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Investigating faculty management of shifting roles in blended learning environments
No full textThis qualitative case study considers how faculty manage shifting roles in blended learning environments. Blended learning presents challenges for faculty due partly to complexity of instruction, need for more time, lack of institutional support, changing roles, and difficulty of adoption to new technologies. For blended learning to be effective, institutions must commit resources and support toward faculty training and development in order to foster positive attitudes and perceptions toward effective use of technology in the classroom which would promote a shift from teacher-oriented toward student-oriented learning.
Data collection and analysis was guided by Berge’s (1995) Role Categories Conceptual Framework. This study’s findings help to inform approaches toward developing and supporting faculty. Where Berge’s (1995) Role Categories Conceptual Framework assists with organization and discussion of pedagogical, social, managerial, and technological faculty roles, this study goes further in recommending a Model for Managing Faculty Roles that considers influence of perception and importance of pedagogy. This model assists in guiding institutions and faculty through evolution of perception, knowledge, and experience with a focus on pedagogy and student learning assessment.Blanchette, K. (2016). Investigating faculty management of shifting roles in blended learning environments. Retrieved from http://academicarchive.snhu.eduEducational LeadershipSchool of Educatio
The obsolescence of patent proxies as country and firm innovation measures
No full textStrategic practitioners and business scholars continuously analyze and study competitive advantage through innovation, seeking measurements that provide evidence of cause and effect. As a policy matter and academic matter, the impact of intellectual property rights on innovation is still debated. Despite the argument from authority via some bureaus, institutions and vested interests, who do emphasize some empirical studies, the matter remains unsettled. This would appear perplexing considering the volumes of scholarship surrounding this topic. This dissertation encourages a stepping back and, via refreshed considerations of classical and contemporary international business literature, a baselining of the analysis. A means to balance the holistic with the detailed is necessary; innovation proxies, such as R&D spending or patent activity, are suspect given the fluid nature of innovation. Offering an enhancement to the value chain paradigm, a means to assess innovation as comparative advantage demands respect to the holistic activities of firms and country institutions. Property rights are often employed to show economic growth and innovation; however, property rights require parsing to determine if physical property rights alone are an impetus to innovation without reliance on intellectual property rights. The usage of patent as innovation proxy is challenged in this thesis. Thus, the argument is constructed by viewing multiple, theoretical drivers that effect the firm as well as country-specific institutions. The results indicate that patent protection is not correlated with macro-level views of innovation, and it is not an appropriate proxy for innovation unless confined in the narrowest of scenarios. (Author abstract)Chambers, J.G. (2016). The obsolescence of patent proxies as country and firm innovation measures. Retrieved from http://academicarchive.snhu.eduDoctor of Philosophy (Ph.D.)International BusinessSchool of Busines
College for America academic catalog January 1 - March 31, 2016
No full textThe SNHU College for America catalog features information on CfA programs, the format of those programs, policies, academic support services, costs, and related information
2016-2017 UC catalog
No full textThe SNHU University College catalog includes the academic calendar, admission and financial aid information, an overview of tuition and expenses, different types of academic support services, academic program descriptions, standards and regulations, and information about non-academic on-campus features such as athletics and residence life
[Rose Kennedy and Catherine Dunfey at New England Circle 16]
No full textLeft to right: Rose Kennedy and Catherine Dunfey at New England Circle 16
Soon I Will Be President (City Background)
No full textJoe Wardwell lives and works in Jamaica Plain, MA, where he is currently an Associate Professor of Fine Arts at Brandeis University (Waltham, MA). He received a Bachelor of Arts in Art History and a Bachelor of Fine Arts in Painting in 1996 from the University of Washington (Seattle, WA), and a Master of Fine Arts in Painting from Boston University (Boston, MA)in 1999. He has exhibited at the Museum of Fine Arts, Boston, and the deCordova Sculpture Park and Museum (Lincoln, MA) and has work in each collection. In 2012, Wardwell was a recipient of the Massachusetts Cultural Council Grant. In addition to numerous group exhibitions, he has had solo exhibitions in New York, New Haven, Boston, and Seattle. His work is represented by LaMontagne Gallery (Boston, MA) and Fred Giampietro Gallery (New Haven).Joe Wardwell has been inspired by two seemingly opposed sources; the Sublime Landscapes of the Hudson River Valley School which are imbued with a sense of national pride and Punk Rock lyrics that reflect the voices of dissent. Text is meticulously layered over the landscape. The language is subtle, camouflaged with abstract paint strokes and then applied over thoughtful painterly sunsets or hillsides. Wardwell’s work is prescient at this time when our country is embarking on a new era of politics and concern about national identity. These paintings were a part of the McIninch Art Gallery exhibition, “Soon I will be President” in Nov/Dec 201
[Four guests at the New England Circle 14]
No full textGuests at the fourteenth New England Circle including Murphy Miller, Zell Miller, and Thyra Thomson
Informing effective simulation pedagogy in nursing education
No full textSimulation methods are now widely used in nursing education programs. Several studies have been conducted that examine the effect of simulation on student outcomes of learning (Alinier, Hunt, Gordon, & Harwood, 2006; Arnold, Johnson, Tucker, Malec, Hendrickson & Dunn, 2009; Rosen, Salas, Silvestri, Wu & Lazzara, 2008), however, little has been discovered regarding models of faculty support and guidance during simulation. The factors that influence student learning in the simulation experience suggest faculty be a guide by offering cueing and support before, during, and after the simulation process (Parsh, Roberts & Green, 2010). It is also suggested that debriefing be non-judgmental and a time for student reflection (Rudolph, Simon, Rivard, Dufrense and Raemer, 2007).
Due to the increase in nursing programs integrating simulation in their curriculum, more information and understanding is needed on outcomes of learning through or by simulation. Defining what faculty or clinical educators must know to use simulation as a learning tool is best explained by a framework designed by Jeffries (2007) and endorsed by the NLN. This case study offers an opportunity to understand simulation methods in one nursing site in a rural New England state. This study used a qualitative approach and provides findings regarding simulation design, deliberate practice, anxiety, preparation, cueing, and structured debriefing. Student and faculty perceptions have been investigated to support this study. (Author abstract)Barnard, S.L. (2016). Informing effective simulation pedagogy in Nursing Education. Retrieved from http://academicarchive.snhu.eduEducational LeadershipSchool of Educatio