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Book Review: Diary Of A French Girl: Surviving Intercultural Encounters, Shelley Kinash 2010 Bond University

Book Review: Diary Of A French Girl: Surviving Intercultural Encounters, Shelley Kinash

Professor Shelley Kinash

Extract:
What if we were privy to the innermost thoughts and feelings of one of our international students? What if we could read what she wrote home to her Mum and Dad and her best friend? What if we could read what she dared not even tell them, revealed only in her diary? What would she say about living in Australia? What would she say about the people she met? What would she say about the university and about our teaching?
Now we can, and it is very revealing.


Going Public: What Writing Programs Learn From Engagement, Shirley K. Rose, Irwin Weiser 2010 Utah State University

Going Public: What Writing Programs Learn From Engagement, Shirley K. Rose, Irwin Weiser

All USU Press Publications

An important new resource for WPA preparation courses. In Going Public, Rose and Weiser moderate a discussion of the role of the writing program vis-a-vis the engagement movement, the service learning movement, and the current interest in public discourse/civic rhetoric among scholars of rhetoric and composition. While there have been a number of publications describing service-learning and community leadership programs, most of these focus on curricular elements and address administrative issues primarily from a curricular perspective. The emphasis of Going Public is on the ways that engagement-focused programs change conceptions of WPA identity. Writing programs are typically situated at ...


Universal Design For Instruction: Understanding Faculty Practices And Needs, Howard P. Parette, Hedda Medan, Brian Wojcik, Jeffery P. Bakken 2010 Illinois State University

Universal Design For Instruction: Understanding Faculty Practices And Needs, Howard P. Parette, Hedda Medan, Brian Wojcik, Jeffery P. Bakken

Faculty Publications - College of Education

The purposes of this short report are to describe key principles of UDL and UDI and to describe the findings of a pilot survey study that focused on faculty members practices and needs in the areas of UDL/UDI. Limited previous research is available related to faculty perceptions of UDI/UDL in higher education settings. One exception is a study conducted by Vreeburg-Izzo, Murray, and Novak (2008). Vreeburg-Izzo et al. conducted a survey, coupled with follow-up focus groups, with faculty and graduate teaching assistants that examined the (a) climate of instructional settings for students with disabilities, and (b) perceived needs ...


Engaging Learners In Small And Large Classes, Vanneise Collins, Kun Huang 2010 University of North Texas Health Science Center at Fort Worth

Engaging Learners In Small And Large Classes, Vanneise Collins, Kun Huang

Teaching Strategies

This is the PowerPoint presentation of a workshop offered by the Center for Learning & Development at UNT Health Science Center. The workshop discusses a variety of instructional strategies aimed at engaging learners in active learning and higher order thinking.


Honors College & Office Of Scholar Development [Western Kentucky University], WKU Honors College 2010 Western Kentucky University

Honors College & Office Of Scholar Development [Western Kentucky University], Wku Honors College

Honors College & Office of Scholar Development

No abstract provided.


L’Accès Et La Réussite Au Postsecondaire Pour Les Étudiants Issus De Groupes Sous-Représentés : Un Défi Collectif, Alan W. Wright, Marie-Jeanne Monette 2010 University of Windsor

L’Accès Et La Réussite Au Postsecondaire Pour Les Étudiants Issus De Groupes Sous-Représentés : Un Défi Collectif, Alan W. Wright, Marie-Jeanne Monette

Centre for Teaching and Learning Publications

Le présent article présente les domaines d’intervention et des programmes canadiens qui ont pour objectif l’amélioration de l’accès et la persévérance des étudiants des groupes sous-représentés (notamment les étudiants autochtones, ceux provenant de familles à faible revenu et les étudiants de première génération) dans les études postsecondaires. Suivant des recherches financées par la Fondation Canadienne des Bourses d’Études du Millénaire, les auteurs proposent une approche holistique pour aider ces étudiants à surmonter les nombreux obstacles auxquels ils font face à divers moment de leur vie étudiante.


Paddle Your Own Canoe: Metaphors For Teaching Between The Tides, Alan W. Wright, Marie-Jeanne Monette, Beverley Hamilton 2010 University of Windsor

Paddle Your Own Canoe: Metaphors For Teaching Between The Tides, Alan W. Wright, Marie-Jeanne Monette, Beverley Hamilton

Centre for Teaching and Learning Publications

Nearly twenty college and university voyageurs hailing from Atlantic Canada to the Pacific Coast and points in between, as well as intrepid pedagogues from institutions of higher education from Asia and Australia rendezvous at the Small Craft Aquatic Centre in Fredericton, New Brunswick, on the shores of the St. John River. The sun shines brightly on this warm, mid-June morning, and the water sparkles, inviting the assembled paddlers to embark on a fleeting voyage of discovery in the great Canadian out-of-doors. The group leader addresses the circle of eager life vest-clad participants as they stand, paddles in hand, in anticipation ...


A Dynamic Information Generation Approach For He: Ig3 Characteristics, Jeffrey Barker, K. Sabry 2010 Bond University

A Dynamic Information Generation Approach For He: Ig3 Characteristics, Jeffrey Barker, K. Sabry

Jeffrey Barker

This paper proposes the integration of Information Generation 3 (IG3) principles to education systems to advance curriculum and instruction from traditional static designs to build dynamic learning communities and courses in higher education. Dynamic information should stimulate and support methodological flexibility for converging learner-centred and knowledge-centred education environments. This convergence is achieved through a complex mix of connected digital devices and pedagogical methods proven effective by any number of learning theories. Flexibility and diversity are important principles in the IG3 approach to permit the application of multiple scalable digital communication tools, teaching methods and decision-making to advance this new direction ...


Teaching With Emotion: Enriching The Educational Experience Of First-Year Law Students, Grant H. Morris 2010 Univerisity of San Diego School of Law

Teaching With Emotion: Enriching The Educational Experience Of First-Year Law Students, Grant H. Morris

Grant H Morris

Through the case method and Socratic dialogue, first year law students are taught to develop critical legal analytic skills–to “think like a lawyer.” Those skills, however, are primarily, if not entirely, intellectual. This article discusses the need to address emotional issues in educating law students. Unlike other articles, my article does not merely urge professors to raise such issues in their classes and discuss them analytically. Rather, I want students to actually experience emotion in the classroom setting as they discuss various fact situations and the legal principles involved in the resolution of disputes involving those facts. Law students ...


Getting To The Good Stuff: A Look At Compelling Outcomes From The Afa/Ebi Assessment, Tanner Marcantel, Diana Fulkerson, Larry D. Long 2010 Vanderbilt University

Getting To The Good Stuff: A Look At Compelling Outcomes From The Afa/Ebi Assessment, Tanner Marcantel, Diana Fulkerson, Larry D. Long

Larry D. Long

A presentation on the outcomes of the fraternity/sorority experience.


Free Technology Tools To Develop Professionally And Collaboratively, Laura L. Needs, Larry D. Long 2010 Michigan State University

Free Technology Tools To Develop Professionally And Collaboratively, Laura L. Needs, Larry D. Long

Larry D. Long

No abstract provided.


Strategies For Improving The Fraternity/Sorority Experience, Larry D. Long 2010 Gonzaga University

Strategies For Improving The Fraternity/Sorority Experience, Larry D. Long

Larry D. Long

No abstract provided.


Academically Gifted African American Male College Students, Fred A. Bonner II 2010 Texas A&M University

Academically Gifted African American Male College Students, Fred A. Bonner Ii

Fred A Bonner II

No abstract provided.


African American Male Discipline Patterns And School District Responses Resulting Impact On Academic Achievement: Implications For Urban Educators And Policy Makers, Chance W. Lewis, Bettie Ray Butler, Fred A. Bonner II, Marcus Joubert 2010 University of North Carolina at Charlotte

African American Male Discipline Patterns And School District Responses Resulting Impact On Academic Achievement: Implications For Urban Educators And Policy Makers, Chance W. Lewis, Bettie Ray Butler, Fred A. Bonner Ii, Marcus Joubert

Fred A Bonner II

No abstract provided.


Focusing On Achievement: African American Student Persistence In The Academy, Fred Bonner 2010 Texas A&M University

Focusing On Achievement: African American Student Persistence In The Academy, Fred Bonner

Fred A Bonner II

No abstract provided.


Reframing Student Affairs Practice, Rishi R. Sriram, Jesse Hines 2010 Baylor University

Reframing Student Affairs Practice, Rishi R. Sriram, Jesse Hines

Rishi Sriram, Ph.D.

The interdisciplinary nature of student affairs requires the integration and application of theories pertaining to higher education, management, and psychology. Each discipline offers a theory that can be synthesized by utilizing Bolman and Deal’s (2008) four frames. By thinking of their work environments in circles, student affairs managers and leaders can utilize a proposed model to help them know how to begin applying each of the four frames in practice.


The Case For Excellence In Diversity: Lessons From An Assessment Of An Early Career Faculty Program, Mary Deane Sorcinelli, Dorothe J. Bach 2010 University of Massachusetts - Amherst

The Case For Excellence In Diversity: Lessons From An Assessment Of An Early Career Faculty Program, Mary Deane Sorcinelli, Dorothe J. Bach

Mary Deane Sorcinelli

Many colleges and universities have come to understand the added educational value of having a more diverse faculty, and some have created specific programs to enhance recruitment, development, and retention of underrepresented faculty. How do these programs help underrepresented faculty start a successful career? How can they help a diverse faculty build thriving, long-term careers in academia? This chapter addresses these questions by sharing the findings and lessons learned from an internal and external assessment of the Excellence in Diversity Fellows Program at the University of Virginia.


Office Of Faculty Development Mutual Mentoring Guide, Mary Deane Sorcinelli, Jung H. Yun 2010 University of Massachusetts - Amherst

Office Of Faculty Development Mutual Mentoring Guide, Mary Deane Sorcinelli, Jung H. Yun

Mary Deane Sorcinelli

No abstract provided.


Educational Developers: The Multiple Structures And Influences That Support Our Work, Mary Deane Sorcinelli, Ann E. Austin 2010 University of Massachusetts - Amherst

Educational Developers: The Multiple Structures And Influences That Support Our Work, Mary Deane Sorcinelli, Ann E. Austin

Mary Deane Sorcinelli

Recognizing that educational development is an important strategic lever for ensuring institutional quality, this chapter examines aspects of the careers of educational developers, including the kinds of positions they hold, the influences on their educational practice, and the factors that affect their programmatic priorities.


Production Of A Prototype Online Leadership Learning Tool And System For Australian Universities, Geoff Scott, Hamish Coates, Michelle Anderson 2010 University of Western Sydney

Production Of A Prototype Online Leadership Learning Tool And System For Australian Universities, Geoff Scott, Hamish Coates, Michelle Anderson

Higher Education Research

This ALTC project has involved more than 600 experienced leaders in higher education within and beyond Australia in the production of a comprehensive Online Leadership Learning System (OLLS) for our universities. The report outlines the project's outcomes, approach and methodology; indicates its contribution to the field; identifies key factors assisting and constraining success; summarises its achievements in terms of dissemination and linkages; and evaluates its quality and impact.


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