Editor's Note, September 2008
Elizabeth Haller
PhD Candidate and Instructor, Kent State University
E-mail: editoraee@hotmail.com
We invite your continued perusal and encourage you to submit articles, poetry, and fiction for consideration in future issues of AEE. Please review our Call for Papers on this site for more details on submission requirements. If you are unsure whether your contribution would be suitable under the terms of our Call for Papers, please send along an inquiry, and I will be happy to respond forthwith. As always, do not forget to check out Grist for the Mill for possible submission ideas.
“The View from Here” columnist Lynne Fukuda provides the first of a two-part column titled “Education and Work Prep School: My Experience and Adventures in Searching for the Perfect Career -- Part I.” Stay tuned to the October 2008 issue for Part II.
The first feature of this issue, “The Global Village Café: Toward a More Effective Service Learning/Experiential Paradigm – Holistic Academic/Experiential Service Learning with Multiple Commitment Devices” comes to us from Peter L. Banfe. According to Banfe:
In the face of intense competition for tuition dollars, cheaper online options and demands for relevant skills from employers, traditional paradigms are being challenged by new pedagogies which posit the role of the educator to be one of facilitating experiences which create personal relevance and real world linkages. The subject of this research, the Global Village Café (GVC), is a unique, intense ten-week service learning experiment which has run for six years at a small AACSB Mid-Western business school. This research applies eight characteristics of successful experiential service learning projects from the literature on experiential learning and brain based pedagogy to the empirical record of the GVC. It also explores whether the experience of the GVC offers any additional clues to constructing experiential project in general, and service learning experiential projects in particular. Overall, the results of the research tentatively support approaching these types of projects holistically, as dynamically interactive and unique wholes, and illustrates the importance of injecting multiple commitment devices into their frameworks.
Authors Jose E. Coll and Teresa Guzman bring us the second feature of this issue titled, “Developmental Advising: an Approach to Student Engagement and Success.” Coll and Guzman state:
This paper discusses the positive effects of developmental advising towards student engagement. The constructive relationship between the advisor and advisee has established success in areas such as professionalism, scholastic growth, and retention in academic institution. The results suggest that overall contentment with advisors came about when the advisee felt that ample communication and personal interest was taken into consideration when advisement occurred.
The final feature of this issue is titled “Another Case for the Review of IRB Review.” Author Jennifer M. Purcell states:
Navigating the IRB process is a great learning experience and, some might say, a right of passage for doctoral students. However, these processes might also be influencing the types of projects in which students choose to engage. This commentary shares the experience of one doctoral student who contacted 122 IRB offices before beginning data collection for her dissertation. Although she suggests changes to the process, she also points to the need for all educational researchers to keep a sense of humor.
This month’s Poet’s Corner contribution “Summer Transition Program” comes to us from a welcomed long-time contributor S. Purcell Woodard, who states: “This piece/peace was written for, and dedicated to, all incoming undergraduate students who enter college via transition-focused programs. A former summer bridge (i.e., STP) student myself, my words here sought to convey the significance of actively engaging university life.”
READ, ENJOY, AND CONTRIBUTE!
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Send your ideas and/or writing sample
to the Editor-in-chief:
Elizabeth Haller
Kent State University (e-mail: editoraee@hotmail.com)
Academic Exchange Extra invites reader response to any writings in this issue--especially articles advancing the scholarly debate of issues raised.
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