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The lack of women in elected leadership roles trickles down to student governance at colleges and universities (American Student Government Association, 2016). The researcher sought to understand how women student leaders made meaning of their experiences as a leader and how their understanding influences their actions and motivations. Through the use of narrative inquiry, the researcher explored how participants defined and made meaning of their experiences as women student government association presidents. The data collected through a series of three interviews were then formed into individual narratives focusing on context and meaning-making for each participant. Our work resulted in rich data that was categorized into themes. The prevalent theme of a "chilly climate" was salient for each participant, which is discussed in this article. The article concludes with implications for student government advisors, as well as for future research on women student government association leaders.

The use of concept mapping strategies has implications in teaching and learning to improve visual literacy. This study examined pre-service teacher education students' experiences and perspectives in relation to concept map creation and their use in education to promote visual literacy. The data analyzed for this study consisted of concept maps created by students and their written online portfolio reflections. Findings revealed that students found concept maps helped organize and present information visually relating to a specific topic. Highlighting key points helped direct learners' attention. Students' inabilities to decide what information to include and the best way to present information were limitations of concept map creation. Also, there were technical difficulties. More research needs to be completed as concept maps are practical visual tools.

The article examines the integration and impact of Open Educational Resources (OER) in higher education, emphasizing their role in reducing financial burdens on students. Topics discussed include the definition and licensing of OER, student perceptions and experiences, and the collaboration between librarians and faculty in promoting OER adoption.

The purpose of this project was to increase student achievement, engagement, and satisfaction using animated instructional videos in an online general psychology course at a community college. This project not only considered the data collected from student activity tracking, but also examined students' perception of how the videos engaged and helped them remember course material. Collection of data was conducted using a pre-intervention and post-intervention survey, a pre-test, a post-test (mid-term exam), and an online behavior evaluation rubric. A statistically significant increase in scores from pre-test to post-test occurred. Students reported that they preferred the animated instructional videos over the textbook and believed videos helped them remember the material. Overall, the project showed that students enjoyed the videos and many recommended that additional ones be created for the rest of the course. Although time-consuming, instructional videos were worth the effort to keep students engaged and learn course material.

Digital storytelling has many implications in teaching and learning. As a way to communicate ideas, experiences, beliefs, and topics to an audience through the use of technology and multimedia, digital stories help storytellers acquire many different skills and literacies. The most important aspect is that the storyteller learns to create stories using their personal voice and interpretation to be shared with a larger community. Self-expression is encouraged and confidence can be developed through the creation of digital stories. This paper examines digital storytelling from an instructional and learning perspective. Areas such as the implications of digital storytelling in education, the process of planning and developing stories, and a discussion of various tools to create digital stories are included. Digital storytelling can provide storytellers with an avenue for conveying ideas and information that are personal in nature or more informational.

As a form of digital content, e-Textbooks make learning content portable, transferable, and searchable. Such technology increases students' engagement in learning and make learning highly interactive. However, the adoption of using e-Textbooks in higher education is far from its confirmation stage. This study examines the relationship between perceived attributes of using e-Textbooks by instructors and their actual use of e-Textbooks in higher education. A survey study has been conducted to measure how instructors from public universities in colleges of education perceive using e-Textbooks in higher education. The findings suggest that instructors, institutions, and e-Textbooks publishers should work collaboratively to enhance the use of e-Textbooks in higher education.

The use of video in teaching and learning is a common practice in education today. As learning online becomes more of a common practice in education, streaming video and audio will play a bigger role in delivering course materials to online learners. This form of technology brings courses alive by allowing online learners to use their visual and auditory senses to learn complex concepts and difficult procedures. This paper offers an overview of using streaming video in the online educational environment and discusses the various formats of streaming media. The various hardware and software programs used to create streaming video is also examined along with the advantages and drawbacks of using streaming video in online instruction. Finally, a discussion of how streaming video can be used in online instruction and its curricular applications are addressed.

Discusses advantages and limitations of online exams, describes available software tools for creating computer-based tests (CGI, JavaScript, commercial programs, course authoring tools), and offers suggestions for implementation. (JOW)

Abstract In this case study we describe the work we performed to create a multimedia program titled, 'A Functional Approach to Teaching Students With Developmental Disabilities.' The program, which is [...]

With the decline of teacher production in Georgia, districts are turning to alternative preparation routes (Georgia Professional Standards Commission, 2009) while universities struggle to recruit candidates into teacher preparation programs (Henson et al., 2015). The intern as teacher model may provide an alternative solution in ensuring teachers are prepared through a traditional program while providing them the added benefit of a salary during student teaching (Huss & Harkins, 2013). Before fully turning to this alternative model for undergraduate teacher candidates, school district and teacher-preparation leaders must understand decisions they must make to ensure success for interns as teachers. The purpose of this study was to explore what constitutes success for interns in the intern as teacher model during the last semester of undergraduate education through a paid student teaching experience in South Georgia. One research question was isolated for this article: What decisions must be considered when implementing the intern as teacher model in a school district?. [ABSTRACT FROM AUTHOR]

As a form of digital content, e-Textbooks make learning content portable, transferrable, and searchable. Such technology increases students' engagement in learning and make learning highly interactive. However, the adoption of using e-Textbooks in higher education is far from its confirmation stage. This study examines the relationship between perceived attributes of using e-Textbooks by instructors and their actual use of e-Textbooks in higher education. A survey study has been conducted to measure how instructors from public universities in colleges of education perceive using e-Textbooks in higher education. The findings suggest that instructors, institutions, and e-Textbooks publishers should work collaboratively to enhance the use of e-Textbooks in higher education. [ABSTRACT FROM AUTHOR]

The article discusses practical uses of concept and mind maps in relation to their applications in teaching and learning. Topics discussed include benefits of implementing mapping tools in education; use of maps to display major and minor topics pertaining to a course, to select what content to include, develop instructional objectives and materials by educators; and need for improving comprehension and retention of information.

This qualitative study investigates factors that affect pre-service teachers' electronic portfolio adoption process. Data is collected through in-depth interviews and document analysis. Factors affecting pre-service teachers' adoption of electronic portfolio include school requirements, social pressures, time constraints, previous experiences, family consciousness, and personality. Findings suggest that successful electronic portfolio implementation rely on consideration of both external and internal aspects such as time, motivation, interaction, and technological skills. [ABSTRACT FROM AUTHOR]