College of Professional Studies Faculty Publications

Spinning straw into gold: transforming information into knowledge during web-based research

Kathleen Guinee — Mon, 05 Dec 2011 11:51:36 PST

Concerned by an "alarming number of students [who] unwittingly plagiarize" on research projects, Kathleen Guinee and Maya B. Eagleton developed a strategic notetaking strategy called CHoMP. Results with students of varied abilities and in various grades show that students can learn to evaluate sources for significant information and correctly paraphrase what they find.

Teaching Internet literacy strategies: the hero inquiry project

Maya Eagleton — Mon, 05 Dec 2011 11:51:35 PST

Invisibly at risk: low-income students in a middle and upper-class world

Jennifer O. Duffy — Tue, 03 May 2011 12:54:23 PDT

Women's studies programs, multicultural centers, and organizations to support gay, lesbian, bisexual, and transgender students are campus fixtures. Few now question diversity's contribution to the education of all students. Jennifer Duffy suggests that it's time to acknowledge, support, and celebrate one more form of diversity that is mostly hidden: social class.

Gender, education, background and career progression: case study of Radcliffe College graduates

Jennifer O'Connor Duffy — Tue, 26 Apr 2011 12:49:27 PDT

This study explores the professional development of female graduates of Radcliffe College, an Ivy League college in the USA. A secondary statistical analysis of the 1977 Radcliffe Centennial Survey shows how changing social, political, institutional, and economic forces influenced the post-graduate career pathways of female alumnae. Independent of era, a Radcliffe degree could propel most women to the second tier professional status level of managers. Regardless of social class background, the women experienced similar career trajectories. However it was extremely rare for these women to climb to the highest step on the career ladder, indicating the difficulties of overcoming institutional...

Connecting instruction to connected technologies – why bother? An instructional designer’s perspective

Beth Rochefort — Fri, 22 Apr 2011 14:23:53 PDT

This article identifies the disconnect between workplace demands and university teaching. It highlights the importance of providing faculty development related to connected teaching and the role of the instructional designer to assist faculty with the integration of social media tools in their courses in a pedagogically appropriate way. Examples from practice include connected learning utilizing social media within online higher education courses and programs. Using the theory of connectivism, and the idea of connected learning, the article outlines possibilities to engage and support adjunct and distance faculty to embrace social media and networks.

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