Capstone experiences (CEs) serve a variety of purposes in higher education as opportunities to apply academic skills, explore post-graduate life and employment, and achieve a meaningful undergraduate event. This study investigated the purposes of CEs through a content analysis of institutional course syllabi/course outlines/module outlines and…

Environmental educators exchange ideas in social networks, which may in turn impact their practices. This study uses social network analysis, surveys, correlation analysis and interviews to examine the relationship between network and practice change in three professional development programs. In the first program that used face-to-face…

This paper reports preliminary findings on students enrolled in a massive open online course, who were also assigned to work in groups. Part of a larger study on the effect of groups on retention and completion in MOOCs, the paper provides students' demographics (i.e., location, gender, education level, and employment status), and motivation for…

Although honors students are highly motivated and intellectually promising, they are not empty cognitive vessels ready to be filled with professorial knowledge. They are, instead, complex, multifaceted young people, sometimes troubled, often delighted and delightful. While at college they are learning how to live their lives not just as…

This article features the winners of this year's "Campus Technology Innovator" competition. The winners are: (1) Drexel University, Pennsylvania (outsourcing); (2) Darton College, Georgia (3D); (3) Minnesota State Colleges and Universities (ePortfolios); (4) University of Michigan (the Web); (5) University of Tennessee College of…

Five trends are emerging that will not only change the role of human capital in the United States but will also challenge the legacy system of workforce development, skills and competency-focused institutions, and assuredly, community colleges. Workforce investment boards, for example, are currently geographically constrained in environments that…

The "International Society for the Social Studies Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. It contains the following papers: (1) Teacher Perceptions of Authentic Pedagogy: A Case Study of Professional Development in an African American High School's…

The "ISSS Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. (Individual papers contain references.) [For the 2009 proceedings, see ED504973.]