The rapid advance of technology has enabled students to use powerful technology both inside and outside of the classroom. A major issue facing higher education is whether students truly know how to use this technology, can our learning spaces support it, and can it be integrated with other technologies to extend students' capabilities?This paper focuses on the how Winona State University went about improving learning spaces on campus. It includes six major sections. First, the development of the e-Warrior: Digital Life and Learning Program and Technology Master Plan provided the foundation. Second, quantifying the quality of classroom spaces on campus through the development of an online database and a campus report card provided a common point of reference. Third, faculty members engaged in the design of new learning spaces on campus to align design with pedagogy. Fourth, new technologies supported the online delivery of what used to be classroom lecture, paving the way for classroom flipping. Fifth, the intersection between formal and informal learning spaces played a role in instruction. Sixth, WSU developed two new flipped classrooms; the Math Achievement Center and Visual Media Studio. The Math Achievement Center and Visual Media Studio are collaborative classrooms designed by faculty that demonstrate the potential of mobile computing integration. Finally, recommendations for improving learning spaces found on any campus are offered.This paper provides a replicable roadmap for developing collaborative technology learning environments and highlights the many successes and challenges you may experience along the way.
Each of 176 MBA program students provided biographical data and rated his or her reactions to one of four different simulated position ads for a community college business faculty position. Ads varied based on job location within a state (relocation required or not required) and recruiter background (like or unlike the participant's). Stepwise multiple regression of the data revealed four significant predictors of participants' ratings of simulated positions: applicant's current job satisfaction, spouse's contribution to household income, recruiter's background, and job location. The authors make recommendations for faculty recruitment at community colleges based on the findings.
This study addressed faculty recruitment for community colleges, an issue of immediate importance because many faculty hired during the enrollment boom of the 1960's are retiring. The design for this research was a factorial experiment involving a three-way analysis of variance. The participants (N = 136) were randomly selected male (n = 68) and female (n = 68) business professionals completing the MBA degree. The participants role-played the part of applicants for business department faculty positions by rating jobs described in simulated recruitment advertisements. The ANOVA results indicated that both male and female business professionals preferred part-time rather than full-time teaching positions. Implications for recruitment practice and future research are discussed.
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