. It became clear that the hallmarks are
a curricular focus in programs.
How Hallmarks Meet MSCHE and UMUC Standards
A SUS program's relationship to a particular hallmark depends on the program focus and the level of
competency demanded for that field. Four competencies are mandated and accomplishment is
monitored by our accrediting agency, the Middle States Commission on Higher Education (MSCHE).
According to Standard 12 of the MSCHE Standards of Excellence (2009), these competencies are oral
and written communication, scientific and quantitative reasoning, critical analysis and reasoning, and
technological competency. UMUC has a waiver for the oral communication provision because of the
major online delivery of courses.
MSCHE requires evidence of consistent processes to teach and assess these competencies throughout
the undergraduate curriculum. The MSCHE mandate is not hard to meet, given that the undergraduate
programs already integrate these competencies as part of their learning outcomes. The focus is at
varying levels across programs, and some programs demand a higher level of emphasis on certain
competencies than others. UMUC uses a three-level scale to describe a hallmark’s level of depth within
a program: introduced, reinforced, and emphasized. It is at the emphasized level that most of the
learning outcomes assessment is conducted. However, at times it is important to assess students at a
more basic level to determine if and when they are accomplishing the skills necessary. Waiting until the
emphasized level may be too late to determine that students need more assistance in a competency.
Hallmark Leads
SUS has appointed a group of academic directors who have expertise in the hallmark areas to work
with directors and faculty in incorporating the hallmarks in appropriate courses, in both the learning
activities and assessments. Known as Hallmark Leads, they provide assistance when a director needs to
determine what type of activity would be appropriate at the various levels of the hallmark, and they
can help answer the questions: What is a good "reinforced" level activity for the hallmark? and What
would an appropriate assessment be at the "emphasized" level?
The Hallmark Leads are:
Andrew Cavanaugh, Academic Director for Academic Writing (Written Communication)
Katherine Humber, Academic Director for Gerontology and Behavioral Science (Ethics)
Jennifer L.W. Thompson, Assistant Academic Director for Psychology (Critical Thinking)
Robert Bromber, Academic Director for History, Political Science and Government (Historical and
Cultural Perspectives)
Elizabeth Mulherrin, Academic Director for Library Skills and Information Literacy (Information Literacy)
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David P. Johnson, Academic Director for Computer Studies (Technology Fluency)
John Beyers, Academic Director for Math and Statistics (Quantitative Literacy)
Debra McLaughlin, Academic Director for Science and Environmental Management (Scientific Literacy)
To assist with developing assignments, Hallmark Leads have prepared a set of Hallmark Guides that
emphasize resources, tips, and examples for the teaching and learning of the hallmark
competencies. Each of the Hallmark Guides will be featured in the DE Oracle, beginning with:
Critical Thinking
Written Communication
Please review the SUS hallmark article for additional Hallmark Guides.
Closing
The integration of the hallmarks with the undergraduate curriculum is not a difficult task. The two align
naturally, and the SEGUE initiative was the means of uncovering that alignment. The process of
analyzing the accomplishment of the hallmarks is ongoing and works to continuously improve the
undergraduate curriculum.
The hallmarks are directly aligned with program learning outcomes and are continuously assessed for
improvement of the undergraduate curriculum.
Reference
Middle States Commission on Higher Education. (2009, March). Characteristics of excellence in higher
education: Requirements of affiliation and standards for accreditation. Retrieved from
http://www.msche.org/publications/CHX06_Aug08REVMarch09.pdf (http://www.msche.org
/publications/CHX06_Aug08REVMarch09.pdf)
About the Author(s)
Anna Van Wie is the Assistant Director of Learning Outcomes Assessment in UMUC's School of Undergraduate Studies. She
received her master's degree in measurement and statistics from the University of Maryland and is currently pursuing a PhD
in this field. She enjoys working with directors and faculty on assessment issues, with the goal of helping students learn more
and be more successful in their educational endeavors.
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An Online Learning Magazine for UMUC Faculty
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"…assessing student writing goes beyond
merely grading papers. Teachers need to
first understand their role as responder
and make it an integral part of writing
instruction."
Bardine, B. A., & Bardine, M. S., &
Deegan, E.F. (2000). Beyond the red
pen: Clarifying our role in the response
process. English Journal, 90(1), 94.
Hallmark Guides - Written Communication
Anna Van Wie
Director, Learning Outcomes Assessment
School of Undergraduate Studies
Published: March-April 2011
Category: » Online-pedagogy » Teaching-strategies
Hallmark Guides
| Critical Thinking | Written Communication | Information Literacy | Technology Fluency |
| Scientific Literacy | Quantitative Literacy |
Definition
Graduates will be able to effectively communicate in
writing to a target audience, integrating credible evidence
from appropriate sources and using the expected
conventions of format, organization, and style.
Graduates will be able to:
1. Communicate effectively to a target audience.
Use expected conventions of format and organization
in writing.
2.
Use credible reasoning and evidence in
communication.
3.
4. Satisfy standards of writing style and grammatical correctness.
5. Produce an acceptably researched and documented extended essay.
6. Incorporate sufficient use of appropriate research, supporting evidence, and relevant sources.
Sample Assignment and Rubric
Literature Review
Write a literature review on a topic which you have already discussed or analyzed in class. Your
literature review should be 5-8 pages and should include 10-15 scholarly sources. For example, a
computer science major could conduct research on the use of blogs and wikis for business. The
student might even find a particular focus on the use of blogs or wikis in a particular industry. A
psychology major could conduct research on Vygotsky’s theories and their applications to education.
A marketing major could conduct research on the in-story theory of marketing.
In all three cases, the student would then review the articles, glean the common themes from them,
discover gaps or weaknesses in the literature on the particular theory or concept, and write the
literature review.
Rubric
Points
Hallmark Guides - Written Communication - DE Oracle
Introduces the literature review by identifying the topic in a clear
and specific manner. 10
Divides the research into categories 10
Discusses the research in each category with adequate support
from the sources, integrating the sources skillfully throughout the
paragraphs.
20
Maintains unity among the paragraphs and themes. 10
Maintains coherence among the paragraphs and themes. 10
Employs a fluid writing style and an appropriate vocabulary . 10
Follows APA format in both the citations and in the reference list. 15
Maintains accurate grammar and punctuation. 15
Total: 100
Resources/Links
Writing resources and advice:
Effective Writting Center (http://www.umuc.edu/ewc/index.shtml)
http://www.umuc.edu/ewc/index.shtml
The Purdue Online Writting Lab (http://owl.english.purdue.edu/)
http://owl.english.purdue.edu/
Writing across the curriculum:
The WAC Clearinghouse (http://wac.colostate.edu/intro/)
http://wac.colostate.edu/intro/
Prince Georges County Public Schools (Writing Across the Curriculum)
(http://www.pgcps.pg.k12.md.us/~elc/writingacross.html)
http://www.pgcps.pg.k12.md.us/~elc/writingacross.html
Print and digital scholarly journals on assessing writing:
National Council of Teachers of English (http://www.ncte.org/college/journals)
http://www.ncte.org/college/journals
Writing literature reviews:
University of North Carolina Writting Center (http://www.unc.edu/depts/wcweb/handouts
/literature_review.html)
http://www.unc.edu/depts/wcweb/handouts/literature_review.html
Have Questions?
For more information on the Written Communication Hallmark, contact Andy Cavanaugh, SUS, at
240-684-2836 or [email protected] (mailto:[email protected]) .
About the Author(s)
Anna Van Wie is the Assistant Director of Learning Outcomes Assessment in UMUC's School of Undergraduate Studies. She
received her master's degree in measurement and statistics from the University of Maryland and is currently pursuing a PhD
in this field. She enjoys working with directors and faculty on assessment issues, with the goal of helping students learn more
Hallmark Guides - Written Communication - DE Oracle
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and be more successful in their educational endeavors.
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An Online Learning Magazine for UMUC Faculty
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You cannot endow even the best
machine with initiative; the jolliest
steam-roller will not plant flowers.
~Walter Lippmann
Hallmark Guides - Technology Fluency
Anna Van Wie
Director, Learning Outcomes Assessment
School of Undergraduate Studies
Published: May-June 2011
Category: » Online-pedagogy » Teaching-strategies
Hallmark Guides
| Critical Thinking | Written Communication | Information Literacy | Technology Fluency |
| Scientific Literacy | Quantitative Literacy |
Definition
Graduates will be able to use and explain technology to
assist in communication, information management, and
analysis of data and information.
Graduates will be able to:
Identify the basic parts and functions of computers, information systems, networks, and the
relationships between data and information in the computer environment.
1.
Analyze issues faced by information system professionals, including security, ethical, and privacy
problems.
2.
3. Explain the issues in managing information systems.
4. Effectively use the Internet to find, evaluate and present information.
5. Create simple word processing documents, spreadsheets, databases and presentations.
Sample Assignment
Excerpt from HIST 309
In keeping with the above definitions and program outcomes, this assignment assesses your ability to
find, evaluate the integrity of, and use graphic material to enrich your final research paper as described
in the HIST 309 Syllabus. Your task is to locate media that is pertinent to your topic, determine if it
advances your argument, then display what you found in a webpage you create.
Assignment Description and Student Instructions
The basic guidelines for this assignment fall back on the first two modules of HIST309.
The instructions in Module Two set the parameters for testing the viability of Internet resources and
documents.
Instructions for posting a webpage can be found at: http://www.umuc.edu/suppserv/it/hosts
/web_page.html (http://www.umuc.edu/suppserv/it/hosts/web_page.html)
We also will discuss these parameters further in the Tech/IL Conference.
Excerpt from WRTG 394
Instructions: Present the topic of your class project and your preliminary research in a planning
proposal. Please use a memo, business letter, or report format for your proposal.
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Include at least one graphic, a project schedule, in your document. You may choose to include
additional graphics in your proposal as well. Chapter 13 of Markel, "Creating Graphics," provides
information on this task. Specifically, pages 296-297 give advice on integrating graphics into text.
Resources/Links
The National Research Council's Computer Science and Telecommunications Board
(http://stills.nap.edu/html/beingfluent/) organized a Committee on Information Technology Literacy:
http://stills.nap.edu/html/beingfluent/
This site from NCSU (http://itd.ncsu.edu/fluency/outside-resources.php) provides a compilation of resources on
technology fluency: http://itd.ncsu.edu/fluency/outside-resources.php
Have Questions?
For more information on the Technology Fluency Hallmark, contact David Johnson, SUS, at
[email protected] (mailto:[email protected])
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Hallmark Guides - Technology Fluency - DE Oracle
DE Oracle @ UMUC
An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
"In a complex and rapidly changing
environment, higher education must help
students to become information
literate…. Information literacy requires
an ongoing involvement in learning and
in evaluating information so that lifelong
learning is possible."
WAAL Information Literacy Committee,
Fall 1998
Hallmark Guides - Information Literacy
Anna Van Wie
Director, Learning Outcomes Assessment
School of Undergraduate Studies
Published: May-June 2011
Category: » Online-pedagogy » Teaching-strategies
Hallmark Guides
| Critical Thinking | Written Communication | Information Literacy | Technology Fluency |
| Scientific Literacy | Quantitative Literacy |
Definition
Graduates will be able to determine an information need
and have the ability to locate, evaluate, and effectively
use the appropriate information.
Graduates will be able to:
Determine the nature and extent of information
needed.
1.
2. Access needed information effectively and efficiently.
3. Evaluate information and sources critically.
Individually, or as a member of a group, use
information effectively to accomplish a specific
purpose.
4.
5. Understand the economic, legal, and social issues surrounding the use and access of information.
Sample Outcome
General 100-200 Level
Develop research topics and use a variety of background sources to refine research questions.
Use a variety of search tools (library databases, web sites, online catalogs).
Select and evaluate information relevant to a need.
Complete a basic research assignment using library and other appropriate sources.
Cite selected sources properly.
300-400 Level
Draw on information in previous coursework to formulate and refine a research question.
Identify and access information sources relevant to an area of study and use these to complete a
research project.
Critically evaluate content from multiple information sources.
Value and demonstrate intellectual integrity.
Sample Assignment
300-400 Level
Hallmark Guides - Information Literacy - DE Oracle
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Life Sciences
1. Identify a topic from the life sciences.
Retrieve 2 peer-reviewed papers from the library databases in full text format. One of the papers
should be less than one year old and the other ten years old or more.
2.
3. Provide proper APA citation of each paper.
4. Summarize the information in each paper in your own words.
5. Describe how information about this topic has advanced in ten years.
Credits:
SUS outcomes based on ACRL Information Literacy Competency Standards and sample outcomes based
on SUNY Owego Undergraduate and UMUC Library Information Literacy Outcomes.
Thanks to Deb McLaughlin for the assignment example.
Resources/Links
ACRL Information Literacy Competency Standards for Higher Education (http://www.ala.org
/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm) - http://www.ala.org/ala/mgrps/divs/acrl
/standards/informationliteracycompetency.cfm
ACRL Standards for Science and Technology Disciplines (http://www.ala.org/ala/mgrps/divs/acrl
/standards/infolitscitech.cfm) - http://www.ala.org/ala/mgrps/divs/acrl/standards/in
QR Codes_ A Fast and Flexible Method of Disseminating Classroom Information - October 27, 2011_combined - DE Oracle
No full textDE Oracle @ UMUC
An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
QR Codes: A Fast and Flexible Method of Disseminating Classroom
Information - October 27, 2011
CSI Staff
Staff Writer
Center for Support of Instruction
Published: September-October 2011
Category: » De-oracle-live » Archived-webinars
CSI Multimedia Producer Laddie Odom dscussed and demonstrated QR (Quick Response) codes. QR
codes can provide a fast and flexible method of disseminating classroom information-- such as lengthy
URLs for assigned readings and downloading e-books-- via a mobile device equipped with a camera and
a QR app. They allow students a quick and easy way to take advantage of mobile's "go anywhere"
benefits through a seamless integration with the LMS.
Archived Recording:
Launcher Link:
http://umuc.wimba.com/launcher.cgi?room=deoracle_2011_1027_1203_09
(http://umuc.wimba.com/launcher.cgi?room=deoracle_2011_1027_1203_09)
(NOTE: To view the archive, click on the above link, then select the Participant login button. Make
sure jthies_01 is listed as the Room ID. Enter your name in the Name field)
Wizard Link:
http://67.202.210.31/wizard/launcher.cgi?wc=wms (http://67.202.210.31/wizard/launcher.cgi?wc=wms)
Slide Presentation:
Printable Version: PDF
QR Codes: A Fast and Flexible Method of Disseminating Classroom Information - October 27, 2011 - DE Oracle
Resources:
QR Code Readers:
i-nigma - http://www.i-nigma.com (http://www.i-nigma.com/)
"The most widely used mobile barcode reader in the world!"
Multiple platform
Mobile download address:http://www.i-nigma.mobi/ (http://www.i-nigma.mobi/)
BeeTagg - http://www.beetagg.com/ (http://www.beetagg.com/)
Multiple platforms
QR Code Generators:
Zxing Project - http://zxing.appspot.com/generator/ (http://zxing.appspot.com/generator/)
Google project
Kaywa - http://qrcode.kaywa.com/ (http://qrcode.kaywa.com/)
Easy to use
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QR Codes: A Fast and Flexible Method of Disseminating Classroom Information - October 27, 2011 - DE Oracle
DE Oracle Live -
Demo: QR code in WebTycho
Presenter:
Laddie S. Odom
Center for Support of Instruction
2011.10.27
Resources: http://bit.ly/vmksmb
QR Code in WebTycho
• What is QR?
• Why use QR?
• How to use QR?
• QR Code Readers
• QR Code Generators
• QR Resources
Agenda:
QR Code in WebTycho
Does anybody know what
QR
stands for?
Pop Quiz:
QR Code in WebTycho
QR
stands for
Quick Response
Pop Quiz:
QR Code in WebTycho
Who has any
hands-on experience with
QR code?
Pop Quiz:
QR Code in WebTycho
A QR code (abbreviated from Quick Response
code) is a type of matrix barcode (or two-dimensional
code) first designed for the
automotive industry. More recently, the system
has become popular outside of the industry due
to its fast readability and comparatively large
storage capacity.
-Wikipedia
What is QR code?
Source: http://en.wikipedia.org/wiki/Qr_code
QR Code in WebTycho
…a fast and easy way to capture
information and quickly access it on a
mobile device equipped with a camera
- Me
What is QR code?
QR Code in WebTycho
Information types -
Calendar event
Contact information
E-mail address
Geo Location
Phone number
Text message
URL
What is QR code?
QR Code in WebTycho
What is QR code?
Credit: gaku
http://www.flickr.com/photos/gaku/
QR Code in WebTycho
What is QR code?
Credit: Robin M. Ashford
http://www.flickr.com/photos/25095603@N07/
Credit: gaku
http://www.flickr.com/photos/gaku/
QR Code in WebTycho
What is QR code?
Credit: WikiThreads
http://www.wikithreads.com
Credit: Robin M. Ashford
http://www.flickr.com/photos/25095603@N07/
Credit: gaku
http://www.flickr.com/photos/gaku/
QR Code in WebTycho
Fast and flexible access to class content via mobile
Deeper Integration of mobile and WebTycho LMS
Not all mobile devices can log-in WebTycho
Why use QR code?
QR Code in WebTycho
How to use QR Code?
QR Code in WebTycho
QR Code in WebTycho
How to use QR Code?
QR Code in WebTycho
How to use QR Code?
QR Code in WebTycho
How to use QR Code?
QR Code in WebTycho
Where did the
QR code come
from?
How to use QR Code?
QR Code in WebTycho
How to use QR Code?
QR Code in WebTycho
But where did the QR
code come from?
How to use QR Code?
QR Code in WebTycho
QR Code Generators:
•Kaywa
http://qrcode.kaywa.com/
How to use QR Code?
QR Code in WebTycho
Where did the
QR code come
from?
How to use QR Code?
QR Code in WebTycho
How to use QR Code?
Readers:
• i-nigma –
http://www.i-nigma.com
• “The most widely used mobile barcode reader in the world!”
• Multiple platform
• Mobile download address: http://www.i-nigma.mobi/
• BeeTagg –
http://www.beetagg.com/
• Multiple platforms
• Mobile download address:
QR Code in WebTycho
How to use QR Code?
Generators:
• Zxing Project –
http://zxing.appspot.com/generator/
• Google project
•Kaywa–
http://qrcode.kaywa.com/
Easy to use
QR Code in WebTycho
http://bit.ly/vmksmb
Laddie S. Odom email:
[email protected]
Resources
Interactive Information Networking Tools for Online Education - DE Oracle
No full textDE Oracle @ UMUC
An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
Interactive Information Networking Tools for Online Education
Ruth Markulis
Instructional Technologist
Center for Teaching and Learning
Published: January-February 2011
Category: » Online-pedagogy » Teaching-strategies
Introduction
Interaction and engagement are essential elements of education and represent key qualities that help
students succeed in the classroom—particularly those that are online. This article examines interactive
information networking tools, a category of tools that can aid in building interaction and engagement in
the classroom. It discusses activities that can be developed and their potential benefits, and it provides
a brief overview of one tool and links to a tutorial on how to use it.
What are Interactive Information Networking Tools?
Creating an engaging, interactive course online can be challenging. WebTycho assists with this
challenge by providing multiple spaces where faculty and students can engage and interact with each
other: conferences, study groups, feedback, private messaging, and announcements. But interaction
and engagement can also happen outside these usual spaces through the use of interactive information
networking tools.
Interactive information networking tools can help foster academic interaction and engagement and
directly support UMUC learning community goals. These tools enable collaboration by allowing
knowledge/information to flow in multiple directions (interactive); serve the information interests that
are directly related to the needs and goals of the learning community—which may include students,
faculty, and directors (information); and enable members of the learning community to forge new
relationships and organize multiple groups based on common interests (networking). These tools are
also social in that users jointly engage in making sense of and establishing meaning and relevance for
external information as it relates to what is being discussed in the classroom.
Interactive information networking tools allow users to conduct scholarly research more efficiently than
in the past. Instead of working alone and being limited to placing highlights and annotations in
textbooks, students and scholars can now engage with numerous materials online and find others with
similar interests and discuss ideas with them.
Interactive Information Networking with Diigo
Several tools fit into the interactive information networking category. Diigo is one such tool that is free
and easy to use and can help enhance faculty-faculty, faculty-student, and student-student
interactions.
Diigo began as a simple bookmarking tool that has evolved into an interactive information network
where users can share Web-based resources and collaborate with each other. Its interface is organized
into three areas that focus on research, sharing, and collaboration capabilities:
My Library: Diigo’s My Library serves as the repository
for a user’s collected online items; these items can be
Interactive Information Networking Tools for Online Education - DE Oracle
Web pages, images, videos, and more. Within My
Library, users can bookmark and archive URLS,
highlight text, and add public or private annotations in
the form of page comments and sticky notes.
My Network: Using My Network, Diigo users can follow
others who have similar interests and view their public
bookmarks and annotations. Users can also organize
contacts into friend lists or create subfolders for contacts according to discipline or research interests.
My Groups: With My Groups, Diigo users can create and manage groups that are ideal for sharing
resources, problem solving, and creating new knowledge. Groups can be public or private. Group
members can add annotations to the group’s bookmarks.
When creating an annotation in Diigo, users are prompted to provide a description for the bookmarked
item and add tag words to help keep the library organized and easy to search by title, tag, URL, and
full text. Diigo can help users analyze and arrange information in a meaningful manner, and it also
allows other users to view, use, and assess that information. The ability to view and comment on the
bookmarks, highlights, and annotations of others helps create a true learning community.
Sample Activities and Benefits
Faculty can develop relevant and engaging activities for students in a variety of curricula using an
interactive information networking tool such as Diigo. Here are some ideas that can supplement regular
classroom activities:
Current events conversation: Assign students to lead a weekly discussion about a news item that is
related to what is being studied in class. Students would need to research the Web to find a relevant
article, bookmark it, and then add various sticky notes to start a conversation with their classmates
and keep it going throughout the week.
Group research project: Assign students to small groups within the tool so that they can easily share
resources and highlight important facts or post sticky notes for each other about points of interest and
other important information in these resources that will help them put their project together.
Research field trip: Create and organize bookmarks on a subject that is being studied in class,
highlight pertinent information students should take note of, and leave sticky notes about tasks they
should complete for each visited bookmark.
Draft feedback: Students can post drafts of a paper to the Web, add the bookmark to the class group
in Diigo, and invite their student peers (and/or instructor) to comment on their writing and/or research
thus far.
Activities such as those mentioned above have several potential benefits for students across all
disciplines, including:
Development of critical thinking skills
Sharing of and engagement with instructional material and concepts during a course—and possibly past
the course end date
Practice of thoughtful and critical reading of the Web
Development of effective communication and teamwork skills
Enhancement of rhetorical analysis and persuasion skills
Construction of new knowledge
Improvement of information literacy skills through finding and selecting scholarly sources, categorizing
and annotating material, and writing correct citations
Interactive information networking tools can also be used for faculty-faculty interactions. Faculty can
use the tools to share resources and collaborate with other instructors who share similar teaching/study
interests, which may also assist them with class preparation and research. Directors may also find
these tools useful for helping to ensure that their faculty are staying current.
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Conclusion
Interactive information networking tools can assist with enhancing interaction and engagement in a
variety of ways within an academic environment. They promote information sharing that is related to
learning objectives and/or program outcomes. A tool such as Diigo can supplement existing classroom
activities and help students and faculty alike build their skills in several areas.
If you are interested in using Diigo to enhance teaching and learning in your classroom, please see the
accompanying Diigo Tutorial to get started.
About the Author(s)
Ruth Markulis joined the Center for Teaching and Learning as an Instructional Technologist in November of 2005. In her
current position, Ruth manages the CTL Web site and teaches workshops for faculty in areas related to sound pedagogy and
technology. Prior to that, Ruth worked for eight years as the Director of Staff Development and Training for Student Affairs at
UMUC. In this position, she provided training for academic advisors and front-line staff. She also served as the Project
Director for the Web-based Staff Development Training Project. As Project Director, Ruth participated in all aspects of the
instructional design process, including designing the user interface, conducting usability testing, developing an iteration of the
user interface, and gathering and formatting instructional content.
Ruth has also previously served as an Educational Coordinator for Maryland Public Television, where her responsibilities
included providing the educational programming schedule for K-12 Services and College of the Air. In addition, she has taught
all levels of adult education and special needs students. Ruth holds a Doctorate in Communications Design from the University
of Baltimore.
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Under-representation of women in Information Technology (IT) leadership: An analysis of why women opt out of the IT pipeline at mid-career levels
No full textThe purpose of the research is to identify barriers women face in IT that contribute to the leak in the IT pipeline.Under-Representation of Women in Information Technology (IT) Leadership
An Analysis of Why Women Opt Out of the IT Pipeline at Mid-Career Levels
by
Omogbemiboluwa Acholonu
Key Words:
Women, Information Technology (IT), Innovation, IT pipeline, Leadership Purpose & Scope
•
Purpose -Identify barriers women face in IT that contribute to the leak in the IT pipeline
•
Focus is on women with 10 or more years experience in the IT pipeline
•
Barriers categorized into three groups:
1.
The rapid rate of change in IT
2.
Socio-cultural roles of women &
3.
Career advancement opportunities. Research Question
Why do women opt out of IT careers before attaining leadership positions and how does this contribute to the underrepresentation of women in IT leadership?Significance To Management
•
Increase Competitiveness
•
Prepare for Leadership Succession Planning in IT
•
Broaden Innovation Opportunities
•
Address Globalization issues and Outsourcing
•
Reduce Attrition costsLiterature Themes & Authors
Barrier
Theme
Authors
Rate of Change in IT
•
IT Literacy
•
Self-Efficacy
Referenced Studies-Stephan & Levin (2005);Michie & Nelson (2006); Ballard, Scales, & Edwards (2006);
Supporting Scholarly Literature-Swanson & Wang (2005); Orlikowski & Hofman (1997)
Socio-Cultural Roles of Women
•
IT Culture
•
Work-Family Balance
•
Cultural Status of women
Referenced Studies-Wentling & Thomas (2009); Quesenberry, Trauth, & Morgan (2006); Aaltion & Huang (2007).
Supporting Scholarly Literature-Adya & Kaisler (2005); Hafkin & Taggart (2001); Khosrow-Pour(2008); Cohoon & Aspray (2006).
Career Advancement Opportunities
•
Cognitive Bias
•
Gender Schemas
•
Ambivalence
•
IT Leadership Traits
•
Mentors
•
Salary Differences
Referenced Studies-Nosek, Smyth + 23 others (2009); Adam, Griffiths, Keogh, Moore, Richardson,& Tattersall(2006); Lemons & Parzinger(2007);Nielsen, Von Hellens, & Beekhuyzen(2004); Sumner & Niederman(2004).
Supporting Scholarly Literature–Trauth, Quesenberry, & Huang (2009);Simon (2006); Ahuja(2002); Lewicki, McAllister, & Bies(1998); House and Aditya(1997)Key Propositions
•
The rapid rate of change in IT necessitates continuous education to attain self-efficacy and confidence to pursue leadership positions in IT.
•
The socio-cultural roles imposed on women influence the time available to attain current and relevant IT literacy.
•
The perceptions of IT Leadership traits and support from mentors influence a woman’s choice to pursue career advancement opportunities that lead to IT leadership positions.Conceptual Framework
NOTE: Each one of the barriers has a conceptual framework
and is available in the Appendix.Thesis Statement
•
The rapid rate of change in IT, socio-cultural roles of women, and access to career advancement opportunities contribute to the under-representation of women in IT leadership positions.Research Approach
•
Evidence-Based Research
Utilized scholarly literature from Research databases, Web of Science, and Google scholar.
Leveraged empirical research of others.
As an interpretive study of case studies that included women with IT experience.
•
3 member Expert Panel
Make up -2 with over 20 years IT experience, 1 academician; 2 Women & 1 Man
Provided insight to Glass ceiling and Glass cliff theories
Confirmed that barriers identified are relevant and have a cyclical effect on retention in the IT pipelineLiterature Review Findings
•
Rapid rate of change in IT impacts Leadership qualification by:
Necessitating focused organizational direction to prepare or create innovative opportunities
Necessitating time to acquire relevant IT education
•
Cognitive bias impacts the perception of expected IT Leadership traits.
•
The IT culture is still male dominated
•
Mentors play a large role in encouraging others to persist in the pipeline and attain IT leadership positions.Implications for Management
•
Innovation sources have to be diverse
•
Leveraging and retaining current talent boosts competitiveness and reduces attrition costs
•
Globalization and outsourcing necessitates skill retention and competitive edge
•
1.5 million vacant jobs in IT by 2016Future Research
•
Research characteristics of women who attain IT leadership positions.
•
Identify coping mechanisms in the IT culture.
•
Identify how women in IT Leadership are encouraging others to enter and persist through the pipeline.Conceptual Framework -Decomposed
Appendix
Conceptual Framework DecompositionRapid Rate of Change in ITSocio-Cultural Roles of WomenCareer Advancement Opportunitie