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Hello ad goodbye

 Thanks for following this blog.  I am closing this down and diverting my energies to a new facebook page on cultural exchange and research.  Please go to

https://www.facebook.com/groups/428199307357243/

Title of this group

Com 391/828 Intercultural Communication

Please join and contribute.

Selfie with Yiting!

              

                         Yiting Stopped by and gave me a cross-stitched teddy bear!  She has
                          decided to return to China and get a job rather than going to Oklahoma.

Net Generation student needs

Learning Characteristic Teaching Strategies
Focused on achievement and Give students many opportunities for success and a variety of graded assignments
grades Prepare detailed course goals and objectives
Goal oriented Provide clear expectations
Pressured to succeed Allow student input on course assignments and assessment
Assertive Respect the knowledge and experience students bring to class; work to build on that knowl-
Confident edge
Help students see the difference between information and knowledge
Enjoy working in groups Implement group and team projects
Team-oriented Allow students to work together
Extremely social Encourage interaction and communication
Easily bored with traditional Shift the focus from teaching to learning
teaching methods Give short, relevant writing assignments
Create assignments that deal with real-life issues that students are interested in
Limit lectures to short sessions with discussion breaks
Instead of reading about something, have students visit something
Bring in guest speakers
Incorporate inquiry based learning
Allow students to discover learning
Instead of testing, have students demonstrate what they have learned
Talk less and do more
Technologically savvy Incorporate technology throughout the course
Provide online course materials such as syllabi, readings, and quizzes
Allow students to submit assignments online
Use online teaching tools such as WebQuests and Wikis
Set up a class Facebook page
Communicate through email
Challenge students to think beyond the technology
Multitasking Keep students busy with a variety of assignments and projects
Give frequent breaks
Allow students to utilize all course materials and equipment in class
Give students a variety of methods to meet course requirements (a paper, project, presentation,
video, interviews, etc.)
A 36 Adult Learning
Downloaded from alx.sagepub.com at MICHIGAN STATE UNIV LIBRARIES on April 25, 2015
Accustomed to instant gratification
Visually stimulated
Little patience
Short attention span
Poor time management skills
Sense of entitlement
See themselves as a "customer"
of the college
Self-centered
Provide prompt, constructive feedback
Follow through on all student requests and concerns
Utilize textbook CD's for assignments that provide immediate feedback
Include a variety of teaching materials such as graphics, visuals, and simulations
Utilize PowerPoint presentations
Offer assignments that include visual tools
Attempt to slow student faced-paced thinking and working
Create assignments that provide some focused reflection time
Emphasize time-on-task and provide students with a timeline for assignment completion
Require attendance and count it as a grade
Provide frequent teacher/student interaction
Show students that you care about their success
Be flexible
Listen and respect student concerns
Provide service learning and community project opportunities

if you are interested in bullying research see Adult Learning special issue

Table of Contents

February 2015; 26 (1)

Special Issue: Academic Bullying and Incivility in Adult, Higher, Continuing, and Professional Education

Guest editors: Mitsunori Misawa and Michael L. Rowland

Top of Form

Introduction

• Select this article
• Mitsunori Misawa and
• Michael L. Rowland

Academic Bullying and Incivility in Adult, Higher, Continuing, and Professional Education

Adult Learning February 2015 26: 3-5, doi:10.1177/1045159514558415

Cuts and Bruises Caused by Arrows, Sticks, and Stones in Academia: Theorizing Three Types of Racist and Homophobic Bullying in Adult and Higher Education

Adult Learning February 2015 26: 6-13, first published on November 20, 2014 doi:10.1177/1045159514558413

• Select this article
• Melissa Wright and
• Lilian H. Hill

Academic Incivility Among Health Sciences Faculty

Adult Learning February 2015 26: 14-20, first published on November 13, 2014 doi:10.1177/1045159514558410

• Select this article
• Edwina Thomas Washington

An Overview of Cyberbullying in Higher Education

Adult Learning February 2015 26: 21-27, first published on November 21, 2014 doi:10.1177/1045159514558412

• Select this article
• Audrey M. Dentith,
• Robin Redmon Wright,
• and Joellen Coryell

Those Mean Girls and Their Friends: Bullying and Mob Rule in the Academy

Adult Learning February 2015 26: 28-34, first published on November 20, 2014 doi:10.1177/1045159514558409

• Select this article
• Amy Sedivy-Benton,
• Gabriele Strohschen,
• Nora Cavazos,
• and Carrie Boden-McGill

Good Ol’ Boys, Mean Girls, and Tyrants: A Phenomenological Study of the Lived Experiences and Survival Strategies of Bullied Women Adult Educators

Adult Learning February 2015 26: 35-41, first published on November 13, 2014 doi:10.1177/1045159514558411

• Select this article
• Juanita Johnson-Bailey

Academic Incivility and Bullying as a Gendered and Racialized Phenomena

Adult Learning February 2015 26: 42-47, first published on November 18, 2014 doi:10.1177/1045159514558414

new public group on fb for study of culture

please consider participating in

https://www.facebook.com/groups/428199307357243/

interesting study

A Cross-Cultural Study
of Explicit and Implicit
Motivation for Long-Term
Volunteering
Arzu Aydinli1,2, Michael Bender1, Athanasios Chasiotis1,
Fons J. R. van de Vijver1,3,4, Zeynep Cemalcilar2,
Alice Chong5, and Xiaodong Yue5
Abstract
We propose a model of volunteering and test its validity across four cultural
groups. We hypothesize that individuals’ explicit prosocial motivation relates
positively to sustained volunteering, which is conceptualized as a latent factor
comprising activity as a volunteer, service length, service frequency, and hours
of volunteering. Moreover, we introduced implicit prosocial motivation and
hypothesized that the relationship between explicit prosocial motivation and
sustained volunteering would be amplified by implicit prosocial motivation. Data
were collected from samples in China, Germany, Turkey, and the United States.
Results confirmed our expectation that, across cultures, sustained volunteering
was associated with explicit prosocial motivation and that the relationship
between explicit prosocial motivation and sustained volunteering was strongest
when implicit prosocial motivation was also high. By including implicit prosocial
motivation, our study offers a novel approach to identifying sustained volunteer
involvement, which can be of particular relevance for recruitment activities of
voluntary organizations across various cultural contexts.

#bringbackour girls!!!!!!

 

Today is the 367th day since 273 Nigerian school girls were kidnapped. We ask that all of you, from whatever city/country you live, to continue..

awesome peaks!

My National Geographic DNA Results

Your Results  Amazing!

I have early ancestors not just in northern Europe but the Mediterranean region including Greece, Lebanon & Iran, Egypt, and Tunisia.  I also have close relatives in the Stans is SW Asia and India.  Figure that!

• Northern European

  44%

  Mediterranean

  36%

• Southwest Asian

  18%

44%

Northern European

This component of your ancestry is found at highest frequency in northern European populations—people from the UK, Denmark, Finland, Russia and Germany in our reference populations. While not limited to these groups, it is found at lower frequencies throughout the rest of Europe. This component is likely the signal of the earliest hunter-gatherer inhabitants of Europe, who were the last to make the transition to agriculture as it moved in from the Middle East during the Neolithic period around 8,000 years ago.

Note: In some cases regional percentages may not total 100%.

36%

Mediterranean

This component of your ancestry is found at highest frequencies in southern Europe and the Levant—people from Sardinia, Italy, Greece, Lebanon, Egypt and Tunisia in our reference populations. While not limited to these groups, it is found at lower frequencies throughout the rest of Europe, the Middle East, Central and South Asia. This component is likely the signal of the Neolithic population expansion from the Middle East, beginning around 8,000 years ago, likely from the western part of the Fertile Crescent.

Note: In some cases regional percentages may not total 100

18%

Southwest Asian

This component of your ancestry is found at highest frequencies in India and neighboring populations, including Tajikistan and Iran in our reference dataset. It is also found at lower frequencies in Europe and North Africa. As with the Mediterranean component, it was likely spread during the Neolithic expansion, perhaps from the eastern part of the Fertile Crescent. Individuals with heavy European influence in their ancestry will show traces of this because all Europeans have mixed with people from Southwest Asia over tens of thousands of years.

Note: In some cases regional percentages may not total 100%.

More Alps!

Bring back our girls

Yesterday (April 14) was the 1-year anniversary of the abduction of the school girls.  So sad they have not been found or returned!

Welcome to the new MA students

So far 8 people have agreed to join the MA program this coming Fall semester.  They look like an outstanding group of people.  Great job, Gwen!

MA in Fundraising and Nonprofit Organizations -- be a part of an innovative MA degree!

Switz Alps

Ndotto today

                                                 He is doing well--still a little guy for several years!

March 15 through July 12^th @ The Detroit Institute of Arts

Diego Rivera and Frida Kahlo in DetroitNow

Diego Rivera and Frida Kahlo were an explosive couple. He carried a pistol. She carried a flask. He romanticized Detroit. She rejected it. But what they shared was a belief in communism, a thirst for tequila and a passion for each other. Discover how they left their mark on Detroit.  

Reaction to the exhibit.

The DIA features the most famous work of Rivera—the mural of the River Rouge plant in the Great Hall.  This show shows all the sketches contributing to the development of this mural.  There are some short videos showing Rivera on scaffolds as he paints the mural in the DIA.  The exhibit also traces the relationship between Rivera and Kahlo often stormy and competitive.  The sketches remembering Kahlo’s miscarriage are very sad and the tragedy of her experience is there too.  If you are interested in these artists, don’t miss this exhibit.