The View From Here:
Lynne Fukuda

The Global Village Café:
Toward a More Effective Service Learning/Experiential Paradigm – Holistic Academic/Experiential Service Learning with Multiple Commitment Devices

Peter L. Banfe, Ph. D
Associate Professor of International Business
Ohio Northern University
E-mail:  p-banfe@onu.edu

This article is about the quest for the pedagogical Holy Grail, the magical chalice containing that perfect essence which, when applied to the educational experience, will maximize retention and application of curricular knowledge by our apprentices: the students.  This need has become even more immediate as the costs of formal university education skyrockets, competition for students has become even more intense, affordable and effective online options multiply, employer training programs get more sophisticated, employers demand more from graduates who cost more than their un-degreed counterparts, and current methodologies appear to be failing to produce adequate results (Porter & McKibbin, 1988).  Traditional paradigms which propose educators as transmitters of knowledge and students as passive recipients are quickly being challenged by new pedagogies (Herremans & Murch, 2003; Steffes, 2004).

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Developmental Advising: an Approach to Student Engagement and Success

Jose E. Coll, Ph.D.
University of Southern California
School of Social Work
E-mail: coll@usc.edu
 
Teresa Guzman
Department of Social Work
Saint Leo University
E-mail:  Teresa.guzman@saintleo.edu

Introduction

Post secondary advising has developed into a critical role in the retention of students in academic institutions. Various studies have reflected how the relationship that students develop with their advisor may affect the satisfaction the student has with their respective school (Coll, in press; Coll & Zalaquett, 2008). Since the 1970s the role of the academic advisor has shifted from informational to holistic. A holistic approach to advising allows for the advisor to develop and maintain awareness and integration of topics such as learning styles, theories of student development, cognitive abilities, and cultural diversity as a means of promoting a positive advisor/advisee relationship. A positive relationship between advisor/advisee has shown that a satisfied student is willing to continue to graduation with the respected academic institution (Carstensen & Silberhorn, 1979; Glennen, 1976; Noel, 1976; Tinto, 2006). However, insufficient and inappropriate advising may generate negative outcomes, which may impact a student’s academic achievement, and impact institutional retention efforts (Coll, in press).

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Another Case for the Review of IRB Review

Jennifer M. Purcell, Ph.D.
Education Specialist
Academy of Medical Educators
Touro University College of Medicine
E-mail:  jennifer.purcell@touro.edu

Which of the following statements are true?

A linguist seeking to study language development in a preliterate tribe was instructed by the Institutional Review Board (IRB) to have the subjects read and sign a consent form before participating in the study.

A political scientist who had bought a list of appropriate names for a survey of voting behavior was required by the IRB to get written informed consent from the subjects before mailing the survey.

A Caucasian PhD student, seeking to study career expectations in relation to ethnicity, was told by IRB that African American PhD students could not be interviewed because it might be traumatic for them to be interviewed by the student.

A campus IRB attempted to deny an MA student her diploma because she did not obtain IRB approval for calling newspaper executives to ask for copies of printed material generally available to the public.

A PhD student in education planned to send an innocuous, anonymous survey to senior faculty at 80 institutions nationwide. She received IRB approval from her own institution, provided she contacted all 80 institutions to ensure compliance.

Is the answer a, b, c, d, or e? How about none or all of the above? At this point, the answer is pure speculation.  Rumor or not, however, they appear to be circling the literature over and over again. Thomson and colleagues (2006) compiled the first four options, and I add the fifth. If these anecdotes are even partially true, it is no wonder the amount of literature concerning IRB processes seems to be on the rise.

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