This paper presents field-tested improvements over an 11-year period of a large-scale "Introduction to Information Systems" core business school course and provides a framework for implementation. Engagement and learning in large-scale courses can prove challenging, especially when the class is a requirement within a business school's…

In the era of inclusive education, every educator can expect to have students with disabilities in their classroom. Unfortunately, preservice teachers who are not specifically pursuing special education licensure are often only expected to take one course focused on teaching students with disabilities. Given the increased emphasis on less…

Since the mid-20th century, the standard U.S. high school and college math curriculum has been based on two years of algebra and a year of geometry, preparing students to take classes in pre-calculus followed by calculus. Students' math pursuits have been differentiated primarily by how far or how rapidly they proceed along a clearly defined…

This paper outlines the adaptation of a course on the management of network services in operating systems, called NetServicesOS, to the context of the new European Higher Education Area (EHEA). NetServicesOS is a mandatory course in one of the official graduate programs in the Faculty of Computer Science at the Universidad Nacional de Educacion a…

Computer Information System (CIS) majors are required to successfully complete an introductory accounting course. Given the current forces in the financial world, the appropriateness of this course warrants scrutiny as to whether it properly serves the student, and the degree to which it continues to meet the IS 2002 outcomes. The current business…

This report provides national estimates about student enrollment in distance education courses in public school districts. The estimates presented in this report are based on a district survey about distance education courses offered by the district or by any of the schools in the district during the 12-month 2009-10 school year. For this survey,…

Surveyed 55 U.S. pharmacy colleges concerning pediatric didactic content, reading assignments, clerkships, and time dedicated to pediatric pharmacy in entry-level doctor of pharmacy programs. An average of 16.7 hours was devoted to pediatric content in required courses with highly variable content. Fifty programs offered pediatric clerkships and…

A study examined a national trend towards dropping Shakespeare and other Great Authors from college English major requirements, and asked what new courses are taking their places. Programs from 70 representative schools were analyzed. Results indicated that 23 schools require a course in Shakespeare, which may include other authors as well, but…

This article summarizes conclusions from a survey of the multicultural curriculum practices of 196 U.S. colleges and universities. Among findings are that 34 percent have a multicultural general education requirement, 54 percent have introduced multiculturalism into course offerings, and most institutions are seeking to increase faculty…

In search of better, more cost effective ways to deliver instruction and training, universities and corporations have expanded their use of e-learning. Although several studies suggest that online education and blended instruction (a "blend" of online and traditional approaches) can be as effective as traditional classroom models, few…

A study examined the home and family life courses provided in secondary schools throughout the state of Washington. Course offerings and student enrollment figures were analyzed. Survey instruments were mailed to the home and family life teachers in each of the secondary schools in Washington. A computer analysis of the data reported from 143…

This study was conducted to answer three major questions relative to undergraduate preservice secondary education programs: (1) What courses in pedagogy are required of all secondary education majors and how many credits are awarded in each area? (2) What are the current practices relative to student teaching credit and evaluation? and (3) How…