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Articles 1 - 13 of 13
Full-Text Articles in Entire DC Network
In-Betweenness: Religion And Conflicting Visions Of Literacy, Loukia K. Sarroub
In-Betweenness: Religion And Conflicting Visions Of Literacy, Loukia K. Sarroub
Department of Teaching, Learning, and Teacher Education: Faculty Publications
In this article, I examine the multiple uses of religious and secular text at school, home, and in the community. Specifically, I focus on how Yemeni American high school girls employ religious, Arabic, and secular texts as a means for negotiating home and school worlds. The frame of reference—in-betweenness—is a powerful heuristic with which the contextual uses of texts and language among the Yemeni American students can be delineated. In-betweenness signifies the immediate adaptation of one’s performance or identity to one’s textual, social, cultural, and physical surroundings. During 1997–1999, I conducted ethnographic fieldwork in the Yemeni and Arab community in …
Ec02-176 Musk Thistle, Fred Roeth, Steven R. Melvin, Irvin L. Schleufer
Ec02-176 Musk Thistle, Fred Roeth, Steven R. Melvin, Irvin L. Schleufer
University of Nebraska-Lincoln Extension: Historical Materials
Musk thistle (Carduus nutans L.) is an introduced invasive broadleaf weed native to Europe, North Africa, and Asia. In these areas it is a minor weed because natural enemies keep its population low. When the plant was introduced into North America, its natural enemies were left behind. Without these natural checks, the thistle is able to thrive and compete with native vegetation.
Musk thistles aggressively invade all lands in Nebraska. Typical cropland weed control methods are very effective against them; however, land with permanent cover (pasture, range, roadway ditches and wasteland) that is not tilled or treated with a …
Ec02-107 Nebraska Proso, Sunflower, Pulse Crop Amaranth, Oat And Barley Variety Tests, 2002, Glen E. Frickel, David D. Baltensperger, Robert N. Klein, James Krall, Jack Cecil, James Hain, Jerry Nachtman, Lenis Alton Nelson, P. Stephen Baenziger, Robert Heyduck
Ec02-107 Nebraska Proso, Sunflower, Pulse Crop Amaranth, Oat And Barley Variety Tests, 2002, Glen E. Frickel, David D. Baltensperger, Robert N. Klein, James Krall, Jack Cecil, James Hain, Jerry Nachtman, Lenis Alton Nelson, P. Stephen Baenziger, Robert Heyduck
University of Nebraska-Lincoln Extension: Historical Materials
This circular is a progress report of spring small grain trials grown throughout Nebraska, and proso, amaranth, sunflower, and pulse crop variety trials conducted by the Panhandle Research and Extension Center, Scottsbluff, and the High Plains Agricultural Laboratory, Sidney. Conduct of the experiments and publication of results is a joint effort of the Agricultural Research Division and the Cooperative Extension Service.
Ec02-106 Nebraska Grain Sorghum Hybrid Tests, 2002, Lenis Alton Nelson, Roger Wesley Elmore, Robert N. Klein, David D. Baltensperger
Ec02-106 Nebraska Grain Sorghum Hybrid Tests, 2002, Lenis Alton Nelson, Roger Wesley Elmore, Robert N. Klein, David D. Baltensperger
University of Nebraska-Lincoln Extension: Historical Materials
This circular is a progress report of grain sorghum trials conducted to obtain yield land other information for some of the hybrids being marketed. The 2002 season was the 45th year that private hybrids were included in these trials. Seed producers supported test through fee payments. Cooperating were the Agronomy Department and the South Central, West Central and Panhandle Research and Extension Centers. Conduct of experiments and publication of results is a joint effort of the Agricultural Research Division and the Cooperative Extension Service.
Ec02-104 Nebraska Soybean Variety Tests, 2002, Lenis Alton Nelson, Roger Wesley Elmore, Robert N. Klein, Charles A. Shapiro, Stevan Z. Knezevic
Ec02-104 Nebraska Soybean Variety Tests, 2002, Lenis Alton Nelson, Roger Wesley Elmore, Robert N. Klein, Charles A. Shapiro, Stevan Z. Knezevic
University of Nebraska-Lincoln Extension: Historical Materials
This circular is a progress report of soybean variety trials conducted by personnel of the Agronomy Department and the Northeast, South Central and West Central Research and Extension Centers. Conduct of experiments and publication of results is a joint effort of the Agricultural Research Division and the Cooperative Extension Service.
Ec02-103 Nebraska Fall-Sown Small Grain Variety Tests, 2002, Lenis Alton Nelson, David P. Baltensperger, Robert N. Klein, Roger Wesley Elmore, P. Stephen Baenziger, Todd Campbell
Ec02-103 Nebraska Fall-Sown Small Grain Variety Tests, 2002, Lenis Alton Nelson, David P. Baltensperger, Robert N. Klein, Roger Wesley Elmore, P. Stephen Baenziger, Todd Campbell
University of Nebraska-Lincoln Extension: Historical Materials
This circular is a progress report of variety trials conducted by personnel of the Agronomy Department and the South Central, West Central and Panhandle Research and Extension Centers and their associated agricultural laboratories. Conduct of experiments and publication of results is a joint effort of the Agricultural Research Division and the Cooperative Extension Service. Tests were supported in part by fees paid by commercial seed companies and the Nebraska Wheat Board. The 2002 estimated winter wheat yield for Nebraska was a 32 bushels per acre from 1,450,000 harvested acres. The total production of winter wheat for the state was 46,400,000 …
Teachers Are Diverse, Too -- Respecting Each Other's Beliefs, Richard G. Tiberius
Teachers Are Diverse, Too -- Respecting Each Other's Beliefs, Richard G. Tiberius
Professional and Organizational Development Network in Higher Education: Archives
Teachers hold beliefs about teaching and learning that influence their teaching strategies and their relationships with students. These beliefs may limit what teachers do but they need not limit their success.
Could It Be That It Does Make Sense? A Program Review Process For Integrating Activities, Terrel Rhodes
Could It Be That It Does Make Sense? A Program Review Process For Integrating Activities, Terrel Rhodes
To Improve the Academy: A Journal of Educational Development
This chapter presents a model for a comprehensive program review process that can be used on any campus. Faculty developers maintain a critical role in a campus-wide program review initiative. This model is based upon the development of institutional priorities that guide the development of goals and objectives far academic units across the campus. The program review process is based on a core of regularly produced institutional data that can be used by all units to inform decision-making. The review process is conducted on an annual or biannual basis with periodic major review coinciding with accreditation visits. The ultimate success …
Mandatory Faculty Development Works, Mona B. Kreaden
Mandatory Faculty Development Works, Mona B. Kreaden
To Improve the Academy: A Journal of Educational Development
This chapter tells the story of a successful, ongoing, mandatory faculty development program. It explains the historical reasons why a business school in a large, urban Research I institution felt the need to make their program mandatory, examines how it was developed, and the university faculty development program’s role in the process. The author makes the case that mandatory programs can be successful in faculty development when they are administered by an outside credible entity, are faculty driven, and guarantee confidentiality.
Operational Diversity: Saying What We Mean, Doing What We Say, Wayne Jacobson, Jim Borgford-Parnell, Katherine Frank, Michael Peck, Lois Reddick
Operational Diversity: Saying What We Mean, Doing What We Say, Wayne Jacobson, Jim Borgford-Parnell, Katherine Frank, Michael Peck, Lois Reddick
To Improve the Academy: A Journal of Educational Development
Diversity issues, ranging from individual learning styles to institutional equity, are central to teaching and learning, but identifying and addressing these issues is a formidable task. At the Center for Instructional Development and Research (CIDR), our staff is gaining ground on this work through the Inclusive Practices Portfolio, a collaborative forum for documenting, sharing, and supporting our individual and organizational diversity initiatives. The process of developing the center’s portfolio and the portfolio itself are mechanisms for change within the center and a model far change at our institution and beyond.
Evaluating Teaching Workshops: Beyond The Satisfaction Survey, David G. Way, Virleen M. Carlson, Susan C. Piliero
Evaluating Teaching Workshops: Beyond The Satisfaction Survey, David G. Way, Virleen M. Carlson, Susan C. Piliero
To Improve the Academy: A Journal of Educational Development
Workshops are a prevalent approach to fostering instructional development for both teaching assistants (TAs) and faculty. Frequently we evaluate workshops by asking participants to fill out a satisfaction-oriented survey at the end. To what degree do such surveys evaluate adequately the workshop’s long-term effect on participants’ learning? The authors explicate earlier investigative work on transfer of training, and present the results of a follow-up survey to two groups of TA workshop participants designed to assess the degree to which conditions theoretically conducive to the transfer of training exist at their institution.
Teaching Through Discussion As The Exercise Of Disciplinary Power, Stephen D. Brookfield
Teaching Through Discussion As The Exercise Of Disciplinary Power, Stephen D. Brookfield
To Improve the Academy: A Journal of Educational Development
The French philosopher Michel Foucault spent much of his lifetime analyzing the way in which power flows through all human interactions, including those of discussion groups within higher education. His analysis of disciplinary power and surveillance is directly applicable to the practice of discussion-based teaching.
Research On Faculty As Teaching Mentors: Lessons Learned From A Study Of Participants In Uc Berkeley's Seminar For Faculty Who Teach With Graduate Student Instructors, Linda Von Hoene, Jacqueline Mintz
Research On Faculty As Teaching Mentors: Lessons Learned From A Study Of Participants In Uc Berkeley's Seminar For Faculty Who Teach With Graduate Student Instructors, Linda Von Hoene, Jacqueline Mintz
To Improve the Academy: A Journal of Educational Development
This chapter describes the results of a research study of University of California, Berkeley’s annual seminar for faculty teaching with Graduate Student Instructors (GSIs). It demonstrates that such a faculty development activity can have a significant impact not only on faculty mentoring of GSIs but also on faculty teaching, attitudes, and behaviors vis-à-vis teaching and learning in higher education. The chapter presents an overview of the seminar, a description of the format and methodology of the research project, and qualitative and quantitative outcomes.