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The Evaluating and Upscaling Telecollaborative Teacher Education (EVALUATE) project was a European policy experiment funded by Erasmus+ between 2017 and 2019. The EVALUATE consortium trained teacher trainers and organised virtual exchanges which involved over 1,000 student teachers at over 34 initial teacher education institutions in Europe and beyond. Following the successful capstone conference of the EVALUATE project in September 2019, a number of colleagues answered our call for submissions to the proceedings. The articles you find here provide a window into the multifaceted contributions not only to the conference, but to the field of telecollaboration and virtual exchange at large. We hope you enjoy finding out about the many different ways in which our colleagues engage with this innovative pedagogical approach that combines the deep impact of intercultural dialogue and exchange with the broad reach of digital technology. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]

This volume draws together a selection of papers from YAC2018, the first meeting in the annual Year Abroad Conference series, which took place at Newcastle University in September 2018. The contributions collected here examine some of the opportunities, gains, and challenges the Year Abroad brings for both students and staff. They are presented around the five broad themes around which YAC2018 was organised: mental health, year abroad preparation, student perception of the year abroad, year abroad assessment, and employability. This volume will be of interest to academics and professional services staff involved in the preparation, administration, and management of the year abroad. [Newcastle University and the School of Modern Languages in particular provided organisational and financial support in the preparation of the event.]

Trinity College Dublin was proud to host, in April 2016, the Second International Conference on Telecollaboration in Higher Education, with the theme "New Directions in Telecollaborative Research and Practice." Over two and a half days, 150 participants offered 95 research presentations, posters, and "problem shared" sessions. Following a preface (Breffni O'Rourke) and introduction (Sake Jager, Malgorzata Kurek, and Breffni O'Rourke), selected papers from this conference presented herein include: (1) Telecollaboration and student mobility for language learning (Celeste Kinginger); (2) A task is a task is a task is a task… or is it? Researching telecollaborative teacher competence development--the need for more qualitative research (Andreas Müller-Hartmann); (3) Learner autonomy and telecollaborative language learning (David Little); (4) Developing intercultural communicative competence across the Americas (Diane Ceo-DiFrancesco, Oscar Mora, and Andrea Serna Collazos); (5) CHILCAN: a Chilean-Canadian intercultural telecollaborative language exchange (Constanza Rojas-Primus); (6) Multifaceted dimensions of telecollaboration through English as a Lingua Franca (ELF): Paris-Valladolid intercultural telecollaboration project (Paloma Castro and Martine Derivry-Plard); (7) Student perspectives on intercultural learning from an online teacher education partnership (Shannon Sauro); (8) Blogging as a tool for intercultural learning in a telecollaborative study (Se Jeong Yang); (9) Intergenerational telecollaboration: what risks for what rewards? (Erica Johnson); (10) Telecollaboration, challenges and oppportunities (Emmanuel Abruquah, Ildiko Dosa, and Grazyna Duda); (11) Exploring telecollaboration through the lens of university students: a Spanish-Cypriot telecollaborative exchange (Anna Nicolaou and Ana Sevilla-Pavón); (12) A comparison of telecollaborative classes between Japan and Asian-Pacific countries -- Asian-Pacific Exchange Collaboration (APEC) project (Yoshihiko Shimizu, Dwayne Pack, Mikio Kano, Hiroyuki Okazaki, and Hiroto Yamamura); (13) Incorporating cross-cultural videoconferencing to enhance Content and Language Integrated Learning (CLIL) at the tertiary level (Barbara Loranc-Paszylk); (14) Multimodal strategies allowing corrective feedback to be softened during webconferencing-supported interactions (Ciara R. Wigham and Julie Vidal); (15) Problem-solving interaction in GFL videoconferencing (Makiko Hoshii and Nicole Schumacher); (16) Interactional dimension of online asynchronous exchange in an asymmetric telecollaboration (Dora Loizidou and François Mangenot); (17) Telecollaboration in secondary EFL: a blended teacher education course (Shona Whyte and Linda Gijsen); (18) It takes two to tango: online teacher tandems for teaching in English (Jennifer Valcke and Elena Romero Alfaro); (19) Getting their feet wet: trainee EFL teachers in Germany and Israel collaborate online to promote their telecollaboration competence through experiential learning (Tina Waldman, Efrat Harel, and Götz Schwab); (20) Teacher competences for telecollaboration: the role of coaching (Sabela Melchor-Couto and Kristi Jauregi); (21) Preparing student mobility through telecollaboration (Marta Giralt and Catherine Jeanneau); (22) What are the perceived effects of telecollaboration compared to other communication-scenarios with peers? (Elke Nissen); (23) The "Bologna-München" Tandem -- experiencing interculturality (Sandro De Martino); (24) Comparing the development of transversal skills between virtual and physical exchanges (Bart van der Velden, Sophie Millner, and Casper van der Heijden); (25) Making virtual exchange/telecollaboration mainstream -- large scale exchanges (Eric Hagley); (26) Searching for telecollaboration in secondary geography education in Germany (Jelena Deutscher); (27) Communication strategies in a telecollaboration project with a focus on Latin American history (Susana S. Fernández); (28) Students' perspective on Web 2.0-enhanced telecollaboration as added value in translator education (Mariusz Marczak); (29) Intercultural communication for professional development: creative approaches in higher education (Linda Joy Mesh); (30) Illustrating challenges and practicing competencies for global technology-assisted collaboration: lessons from a real-time north-south teaching collaboration (Stephen Capobianco, Nadia Rubaii, and Sebastian Líppez-De Castro); (31) Telecollaboration as a tool for building intercultural and interreligious understanding: the Sousse-Villanova programme (Jonathan Mason); (32) Vicious cycles of turn negotiation in video-mediated telecollaboration: interactional sociolinguistics perspective (Yuka Akiyama); (33) A corpus-based study of the use of pronouns in the asynchronous discussion forums in the online intercultural exchange MexCo (Marina Orsini-Jones, Zoe Gazeley-Eke, and Hannah Leinster); (34) Cooperative autonomy in online lingua franca exchanges: A case study on foreign language education in secondary schools (Petra Hoffstaedter and Kurt Kohn); (35) Emerging affordances in telecollaborative multimodal interactions (Aparajita Dey-Plissonneau and Françoise Blin); (36) Telecollaboration in online communities for L2 learning (Maria Luisa Malerba and Christine Appel); (37) Fostering students' engagement with topical issues through different modes of online exchange (Marie-Thérèse Batardière and Francesca Helm); (38) A conversation analysis approach to researching eTandems--the challenges of data collection (Julia Renner); and (39) DOTI: Databank of Oral Teletandem Interactions (Solange Aranha and Paola Leone). An author index is included. Individual papers contain references.

In the 1998 Amendments to the Higher Education Act, Congress directed the National Center for Education Statistics to conduct a new study of higher education costs paid by institutions and prices paid by students and their families. This report contains commissioned papers prepared in support of this study and a summary of a meeting convened to discuss these papers. The papers are: (1) "An Essay on College Costs" (David W. Breneman); (2) "Higher Education and Those 'Out of Control Costs'" (D. Bruce Johnstone); (3) "Cost Analysis and the Formulation of Public Policy" (Dennis P. Jones); (4) "Institutional Financial Health: Tuition Discounting and Enrollment Management" (Lucie Lapovsky); (5) "Issues of Cost and Price in Higher Education: Observations on Needed Data and Research" (Michael McPherson and Morton Owen Schapiro); (6) "Measuring Higher Education Costs: Considerations and Cautions" (Michael F. Middaugh); and (7) "Higher Education's Costs, Prices, and Subsidies: Some Economic Facts and Fundamentals" (Gordon C. Winston). Each paper contains references. (Contains 17 tables and 9 figures.) (SLD)

Five working papers in linguistics and education are presented. "The Mediators: Providing Access To Texts in English in a Semi-Urban Maharashtrian College Community" (Grace Plamthodathil Jacob) examines the teacher's role in mediating cultural awareness as part of English second language education in a multilingual, non-western society. "Gender Distribution of Negative Judgments" (Dom Berducci) examines how male and female college students make negative judgments, and discusses possible sociolinguistic rules for the use of such judgments. "Distance Learning and Second Language Acquisition: The Role of Input and Interaction" (Thomas Hickey) suggests that distance learning might be a fruitful area of inquiry for second language learning researchers. "Educational Alternatives for Elementary School Students in Spanish-Speaking Communities" (Daphne Katranides) considers four educational programs available to elementary school children of Spanish-English bilingual communities in the United States. "Literacy in Brazil: For What Purposes?" (Marcia Montenegro Velho) discusses the structures and roles of two literacy programs implemented in Brazil in the 1960s and 1970s, one built on the work of Paolo Freire and the other on the Brazilian Literacy Movement. (MSE)

The papers in this collection are the 15 best papers from the thirteenth International Conference on College Teaching and Learning. They represent a cross-section of nearly 300 presentations, selected by juried review from 40 submitted for consideration. The papers are: (1) The Use of Hybrid Type Educational Digital Entities in University Education (Panagiotes S. Anastasiades); (2) The Use of Movies in Management Education, Since Life Is Like a Box of Chocolates. You Never Know What Youre Gonna Get (Claudio Baccarani and Federico Brunetti); (3) Debunking the Myths of Online Education (Gerald D. Baumgardner); (4) Active Learning with Online Context-Based Modules (Arthur L. Buikema, Jr.); (5) Moonsnail Project: Roles of Technology and Research in Learning Science (Thor A. Hansen and Patricia H. Kelley); (6) Linking Universities and K-12 through Design of Outdoor Learning Environments (Mary Taylor Haque, Bernadette Longo, Deborah Johnson, Sonja Maki, Gina McLellan, Lolly Tai, and Barbara Weaver); (7) Breaking Down Traditional Disciplinary Boundaries in the Classroom (Mark H. Holmes); (8) Creativity and Technology: Teaching the Psychology of Creativity at the Technically Oriented University (Natalie I. Hughson); (9) Teaching Hypertext through Poetry (Christine A. Hult); (10) Achieving Collaborative Advantage--An Evolving Paradigm (Harry Lasher, Elke Leeds, Gary Roberts, and Steve Smalt); (11) Interdisciplinary Problem-Based Learning: Linking Environmental Policy and Environmental Science (Jean O. Melious and Devon A. Cancilla); (12) Teaching and Researching Higher-Order Thinking in a Virtual Environment (Joseph J. Pear); (13) Implementing Peer Assessment To Enhance Teaching and Learning (Atara Sivan); (14) Recruitment, Selection, Training and Evaluation of Mentors for Online Learning (Ronald C. Thomas, Jr.); and (15) Online Interaction: Learning Communities in the Virtual Classroom (James G. Van Belle). Each paper contains references. (SLD)

This collection contains the 20 best papers from a conference at which nearly 300 faculty members presented papers. Those that were selected by juried review include: (1) "Where Have You Been? A Case Study of Successful Implementation of Undergraduate Online Learning Communities" (John Barnett); (2) "A Strange Sense of Disquietude: Understanding Resistance to Learning Technologies" (Sian Bayne and Ray Land); (3) "Designing Learning Experiences for Enabling Collaborative Discovery Online" (A. Faye Borthick); (4) "Humanizing the Interactive Video Conference Experience for Aboriginal Students" (W. Dean Care); (5) "Using Immersive Virtual Environments To Humanize the Learning Experience" (Karen Castro); (6) "Improving Pass Rates in Mathematics Using Interactive Computer Software" (Michelle R. Dedeo); (7) "Enhancing Distance Learning with Multimedia: A Win-Win?" (Timothy J. Ellis and Maxine S. Cohen); (8) "Communication Technologies and Instructional Design" (Michelle R. Howard-Vital and Joanne E. Nottingham); (9) "A Problem-Solving Based Computer Use Course for Non-Majors" (William J. Joel); (10) "Whys and Hows of Teaching Effectively via Interactive Distance Learning" (Jo Jones, Linda Kutilek, Warren Flood, and Nikki Conklin); (11) "Borrowers and Thieves: Internet Plagiarism" (Kathleen King); (12) "Virtual Worlds in Large Enrollment Science Classes Significantly Improve Authentic Learning" (Phillip McClean, Bernhardt Saini-Eidukat, Donald P. Schwert, Brian M. Slator, and Alan White); (13) "Using Streaming Video Technology in Teacher Education" (Edwin McClintock and Zhonghong Jiang); (14) "Anatomy-Physiology as an Intensive, Integrated Lecture/Lab Making It Work" (Holly J. Morris); (15) "Teaching Conceptual Physics through Technology" (V. Adam Niculescu and Peter Martin); (16) "Moving Forward: Marrying Sound Pedagogical Concepts with Learning Technologies" (Julie A. Richardson and Anthony E. Turner); (17) "The Pedagogy of On-Line Instruction in Laboratory Science" (Larry Spears); (18) "A Laboratory for Incorporating Computer Science Theory with Real-World Interests and Difficulties" (Carl W. Steidley and R. Stephen Dannelly); (19) "Unfettered French: Learning Online without the Bounds of Space or Time" (Katherine Watson); and (20) "Caught Up in the Web Who Needs Professors, It's All on the Net" (Peter W. Wright). Each paper contains references. (SLD)

This collection of papers from an international conference on higher education teaching and learning includes: "Fostering Scientific Thinking with New Technologies: A Socio-Cognitive Approach" (Michel Aube); "The 'Classroom Flip': Using Web Course Management Tools to Become the Guide by the Side" (J. Wesley Baker); "Embracing Information and Learning Technology Within a New Learning Paradigm in UK Colleges" (C.J. Birch); "Project Based Learning: Equipment Specification" (Ed Boyapati); "Effective Teaching Using the Internet" (David Byres); "Empowerment Groups: A Creative Transition and Retention Strategy" (Joyce A. Carter); "Play it Again Sam: Creating Reusable Projects that Integrate Instructional Technology, Critical Thought and Active, Collaborative Learning into the Curriculum" (Karen Casto and Kris Bulcroft); "Critical Moments in College Teaching" (Michael Christie); "Paradigm Shift: Visual Communication and Empowerment" (Daniel J. Doyle); "Interactive Multimedia: Lessons from Learning Theory" (Richard Farr); "Asynchronous Discussions, Learning Communities and Participation of Students and Faculty" (Charles Graessle); "Edge of Chaos: The Sweet Spot for Internet-Rich Pedagogy" (Barclay M. Hudson); "Peer Critiques in the Teaching of Computer Programming" (William J. Joel); "Active Learning: Student Performance and Perceptions Compared with Lecture" (David A. Lake); "Improving Team Performance in Software Engineering" (Robert Lingard and Elizabeth Berry); "Innovative Strategies for Teaching and Learning at a Distance" (Pam Northrup); "Analytics: An Integrated Mathematics, Logic and Philosophy of Science Course" (Michael R. Pinter); "Andes: A Coached Learning Environment for Classical Newtonian Physics" (K.G. Schultz, R.N. Shelby, D.J. Treacy, and M.C. Wintersgill); "The Evolution of a Biology Course-Related Web Site" (Janet L. Stein Carter); and "French Topics Online: Natural Errors with Virtual Wine" (Katherine Watson). (Individual papers contain references.) (SM)

A collection of papers on distance education is presented. "Distance Education: An Option for Social Welfare and Social Work Education in the 1990s" (Robert A. Bush and Chris J. Williams) discusses the implications for welfare education of changes in tertiary education and community services industry that are likely to pressure welfare educators to change their educational strategies. This paper also examines the potential for using distance educational technology is social work and social welfare education programs. "Educational Packages for External Students" (Peter A. Donnan) examines that constitutes a well written and designed package for external students. "Textbook Selection: Evaluative Criteria" (Brian Hemmings and David Battersby), presents a procedure that instructors might adopt to assist in decision making. An appendix provides an alphabetical list of textbooks assessed, including checklist scores. (SM)

Seven original research papers are presented. The titles and authors are as follows: "Acquisition of the Argument-Structure of Verbs" (Mika Endo); "A Note on Semantic Selection" (Yoshio Endo); "The Governing Category Parameter in Second Language" (Makiko Hirakawa); "The Use of Connectives in English Academic Papers Written by Japanese Students" (Yasuko Kanno); "A Note on English As-Clauses" (Yoshihara Kumagai); "Structure-Dependence in Second Language Acquisition" (Kazuhiro Naoi); and "Units of Processing in Sentence Production: Evidence from Speech Errors" (Yasushi Terao). (JP)

This publication is intended to outline basic legal issues in key areas confronting the postsecondary education community, and to provide background information of which every college administrator should be aware. Chapter 1, Some General Thoughts on Postsecondary Education and the Law, discusses the increased activity of courts in campus matters and the complexity of federal law and regulations, focusing on equal employment opportunity. Chapter 2, Legal Liabilities of Administrators and Trustees, discusses criminal, civil, contract, tort and other types of liability, violation of constitutional rights, the doctrines of soverign immunity, indemnification, and insurance. Chapter 3, Legal Liability of Faculty, presents a general outline of problems, including faculty relationship with the employer-institution, defamation, confidentiality and student records, copyright and patents, research, and safeguards. Chapter 4, Developing a Faculty and Staff Personnel Policy, discusses such considerations as purpose for access to files when creating a personnel records policy, as well as the effect on access of federal, state, and campus law. Chapter 5, The First Amendment Freedoms of Speech, Press, and Association, includes discussion on the scope and application of the First Amendment within the campus environment. (KB)

Papers from a British conference on applied linguistics address various aspects of evaluation and language. Articles include: "Grammar and Language Impairment: Clinical Linguistics as Applied Linguistics" (Paul Fletcher); "Putting Our Practice Into Theory" (Deborah Cameron); "Applied Linguistics as Evaluation of Theory and Practice: (Inter)Relating the Problems of Learners, Teachers and Therapists" (Martin Bygate, Carolyn Letts); "Writing in Another Culture: The Value of Students' KAL in Writing Pedagogy" (Simon Pardoe); "Japanese College Students' Attitudes Towards Non-Native Varieties of English" (Hiroko Matsuura, Reiko Chiba, Asako Yamamoto); "Evaluating Computer Language Learning from the Learners' Point of View" (Phil Scholfield, George Ypsiladis); "Narrative Analysis: Applying Linguistics to Cultural Models of Learning" (Martin Cortazzi, Lixian Jin); "Assessing Spontaneous Language Abilities of Aphasic Speakers" (Susan Edwards, Michael Garman, Raymond Knott); and "Language Play in Advertisements: Some Implications for Applied Linguistics" (Guy Cook). (MSE)

Conducting research and reporting the results are at the heart of academic work, yet many teachers hesitate to incorporate student research projects into their curriculum because they're unsure of how or where to begin. In "Student Research Done Right!" Lisa Scherff and Leslie S. Rush make the case that all high school and college students, not just those in advanced classes, should and can conduct research as a way to strengthen their reading, writing, and critical thinking skills. Research also has great potential for increasing students' engagement with learning, as they choose research topics that resonate with their own curiosity, interests, and backgrounds. Whether you have an entire year to help students perfect an ambitious project or you simply want to introduce basic research skills to your class, "Student Research Done Right! A Teachers' Guide for High School and College Classes" shows you the way.

"Proceedings of International Conference on Research in Education and Science" includes full papers presented at the International Conference on Research in Education and Science (ICRES), which took place on May 18-21, 2023, in Cappadocia, Turkey. The aim of the conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and to connect with the leaders in the fields of education and science. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICRES invites submissions which address the theory, research, or applications in all disciplines of education and science. The ICRES is organized for: faculty members in all disciplines of education, engineering, science, and technology; graduate students; administrators; researchers; and all interested in education, engineering, science and technology. [Individual papers are indexed in ERIC.]

This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2024, organized by the World Institute for Advanced Research and Science (WIARS), held in International Psychological Applications Conference and Trends (InPACT) 2024, held in Porto, Portugal, from 20 to 22 of April 2024. This conference serves as a platform for scholars, researchers, practitioners, and students to come together and share their latest findings, ideas, and insights in the field of psychology. InPACT 2024 received 526 submissions, from more than 43 different countries all over the world, reviewed by a double-blind process. Submissions were prepared to take the form of Oral Presentations, Posters, Virtual Presentations and Workshops. 189 submissions (overall, 36% acceptance rate) were accepted for presentation at the conference.

"Proceedings of International Conference on Social and Education Sciences" includes full papers presented at the International Conference on Social and Education Sciences (IConSES), which took place on October 13-16, 2022, in Austin, Texas. The aim of the conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and to connect with the leaders in the fields of education and social sciences. The IConSES invites submissions that address the theory, research, or applications in all disciplines of education and social sciences. The IConSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals, and all interested in education and social sciences. [Individual papers are indexed in ERIC.]

These proceedings contain the papers and posters of the International Conferences on: Educational Technologies 2022 (ICEduTech 2022), Sustainability, Technology and Education 2022 (STE 2022), Internet Technologies & Society 2022 (ITS 2022), and Applied Management Advances in the 21st Century 2022 (AMA21 2022) held virtually, from December 14-16, 2022, and organized by the International Association for Development of the Information Society (IADIS). The International Conference on Educational Technologies 2022 (ICEduTech 2022) is the scientific conference addressing the real topics as seen by teachers, students, parents and school leaders. Topics for this conference were: (1) Education in Context; (2) Education as Professional Field; (3) Curricular Evolution; (4) Learner Orientation; (5) Integrating Educational Technologies; and (6) International Higher Education. The International Conference on Sustainability, Technology and Education 2022 (STE 2022) has the purpose to address the main issues which occur by evaluating the relationship between Sustainability, Education, and Technology. The main areas of interest for this conference are: (1) Sustainability and Leadership; (2) Sustainability and Green IT; and (3) Sustainability and Education. The International Conference on Internet Technologies & Society 2022 (ITS 2022) aims to address the main issues of concern within WWW/Internet as well as to assess the influence of Internet in the Information Society. Broad areas of interest are Internet Technologies, Information Management, e-Society and Digital Divide, e-Business/e-Commerce, e-Learning, New Media and e-Society, Digital Services in e-Society, e-Government/e-Governance and e-Health. The International Conference on Applied Management Advances in the 21st Century 2022 (AMA21 2022) seeks to provide a unique forum for presentation and discussion of the last research developments and solutions for the current issues of the world economy. Its core areas of interest are: (1) Managing with ICT; (2) E-Marketing & Digital Communication; (3) Digital Economy; (4) Entrepreneurship & Innovation; (5) Finances & Fintech; and (6) Teaching & Learning in Business. [Individual papers are indexed in ERIC.]

The selection includes speeches, reports, and occasional remarks made by the president of Grinnell College to various constituencies over a ten-year period, 1965-1975, a particularly busy and fretful time in higher education. The papers are gathered into categories: educational plans and philosophies; the state of the college; student life and student behavior; college governance and organization; affirmative action for minorities; commencements; and occasional pieces and personal statements. (MSE)

Articles by student affairs officers of The University of North Carolina focus on the theme of improving the quality of life for students during their time on campus. Programs, research, and thought being carried forward by student affairs professionals in North Carolina are noted. The 17 papers are as follows: (1) "A University System Response to AIDS: Development of Community Policy and Educational Programs" (William A. Bryan and Richard H. Robinson, Jr.); (2) "Campus Substance Abuse Program Model: The Appalachian Student Assistance Program" (Jon A. Hagaeseth and Rick L. Geis); (3) "Assessing Needs of Sexual Assault Victims on a University Campus" (Diane B. Byington and Karen W. Keeter); (4) "College Admissions and Handicapped Students" (Arlene C. Stewart); (5) "International Awareness and Interests of Students at Three Different Institutions of The University of North Carolina" (Neal Cheek, and others); (6) "Wellness: A Student Affairs Mandate for Action" (David McIntire and Susan Stamper); (7) "SITting on Stress: A Retention Emphasis through Study Skills" (Mary D. Deck and A. Michael Dougherty); (8) "A Focus on Wellness: LivWELL at UNCW" (Deborah H. Haywood and P. Graham Hatcher); (9) "A Proposal for Enhancing Student Development through a Human Development Laboratory" (Karen S. Buchanan and Roland L. Buchanan); (10) "The Evolution and Impact of Living-Learning Programs at The University of North Carolina at Chapel Hill" (L. D. Newman, and others); (11) "A Profile of College Student Leaders Relating Personality Types, Learning Styles, and Leadership Approaches" (Marcia Lou Petty); (12) "A Framework for Student Leadership Development Programs" (Bruce Harshbarger); (13) "Selection and Training of Peer Educators for Substance Abuse Education and Prevention" (Linda Shaddix and Sheryl Scott); (14) "Establishment of Computerized Data Base Management Systems for Disciplinary Records" (James M. Lancaster); (15) "University and State Department Alliance: Building a Bridge for Student Services" (John J. Schmidt and George A. Antonelli); (16) "Beyond Policy: Ethical Considerations in Student Development" (Bonita Jacobs); and (17) "Outcomes Assessment for Student Affairs" (Diane L. Cooper and Barbara A. Mann). (SM)

Courses designed to enhance the study skills in students at Plymouth Polytechnic and Kingston Polytechnic are outlined and examined. In the case of Plymouth Polytechnic, the research was centered on an evaluation of a program from Sussex University; the Kingston Polytechnic research included the course design. The Sussex University Advanced Learning and Reading Course is examined from a component skills approach to study methods. Three major shortcomings are revealed, in that the course does not adapt to students' pre-existing skills and learning styles, does not enable students to transfer learned subskills to novel studying tasks, and does not accommodate to the transient disruption in studying performance attendant on the acquisition of new skills. A before-and-after study of the course offered to a mixed-subject group of degree and diploma students at Plymouth Polytechnic revealed that most of the methods and techniques presented in the course led to improvements for only a limited set of studying tasks on a specific class of materials within particular subject areas. A brief description of the first two study skills courses offered to first-year students at Kingston Polytechnic is given. This description includes the criticisms and feedback that led to the current course in operation at Kingston, which is also described. (Author/SPG)

This volume includes a collection of short papers presented at the second International Virtual Exchange Conference (IVEC) hosted virtually at Newcastle University in September 2020. The contributions address the conference theme, towards digital equity in internationalisation, and offer fresh insights into the current state and future of online intercultural communication and collaborative learning. Providing examples of interdisciplinary, multinational, and multimodal research and pedagogy in virtual exchange from around the world, this book will appeal to educators, administrators, researchers, and internationalisation leads in higher education interested in supporting and implementing virtual exchange. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]

"The New Digital Scholar" presents innovative thinking and groundbreaking research on the challenges NextGen students face with research-writing projects. Reminding readers of the history of the academic research paper and the scope of the recent information explosion, editors McClure and Purdy open a discussion long silent in academic circles--that the teaching of research-writing is mired in practices poorly suited for digital natives. Through the experiences and analyses of more than 20 writing teachers, library science professionals, and higher education administrators, the book examines research-writing in practice, revealing what has been learned, what works, and what doesn't. Practitioners describe teaching methods and research projects suited for the new digital scholar--concepts not only rooted in traditional academic research values, but designed for the information universe NextGen students inhabit. Following a Foreword by Alison J. Head and Michael B. Eisenberg and an Introduction by Randall McClure and James P. Purdy, this book contains the following chapters: (1) Mind(ing) the Gap: Research on the Information Behaviors of NextGen Students (Randall McClure); (2) The Research Paper Project in the Undergraduate Writing Course (Karen Kaiser Lee); (3) Professional Statements and Collaborations to Support the New Digital Scholar (John Eliason and Kelly O'Brien Jenks); (4) Fighting for Attention: Making Space for Deep Learning (Brian Ballentine); (5) Sentence-Mining: Uncovering the Amount of Reading and Reading Comprehension in College Writer's Researched Writing (Sandra Jamieson and Rebecca Moore Howard); (6) Scholarliness as Other: How Students Explain Their Research-Writing Behaviors (James P. Purdy); (7) Can I Google That? Research Strategies of Undergraduate Students (Mary Lourdes Silva); (8) Encountering Library Databases: NextGen Students' Strategies for Reconciling Personal Topics and Academic Scholarship (Ruth Mirtz); (9) Undergraduate Research as Collaborative Knowledge Work (Christa B. Teston and Brian J. McNely); (10) Re-Envisioning Research: Alternative Approaches to Engaging NextGen Students (Rachel A. Milloy); (11) Embracing a New World of Research (David Bailey); (12) NextGen Students and Undergraduate Ethnography: The Challenges of Studying Communities Born Digital (Neil P. Baird); (13) Teaching Researching in the Digital Age: An Information Literacy Perspective on the New Digital Scholar (Barry M. Maid and Barbara J. D'Angelo); (14) Teaching and Assessing Research Strategies in the Digital Age: Collaboration Is the Key (Thomas Peele, Melissa Keith, and Sara Seely); (15) Understanding NextGen Students' Information Search Habits: A Usability Perspective (Patrick Corbett, Yetu Yachim, Andrea Ascuena, and Andrew Karem); (16) Remixing Instruction in Information Literacy (Janice R. Walker and Kami Cox); and Conclusion: The New Digital Scholar and the Production of New Knowledge (James P. Purdy and Randall McClure). An index is also included.

This book provides important information and advice that students need in order to learn more and receive higher grades offers strategies for test and note taking, studying, writing papers, and making class schedules. This book also gives an insider's guide to the academic semester, in-class behavior, and how and when to approach professors. Perhaps most importantly, it provides invaluable advice about the attitude and work ethic that are essential to outstanding college students. This book includes the following chapters: (1) What Is the Goal of your Collegiate Experience? (The Goal Is to Learn); (2) Expectations (This Isn't High School Toto); (3) Preparing for the Semester (How to Outrun the Avalanche); (4) Stages of the Semester (Will You Work Hard during the Dog Days?); (5) Study Habits (Make Studying a Habit); (6) Advice on Exams (Prepare, Don't Cram); (7) Paper Writing (Build a Tasty and Well-Presented Cake); (8) Notes (Write, Read, Write, Read, Read); (9) Your Professors (Is the Professor Dr. Jekyll or Mr./Ms. Hyde?); (10) Scheduling of Classes (Make a Well-Balanced Schedule); (11) In-Class Etiquette (Oh Behave); (12) Evaluate Your Performance (Figure Out What You Did Wrong, and Try to Fix It); (13) Good Student vs. Not-So-Good Student (Which One Are You? Which One Will You Be?); (14) How Parents Can Help Their Children Succeed (Parents Just Don't Understand [?]); and (15) The Most Important Points (If You Work Hard, the Grades Will Come).

"Proceedings of International Conference on Humanities, Social and Education Sciences" includes full papers presented at the International Conference on Humanities, Social and Education Sciences (iHSES), which took place on April 22-25, 2021, in New York, New York. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues, and to connect with the leaders in the fields of "humanities," "education," and "social sciences." The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The iHSES invites submissions which address the theory, research, or applications in all disciplines of humanities, education, and social sciences. The iHSES is organized for: (1) faculty members in all disciplines of humanities, education, and social sciences; (2) graduate students; (3) K-12 administrators; (4) teachers; (5) principals; and (6) all interested in education and social sciences. [Individual papers are indexed in ERIC.]

This volume contains a collection of selected papers submitted to the 19th Annual International Conference of the Bulgarian Comparative Education Society (BCES) held in June 2021. The 19th BCES Conference theme is "New Challenges to Education: Lessons from around the World." The book includes 40 papers written by 66 authors from 15 countries. The volume starts with an introductory piece co-authored by Zoltán Rónay and Ewelina K Niemczyk. The other 39 papers are divided into 6 parts representing the thematic sections: (1) Comparative and International Education & History of Education; (2) International Organizations and Education; (3) School Education: Policies, Innovations, Practices & Entrepreneurship; (4) Higher Education & Teacher Education and Training; (5) Law and Education; and (6) Research Education & Research Practice. The papers included in this year's conference volume outline a variety of challenges all actors in the education process (students, teachers, administrators, policy decision makers) at all levels of the education systems have recently faced. Readers can find conceptual and empirical studies, quantitative and qualitative methods, descriptive and analytical approaches, and even pessimistic and optimistic authors' views. This volume presents how novel concepts, ironical definitions, and provoking considerations are born in difficult times, when restricted life meets unrestricted spirit. [Individual papers are indexed in ERIC.]

To do solid academic research, college students need to look beyond the computer search engine. This short, practical book introduces students to the important components of the information-seeking process. "The Elements of Library Research" provides a foundation for success in any research assignment, from a freshman paper to a senior thesis. Unlike guides that describe the research process but do not explain its logic, this book focuses entirely on basic concepts, strategies, tools, and tactics for research--in both electronic and print formats. Drawing on decades of experience with undergraduates, reference librarian Mary George arms students with the critical thinking skills and procedures they need to approach any academic project with confidence. These include: (1) Ways to turn a topic into a research question; (2) Techniques for effective online searches; (3) How to evaluate primary and secondary sources; (4) When and how to confer with reference librarians and faculty; (5) How to avoid plagiarism; (6) Glossary of key terms, from Boolean search to peer review; and (7) Checklists, timelines, and hints for successful research projects.

"Proceedings of International Conference on Humanities, Social and Education Sciences" includes full papers presented at the International Conference on Humanities, Social and Education Sciences (iHSES), which took place on July 15-19, 2020, in Washington, D.C. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues, and to connect with the leaders in the fields of "humanities," "education," and "social sciences." The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The iHSES invites submissions which address the theory, research, or applications in all disciplines of humanities, education, and social sciences. The iHSES is organized for: (1) faculty members in all disciplines of humanities, education, and social sciences; (2) graduate students; (3) K-12 administrators; (4) teachers; (5) principals; and (6) all interested in education and social sciences. [Individual papers are indexed in ERIC.]

This collection contains 15 papers on issues surrounding equal opportunities in higher education for African Americans during the decades since predominantly white campuses became desegregated. Papers are organized in four parts: (1) Orienting Perspectives to the Study of Black Students in U.S. Higher Education; (2) The Under Graduate Years: Empirical Research Findings; (3) The Graduate and Professional Years: Empirical Research Findings; and (4) Practical Issues in the Higher Education of Black Americans. Representative titles are: "Winners and Losers: A Regional Assessment of Minority Enrollment and Earned Degrees in U.S. Colleges and Universities, 1974-1984" (Deskins); "Focus on Equity: Race and Gender Differences in Degree Attainment, 1975-76; 1980-81" (Trent); "Assessing the College Major Selection Process for Black Students" (Thomas); "Racial Similarities and Differences in the Predictors of College Student Achievement" (Nettles); "Personal Traits, Institutional Prestige, Racial Attitudes, and Black Student Academic Performance in College" (Smith); "Social Support Networks and Undergraduate Student Academic-Success-Related Outcomes: A Comparison of Black Students on Black and White Campuses" (Davis); "Correlates of Academic Performance among Black Graduate and Professional Students" (Braddock, Trent); "The Demographic Fallacy of the Black Academic: Does Quality Rise to the Top?" (Mickelson, Oliver); "Determinants of Success for Black Males and Females in Graduate and Professional Schools" (Matthews, Jackson); "Toward Effective Desegregated Schools" (Hare);"Intervention Can Make a Difference: The Impact on Standardized Tests and Classroom Performance" (Frierson); and "Tackling the Fear of Science: The Impact of a Computer-Based Study Center on Minority Student Johnston). Part V contains a selected bibliography; a description of data sources; an index; notes on the contributors; and notes and references for each of the papers. (JB)

This collection of short papers is an outcome of the third conference on virtual exchange in higher education hosted by the Pedagogical University in Krakow in April 2018. Following the focus of the conference on virtual exchange in service of social inclusion and global citizenship, the papers collected in this volume offer first-hand insights into theoretical and practical considerations on the most recent stage of this rapidly developing form of learning. The publication will be of particular interest to academic educators, researchers, administrators, and mobility officers planning to implement virtual exchange in their unique academic contexts.

The present volume collects papers from InnoConf18 [Innovative Language Teaching and Learning at University Conference], which took place at the University of Liverpool in June 2018. The theme of the conference was "New trends in language teaching and learning at university." The contributions collected here aim to reflect on best practice in the sector while at the same time capturing state-of-the-art language teaching and learning methodologies. The short papers in this peer-reviewed selection display examples of active learning and student empowerment across all levels of learning and demonstrate the benefits of maximising engagement through a creative and inspiring learning environment. We believe this volume will be of use to language teachers and practitioners in higher education and beyond. [The University of Liverpool's School of Histories, Languages, and Cultures (HLC) and the Centre for Teaching Excellence in Language Learning (CTELL) financially contributed to the publication of this volume. Additional sponsors include Sanako, Hueber, and European Schoolbooks.]

This volume contains selected papers submitted to the 17th Annual International Conference of the Bulgarian Comparative Education Society (BCES) held in June 2019 in Pomorie, Bulgaria. The 17th BCES Conference theme is "Glocal Education in Practice: Teaching, Researching, and Citizenship." Some selected papers submitted to the pre-conference International Symposium on "30 Years since the Fall of the Berlin Wall" are also included in this volume. The book includes 34 papers written by 69 authors from 20 countries. The volume starts with an introductory piece by the keynote speaker Ewelina Niemczyk. The other 34 papers are divided into 7 parts: (1) Comparative and International Education & History of Education; (2) International Organizations and Education; (3) School Education: Policies, Innovations, Practices & Entrepreneurship; (4) Higher Education & Teacher Education and Training; (5) Law and Education; (6) Research Education & Research Practice; and (7) Thirty Years Since the Fall of the Berlin Wall: Educational Reforms Worldwide. Glocal education is the main term in this volume discussed from theoretical, methodological and empirical points of view. Most papers directly or circuitously refer to glocal education in teaching, learning, researching, and citizenship. Different profound and well defended opinions on glocal education can be seen in the volume. After viewing all papers in this volume, readers will likely consider it a valuable source for interesting studies on various educational problems in the light of globalization, localization, internationalization, and glocalization. [For Volume 16 proceedings, see ED586117.]

Within California, there is widespread understanding and consensus that college affordability is a challenge that needs to be addressed. Along with this consensus on the nature and implications of California's college affordability problems, there is also emerging agreement about how to tackle it. While this convergence can form the backbone of a new financial aid approach for California, some key questions need further exploration to fill in specific policy priorities and details. To explore these questions and continue advancing policy discussions about how best to reform financial aid in California, The Institute for College Access & Success (TICAS) engaged higher education researchers to explore specific policy questions related to aid reform. Their working papers are published in this compendium. The aim was not to establish a definitive way of approaching any one of the topics, but rather to support the continued evolution of the policy conversation and keep it moving towards identifying the most equitable solutions. The first group of papers explores essential components required for the state to make a true affordability promise to all Californians and investigates what it might cost to do so. The second group of papers grapples with how the state can better communicate with students and families about the financial aid available to them and how to ensure that they have the support they need to navigate the process from application through disbursement to repayment. Collectively, these papers persuasively articulate three imperatives: the need to put students and families at the center of reform; to close equity gaps in access, affordability and success; and to fund student financial need at adequate and predictable levels. This report includes the following chapters: (1) Adjusting COA and EFC for Living Costs (Robert Kelchen); (2) Debt Free College and Student Out-of-Pocket Costs: The Case of California (Charlie Eaton); (3) Creating an Affordable College Model for California (Amy Rose); (4) Increasing Students' Awareness and Understanding of Financial Aid (Su Jin Gatlin Jez); (5) Increasing the Take-Up of Cal Grants (Elizabeth Linos, Vikash Reddy, and Jesse Rothstein); and (6) Building Capacity to Improve Financial Aid Administration (Nicholas Hillman).

This edited volume contains 11 short papers selected from the 2017 Innovative Language Teaching and Learning at University conference (InnoConf), which took place on the 16th of June at The Open University. The theme of the conference was "Integrating Informal Learning into Formal Language Education." The aim of the conference was to engage in productive collaboration between language professionals to further equip students to succeed in the ever-growing landscape of formal and informal learning. The chapters in this book provide insights into many types of innovative approaches to teaching languages at university and beyond. The contributing authors have experimented with new strategies to enrich their students' learning experience or identified new ways of using existing resources in and outside the classroom. This is the third volume in a series of books compiling papers from the InnoConf conferences. Following "Integrating informal learning into formal language education: An introduction" (Fernando Rosell-Aguilar, Tita Beaven, and Mara Fuertes Gutiérrez), this volume is comprised of three sections. Section 1, Learning collaboratively online: Attitudes, motivation, and learning communities, contains the following papers: (1) Can you teach me to speak? Oral practice and anxiety in a language MOOC (Zsuzsanna Bárkányi); (2) Social media in L2 education: Exploring on-line collaborative writing in EFL settings (Robert Martínez-Carrasco); (3) Busuu: how do users rate this app for language learning? (Miguel Ángel Saona-Vallejos); and (4) 'It's a shame that we haven't met earlier!': Facilitating a tandem language exchange programme at Queen's University Belfast (Liang Wang). Section 2, Testing and evaluating language learning tools, contains the following papers: (5) ImparApp: Italian language learning with MIT's TaleBlazer mobile app (Tiziana Cervi-Wilson and Billy Brick); (6) LipDub: A technology-enhanced language learning project with music (Kirsten Mericka); (7) Video resources in a flipped language classroom: An experience of using videos to flip a Mandarin teaching module (Zhiqiong Chen); (8) The Better French Living Project: How to encourage linguistic, practical, and cultural year-abroad preparation outside the classroom (Sandra Salin); (9) Multimodal Corpus of Spanish Speech Acts: Main features and potential pedagogical uses (Marta Vacas Matos); and (10) Twitter as a formal and informal language learning tool: From potential to evidence (Fernando Rosell-Aguilar). Section 3, The polyglot community: An interview with Richard Simcott, contains the following paper: (11) The polyglot community: An interview with Richard Simcott, by Tita Beaven (Tita Beaven and Richard Simcott). An author index is included. (Individual papers contain references.) [Language Acts and Worldmaking contributed to the funding for this publication. For the second volume, "Innovative Language Teaching and Learning at University: Enhancing Employability," see ED574244.]

The papers in the monograph address different topics related to mathematics teaching and learning processes which are of great interest to both students and prospective teachers. Some papers open new research questions, some show examples of good practice and others provide more information about earlier findings. The monograph consists of six chapters. In the first chapter, the author studies the relation between the surface approach and the strategic approach to learning outcomes according to the results of research conducted with a group of university students in Denmark. This chapter presents the results of research carried out with the students who were required to recognise and interpret mathematical concepts that could be interpreted from the graphs in different contexts. It also provides an insight into a detailed analysis of the tasks of the Croatian State Matura exam related to the functions. In the second chapter, the authors discuss the topic of the importance of spatial reasoning and the effect of computer technology on geometry education. They study regular and semiregular polyhedrons in Euclidean space and compare geometric properties of Euclidean and hyperbolic planes. In the third chapter, the authors examine teachers' classroom practices and beliefs about mathematics and the use of textbooks as curriculum resources. The results of textbook analysis on an asymptote and the asymptotic behaviour in the two most common series of high-school mathematics textbooks in Croatia are presented. The language of mathematics textbooks is analysed in the third paper. In the fourth chapter, the author investigates the impact of using the proposed computer-guided discovery learning model on students' conceptual and procedural knowledge of mathematics. The application of the computer program Graph is illustrated. The advantages of introducing software to the teaching process are considered. In the fifth chapter, the author examines whether there is a connection between the attitudes towards mathematics and the performance in mathematics exams. In the second paper, the authors describe a method for selecting a group of students that is supposed to receive additional teacher attention in order to improve their performance in the course. This chapter presents research results on the relations between the use of mathematics tutoring services at the university level and building student profiles. The problem of mathematical anxiety is also researched. An inclusive approach to mathematics curriculum can be revealed through the presence of curriculum accommodations for pupils with disabilities. The author of the last paper in this chapter provides content analysis of national curricula of five European countries: Great Britain, Finland, Germany, France and Croatia. In the last chapter of the monograph, the authors suggest some useful approaches to teaching mathematics. Learning through games increases student motivation and encourages positive attitudes towards mathematics. The characteristics of problem solving in mathematics education are listed in the last paper of this monograph. Papers in Chapter 1 include: (1) The study approaches of university students in a calculus class (Bettina Dahl); (2) Searching for a common ground in mathematics and physics education: The case of integral (Zeljka Milin Sipus, Maja Planinic, Ana Susac, and Lana Ivanjek); and (3) Functions in the 2015 and 2016 Croatian State Matura in higher level Mathematics (Matea Gusic). Papers in Chapter 2 include: (4) Spatial reasoning in mathematics (Nikolina Kovacevic); (5) The football {5, 6, 6} and its geometries: from a sport tool to fullerens and further (Emil Molnar, Istvan Prok, and Jeno Szirmai); and (6) Holes in alien quilts (A. S. Leeds, Natasa Macura, and Zachary Moring). Papers in Chapter 3 include: (7) Teachers' beliefs on mathematics as a background for their teaching practice (Ljerka Jukic Matic and Dubravka Glasnovic Gracin); (8) Asymptote as a body of knowledge to be taught in textbooks for Croatian secondary education (Aleksandra Cizmesija, Ana Katalenic, and Zeljka Milin Sipus); and (9) Language of Croatian mathematical textbooks (Goran Trupcevic and Anda Valent). Papers in Chapter 4 include: (10) The impact of using GeoGebra interactive applets on conceptual and procedural knowledge (Zeljka Dijanic and Goran Trupcevic); (11) The use of the computer program "Graph" in teaching application of differential calculus (Bojan Kovacic and Mirela Katic Zlepalo); and (12) Applications of free computational software in math courses at Zagreb University of Applied Sciences (Luka Marohnic and Mandi Orlic Bachler). Papers in Chapter 5 include: (13) Mathematics attitudes among students of Civil Engineering (Josipa Matotek); (14) Targeting additional effort for students' success improvement: The highest effect group selection method (Dusan Mundar and Damira Kecek); (15) Discovering student profiles with regard to the use of mathematics tutoring services at university level (Ivana Durdevic Babic, Ana Kozic, and Tomislav Milic); (16) Identifying mathematical anxiety with MLP and RBF neural networks (Ivana Durdevic Babic, Tomislav Milic, and Ana Kozic); (17) Standardization of learning outcomes in teaching mathematics (Zoran Horvat); and (18) Teaching and learning mathematics in inclusive settings: Analysis of curriculum of compulsory education in five European countries (Ksenija Romstein and Ljiljana Pintaric Mlinar). Papers in the Chapter 6 include: (19) Enhancing positive attitude towards mathematics through introducing Escape Room games (Amanda Glavas and Azra Stascik); (20) The presence of mathematical games in primary school (Ruzica Kolar-Super, Andrea Sadric, Zdenka Kolar-Begovic, and Petra Abicic); and (21) Problem solving in elementary mathematics education (Edith Debrenti). An index is included. Individual papers contain references. Abstracts are provided in both English and Croatian. [Abstract modified to meet ERIC guidelines.]

This collection of case studies is special for several reasons. Firstly, because of the geographical and institutional diversity of the authors, bringing together experiences of teaching under COVID-19 restrictions in the university language classroom from 18 countries and five continents. Secondly, the publication is interesting because of the variety of case studies that testify to different strategies and emphases in dealing with pandemic-related challenges. Finally, the case studies collected strikingly demonstrate the creative responses of language teachers in a variety of contexts to meet the challenges of the pandemic crisis (Dr. Sabina Schaffner). [Financial support was provided by the University of Cambridge Language Centre and RUDN University, Moscow. This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]

The School of Cultures, Languages and Area Studies at the University of Nottingham hosted the fifth annual conference in the "Innovative Language Teaching at University" series. Under the heading "Enhancing participation and collaboration" the conference, organised by Cecilia Goria, Oranna Speicher and Sascha Stollhans, took place on 19 June 2015, and was attended by over 120 linguists, language teachers and language acquisition researchers from all over the world. This edited volume contains 15 selected short papers based on presentations from the conference, as well as Dr Jan Hardman's keynote address and a foreword by Prof. Zoltán Dörnyei. The following papers are included: (1) "Innovative language teaching and learning at university: enhancing participation and collaboration"--An introduction (Cecilia Goria, Oranna Speicher, and Sascha Stollhans); and (2) Opening-Up classroom discourse to promote and enhance active, collaborative and cognitively-engaging student learning experiences (Jan Hardman). Section 1: Fostering online collaboration: (3) Evaluating the effects of a "student buddy" initiative on student engagement and motivation (Anna Motzo); (4) "Show me where you study!"--An interactive project between German language students in Nottingham and St Andrews (Insa Hartung and Sandra Reisenleutner); (5) TANGO, an international collaborative bilingual e-learning project (Carmen Álvarez-Mayo); and (6) Open and anonymous peer review in a digital online environment compared in academic writing context (Salim Razi). Section 2: Exploring digital tools and online environments: (7) Students as producers and collaborators: exploring the use of padlets and videos in MFL teaching (Anna de Berg); (8) Can Facebook or wikis hook learners instead of the schoolbook? (Fakhreddine Brahmi); (9) "Become a reporter", the Four Skills News Project: applying and practising language skills using digital tools for level C1/C2 students (Hanna Magedera-Hofhansl); (10) Transmedia teaching framework: from group projects to curriculum development (James Reid and Filippo Gilardi); and (11) Overcoming navigational design in a VLE: students as agents of change (Marion Sadoux, Dorota Rzycka, Mizuho Jones, and Joaquin Lopez). Section 3: Beyond the language classroom: (12) From widening horizons to widening participation: transmitting the experience of global citizenship to the school classroom (Cathy Hampton and Ariane Demeure-Ahearne); (13) Intercultural communicative competence: creating awareness and promoting skills in the language classroom (Sandra López-Rocha); (14) Anything can happen out there: a holistic approach to field trips (Alessia Plutino); (15) The dichotomy of language and content in US and UK higher education--Implications for the development of intercultural competence and perspectives towards the target language (Elinor Parks); (16) We're all language teachers now: teaching subject discipline content through the medium of a second language (Neil Hughes); and (17) Challenges faced by Cantonese speakers in a UK university Mandarin course (Lan Lo). An author index is included. (Individual papers contain references.)

Virtual exchange is gaining popularity in formal and non-formal education, partly as a means to internationalise the curriculum, and also to offer more sustainable and inclusive international and intercultural experiences to young people around the world. This volume brings together 19 case studies (17 in higher education and two in youth work) of virtual exchange projects in Europe and the South Mediterranean region. They span across a range of disciplines, from STEM to business, tourism, and languages, and are presented as real-life pedagogical practices that can be of interest to educators looking for ideas and inspiration. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]

Even as individual colleges and universities work to make their own general education programs more coherent, fewer and fewer students proceed through those programs according to plan. Students frequently say that their general education programs add up to an assortment of fragments to be assembled and then left behind. How should the educational system close the gap between the purpose of general education programs and the absence of purpose students often experience when they take general education courses? That question is the focus of this collection. The first section contains an opinion piece by Robert Shoenberg: (1) "Why Do I Have To Take This Course?" or Credit Hours, Transfer, and Curricular Coherence. Part 2, Continuing the Discussion, contains: (2) Who Wants Coherence? (Marshall A. Hill); (3) Can We Work with Our Legislatures? (Eduardo Padron); (4) What Do Our Students Value? (Rod A. Risley); (5) Define the Role of State Systems (Martha Romero); (6) Leadership Is Essential (Ron Williams); (7) Don't Sacrifice Local Autonomy (John Nixon); and (8) Will We Reform Ourselves, or Will It Be done to Us? (Deborah L. Floyd). Part 3, More Perspectives on Curricular Coherence and Student Transfer, contains: (9) What Do We Know about Transfer? An Overview (James C. Palmer); (10) Accrediting for Curricular Coherence (Carolyn Prager); and (11) Lessons from Adult Learning (William H. Maehl). Each paper contains references. (SLD)

This document contains three papers from a symposium on individual learning issues that was conducted as part of a conference on human resource development (HRD). "Communication in the Workplace: Using Myers-Briggs To Build Communication Effectiveness" (Patrice M. Scanlon, Judy K. Schmitz, Tracey Murray, Lisa M. Hooper) reports on a study of workplace communication that suggested a relationship between length of employment and employees' satisfaction with communication between supervisors and their peers. "An Analysis Using Houle's Typology of Learning Orientation and Selected Variables in Predicting Student Persistence in a Two-Year Proprietary Technical College" (Francis C. Pengitore) discusses a longitudinal study of 468 students that examined the following three questions: (1) whether a profile exists for students who persist in college; (2) whether Houle's Typology of Learning Orientation is useful in predicting student persistence; and (3) whether a relationship exists between student persistence and learning orientation, income level, race, gender, high school graduation status, and college entrance examination scores. "Examining the Differences in Preferred Learning Environments between Members of the 'X' and the Baby Boomer Generations" (Blue Wooldridge, Stacey Bellamy) presents data on the preferred learning environments of approximately 200 Baby Boomer and Generation X graduate students in administration. The papers contain reference sections. (MN)

These six conference papers from the Biennial Conference on Postsecondary Education for Persons who are Deaf or Hard of Hearing focus on serving nontraditional students with deafness or hard of hearing. The first paper, "Helping Minority Individuals Navigate through Successful School and Work Transitions" (Glenn B. Anderson and Susan K. McGee), provides an overview of demographic changes occurring among elementary and secondary students who are deaf or hard of hearing, and presents data on the post high school transition experiences of a sample of minority deaf and hard of hearing youth. Data from another study on the career preparation, entry, and advancement experiences of minority individuals in professional and technical jobs are also reported. The second paper, "Services for Students Who Are Hard of Hearing" (Pamela J. Belknap), discusses the specific needs of students who are hard of hearing. Other papers include: "Traditionally Underserved Deaf Adults: Triumph or Tragedy?" (Mario P. Insabella and Steve Glenn); "Tools for Language: Rehab 101 and Cultural Diversity" (Jesse Gates); "Adjusting to Hearing Loss: The Trials and Tribulations of a Deafened Adult" (Steve Larew); and "Academically Gifted Deaf Students Attending Regular Four-Year Colleges and Universities" (Robert S. Menchel). (Some papers contain references.) (CR)

These six conference papers from the Biennial Conference on Postsecondary Education for Persons who are Deaf or Hard of Hearing focus on academic issues relating to individuals with deafness or hard of hearing. The first paper, "Exploring Assessment Alternatives for Deaf Students" (Karen Clack), discusses different methods of evaluating students such as self-assessments, critical thinking analyses, communication analyses, and student-generated portfolios. The second paper, "Classroom Assessment of Writing: Purpose, Issues, and Strategies" (John Albertini), provides strategies for assessing the writing of students with deafness. "Teaching ESL to ASL Users" (Anna Vammen and others), highlights the collaboration efforts of the Disability Support Services program and the Intensive English Language Program at the University of Arkansas at Little Rock. The papers "ESL Tutor: Educational Software for Improving English Skills of Students Who Are Deaf" (Dave Zenk) and "Computer Mediated Literacy Development in Deaf and Second Language Populations" (Beth O. Carlson) describe computer programs to help college students improve their English vocabulary, writing, and literacy skills. The final paper, "Supporting Science Teachers through a National Network: The Access to English and Science Outreach Project (AESOP)", describes a workshop that assists science teachers of students with deafness. (Papers contain references.) (CR)