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Marino, M. (2022). Does Deemphasizing Assignments Increase Student Performance in a Project Based Developing Web Applications Course? Journal of Educational Multimedia and Hypermedia. https://learntechlib.org/primary/p/221791/

Abstract

Assessments play a pivotal role in student performance within higher education courses. In this article the effect of deemphasizing homework assignments and focusing on the course driven project had on undergraduate students’ performance is clearly described. Using student grades as data sets, performance is compared over the Fall 2020, Fall 2021, and Fall 2022 semesters. Grade computation has slightly changed over these three semesters, primarily related to the deemphasizing of homework assignments. During the Covid-19 impacted Fall 2020 course participation was calculated using weekly quizzes instead of through in-class participation. Due to the varied majors of students, a scaffolding approach was used to deliver course content, so all students were allowed the opportunity to build a sophisticated website through project-based learning. While deemphasizing homework assignments did not positively affect student performance, students produced more professional websites for their final project.


Marino, M. (2023). Empowering Women in Entrepreneurship: A SWOT Analysis. Journal of Business and Economic Studies. https://jbes.scholasticahq.com/article/83101-empowering-women-in-entrepreneurship-a-swot-analysis

Abstract

The literature of the field identified that women are considered to be less inclined to pursue entrepreneurship than men. This paper utilized a netnography, coding themes from over fifty journal publications discussing areas including entrepreneurship, women in entrepreneurship, and SWOT analysis of women in entrepreneurship. Its purpose was to determine a comprehensive list of strengths, weaknesses, opportunities, and threats to women engaging in the field of entrepreneurship. The determined themes were utilized to formulate the Student Perception Questionnaire administered to female students at Monmouth University. These students were currently enrolled at the university during the Fall 2018 semester and were determined to have entrepreneurial intentions due to previously completing an Entrepreneurship course or enrollment in a Fall 2018 and/or Spring 2019 course associated with entrepreneurship. The results of the quantitative data provided limited insight, but the qualitative data suggested female entrepreneurship students viewed barriers to success as similar to those presented in the literature. Further investigation is needed to determine if this is a generalized view of female entrepreneurship students. If these results are generalized entrepreneurship curricula may need to be adjusted accordingly.


Marino, M. (2023). Building on the Competency Pivot: Helping Students Build Job Portfolios for Employment. Business and Professional Communication Quarterly. https://journals.sagepub.com/doi/10.1177/23294906231165565

Abstract

The purpose of this article is to share teaching strategies within business and professional communication that assisted students in developing a job portfolio, potentially enhancing students’ ability to secure an internship or job after course completion. This article details the application of these strategies over the course of three semesters in 2018 and 2019 at Monmouth University. Student comments suggested these strategies enhanced their chances of employment success. Using course curriculum to put students in position to secure employment should be a goal of the course and curriculum should be adjusted periodically to meet this goal.