Die Erinnerungskultur schlägt um in Erinnerungskult. wenn das, was über alle Konstruktionsabsicht hinaus sich zum Wissensschatz angehäuft hat, als geplantes Produkt von Strategien, Methoden und Techniken erscheint: Unsere eigene Meisterschaft wird in die Vergangenheit projiziert. Indem wir die Gelehrten des 17. und 18. Jahrhunderts zu unseren Kollegen machen und sie in ehemaliger Lebendigkeit auferstehen lassen, unterlaufen wir das Vergessen, das sie ereilt hat, und erhoffen ein ähnliches Schicksal für uns selbst. Aber ist die Gelehrtengeschichte heute nicht im gleichen Maße Rettung eines Vergessenen wie Nachahmung desselben?

The American demographic landscape is no longer a homogeneous melting pot where all colors and flavors blend into indistinct variants. The challenges brought about by such a societal shift have made diversity issues increasingly important. Chief among them is the issue of organizational diversity. Although there has been an increase in organizational diversity research, there is a noted lack of organizational diversity research in the area of college-level forensics programs. This study seeks to fill this void. Specifically, the purpose of the study was to describe diversity levels in college and university forensics programs, and to compare current levels with those of five years past. Survey questionnaires were completed by almost 200 college and university coaches in AFA, CEDA, and Phi Rho Pi. The results of the survey show no significant increase in diversity levels has occurred since Swanson's indictment of elitism in 1989. Forensics continues to have an overwhelming white majority of coaches and competitors; two-thirds of all programs indicate no effort has been made to increase diversity. These results suggest forensics may be in a state of stasis, one inconsistent with its evolving environment.

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Faculty who teach at the college level are often responsible for their own pedagogical training and development, and leading a short-term study abroad program may be one strategy for helping faculty with this development. This study explores the experiences of faculty who have led short-term study abroad programs and provides insight into how the experiences align with experiential learning models and ways that they can lead to pedagogical development. Nine faculty members were interviewed and asked questions about their teaching backgrounds, their introduction to study abroad, and their experiences related to teaching and learning while abroad. The findings show that faculty have opportunities for learning while leading programs abroad and that the learning opportunities could spur pedagogical change and improvement. To ensure that faculty learn from their experiences, they should progress through a formal experiential learning process that requires them to reflect on and conceptualize their experiences and then plan to implement changes. A model for guiding faculty through this process is proposed. Recognizing and reflecting on experiences leading programs abroad has the potential to impact faculty teaching, and a formalized experiential learning process will ensure that faculty fully realize the benefits of these experiences through improvements in their teaching.

Aim: The aim of the study is to report an analysis of the concept of approachability of the instructor within the context of nursing clinical education. Background: Approachability of the instructor within the context of a nursing clinical education is a concept that is obscure and immature. Design: Concept Analysis Data Sources: A literature search between the years 1985 to present yielded 18 articles that were analyzed. Method: Rodger’s Evolutionary Method was used for the concept analysis. Results: The concept analysis identified the antecedents, attributes and consequences of approachability of the clinical nursing instructor. The antecedent was a student centered teaching philosophy. Based on the analysis, the attributes were divided in active and subtle behaviors of approachability. The active behaviors were encouraging questions, not belittling the students, showing an interest in students and being flexible. The subtle behaviors were identified as non-verbal communication and being available. The consequences include building an interpersonal relationship and creating a positive clinical experience. Using the antecedents, attributes and consequences, a theoretical definition was developed. Conclusion: The implications for future development include development of a tool that measures approachability, relational quantitative studies using the instrument and dissemination new knowledge.

<p>The attached thesis consists of a literature review of inquiry-based learning levels and two studies examining the impact of inquiry-based learning levels on student engagement, interest, and motivation in an animal science context. </p>

Students enrolled in accounting courses often struggle because of the complexity of the topic. Accounting instructors have searched for effective means of fostering student success, but the learning process continues to change. Critical thinking and problem solving abilities are vital for students and future professionals. Thus, teaching should not be limited to the transmission of information. By moving the dissemination of basic knowledge outside the classroom inversed learning allows class time for deep dives into complex topics and hands-on activities. Students who are actively involved in learning tend to be more successful in the classroom. The purpose of this study was to determine how undergraduate students in an intermediate accounting course respond to an inversed classroom structure as it relates to financial accounting. A quasi-experimental, quantitative approach was used to investigate whether the academic performance of students who received instruction in a flipped classroom significantly differed from students who received instruction in a traditional classroom. Subgroups of students within the treatment group were examined to determine their response to the intervention. The study was completed over 2 semesters. Participants were determined by pre-existing groups. Students enrolled in an intermediate accounting course during the spring 2018 semester received instruction in a traditional manner. Students enrolled in the same course during the fall 2018 semester were taught using the inversed model. The researcher for this study also served as the instructor for both groups. Academic achievement was measured by student performance on four exams administered during each semester. Six research questions were addressed using MANOVA, ANOVA, and multiple regression analyses. The results indicated students generally perform better in the inversed learning environment than in the traditionally formatted classroom. Although the comparisons were not statistically significant, students in the flipped classroom did achieve higher scores on 3 of the 4 exams. No significant interaction was found between the classroom environment and gender or learning style. Both college GPA and gender were found to be significant predictors of academic performance. The findings from this study may support faculty in the enrichment of college curriculum by promoting active learning.

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