Digital Commons Network^™

Acuta Enews December 1996, Vol. 25, No. 12

ACUTA Newsletters

In This Issue

Fifth Annual Institutional Excellence Awards Competition

ACUTA News will have a new look

Welcome New Members

President's Message

Emergency Phone Provide Security

DC at a Glance

Fiber Optic Video Systems for Campus Networking

Campus News Briefs

Industry Insights

From ACUTA Headquarters

Pod Network News, December 1996

POD Network News

POD Conference Communiqués: Many Thanks to Conference Volunteers, Future Conference Sites, 1997 Conference, Call for Proposals

Core Committee News: Core Committee Report, Core Committee Elections, Information Request, POD Joins ICED

Your Thoughts on POD

Bright Ideas

Regional Association Overview

An Invitation to POD Retirees for Membership Emeritus/Emerita

WWW Workings: Pages on Practice, New Home Page

Conferences

New Journal

New Books

Member News

FIPSE Participation Opportunity

Call for Manuscripts

POD Electronic Mailing List

POD Network News Submissions

Defining the Field Survey

For You to Do

Acuta Enews November 1996, Vol. 25, No. 11

ACUTA Newsletters

In This Issue

Univ. of Idaho: Homepage Sweet Homepage

Institutional Excellence Award

Committee Member Approved

More Angles for 809 Fraud

Welcome New Members

President's Message

The '90s: New Challenges for Telecom

DC at a Glance

Campus News Briefs

Industry Insights

Is Consultation Effective? A Review Of Outcome Research, Susan M. Sheridan, Marshall Welch, Scott F. Orme

Department of Educational Psychology: Faculty Publications

This review summarizes the findings of consultation and teaming research from 1985 to 1995. It analyzes and critiques various methodological features of the research and draws conclusions regarding the current state of consultation and teaming outcome studies. Specific questions addressed in this review include (a) how much empirically based outcome research has been conducted since 1985, (b) what the common methodological features incorporated into the current consultation research are, and (c) what conclusions regarding the current status of outcome research in consultation can be drawn. Behavioral consultation studies were most prevalent (compared to mental health consultation, organizational development consultation, teaming, …

Acuta Enews October 1996, Vol. 25, No. 10

ACUTA Newsletters

In This Issue

President's Message

FlexSourcing

Desk Top Video

Overheard on the Listserve

From ACUTA Headquarters

Site-Based Transdisciplinary Educational Partnerships: Development, Implementation, And Outcomes Of A Collaborative Professional Preparation Program, Marshall Welch, Susan M. Sheridan, Brett Wilson, Denise Colton, John C. Mayhew

Department of Educational Psychology: Faculty Publications

In this article, we describe the conceptual framework, development, implementation, and outcomes of an experimental professional preparation program. University students from preparation programs in general education, educational administration, school psychology, and special education formed transdisciplinary cohorts that were placed in school settings to complete a variety of activities designed to foster greater collaboration among disciplines in serving children and youth at risk. We describe what was learned throughout the project as well as its operational structure, outcomes, and future directions for transdisciplinary professional development.

Acuta Enews September 1996, Vol. 25, No. 9

ACUTA Newsletters

In This Issue

From the President

New Legislation

User Group Reports

Changes Come to Campus Directories

From ACUTA Headquarters

Review Of A Mind Of Its Own. Tourette’S Syndrome: A Story And A Guide. By R. D. Brunn And B. Brunn. New York: Oxford University Press, 1994, 174 Pp., Susan M. Swearer Napolitano

Department of Educational Psychology: Faculty Publications

Review of A Mind of Its Own. Tourette’s Syndrome: A Story and a Guide. By R. D. Brunn and B. Brunn. New York: Oxford University Press, 1994, 174 pp.

Acuta Enews July 1996, Vol. 25, No. 7

ACUTA Newsletters

In This Issue

New Board of Directors Prepares for 1996-97

ACUTA Announces Quarterly Journal

President's Message

Do You Tax Student Long Distance Bills?

DC at a Glance

University of Washington Fills Service Niche with T1 Channel Banks

How to Subscribe to ACUTA Listserves

Everyone Wants Voice Mail

Campus New Briefs

Welcome New Members

Industry Insights

Obituary: J. Knox Jones, Jr., 1929-1992, James S. Findley, Clyde Jones, Hugh H. Genoways, Elmer C. Birney, Robert J. Baker

University of Nebraska State Museum: Mammalogy Papers

J. Knox Jones, Jr., was born in Lincoln, Nebraska, March 16, 1929, the eldest of the three sons of Virginia Bowen Jones and James Knox Jones. Knox passed away at his home in Lubbock, Texas, on November 15, 1992, after a two-year battle with cancer.

Acuta Enews May 1996, Vol. 25, No. 5

ACUTA Newsletters

In This Issue

From the President

DC at a Glance

Letter to FCC

High-Tech Crime

From ACUTA Headquarters

Pod Network News, May 1996

POD Network News

1996 Conference Theme: Scaling the Heights

From the President

Call for Manuscripts for Face to Face

Web Pages

Meetings

POD Authors

New Books

New Journals

Position Available

Special Thanks

To Improve the Academy: Associate Editor/Reviewer Self-Nomination Form

POD Network 1996-97 POD Grant Program

Proposal Format for 1996-97 POD Grant Program

Acuta Enews April 1996, Vol. 25, No. 4

ACUTA Newsletters

In This Issue

From the President

Pasadena Community College

Port by Every Pillow at WCU

Multi-Media at Sewanee

DC at a Glance

From ACUTA Headquarters

Museum Studies Programs Are Not Prepared For The Ph.D., Hugh H. Genoways

University of Nebraska State Museum: Programs Information

This article represents a response to the Committee on Museum Professional Training’s (1995) inquiry about establishing a Ph.D. in museum studies. It is also a partial response to Alan Friedman’s call for a Ph.D. program in informal science education in Curator volume 38, number 4 and Samuel Taylor’s editorial note in the same issue saying that a broader program should be considered covering all public programs. I will address the larger field of museum studies primarily because the problems faced by all of these areas of study are very similar.

"Demonstrating The Quality And Impact Of Faculty Development Workshops" And "Transforming Today's Teaching Assistants Into Tomorrow's Faculty: A Workshop For Ta Supervisors, Executive Summary"

POD Network Conference Materials

Demonstrating the Quality and Impact of Faculty Development Workshops, by James Eison:

Session Abstract

Session Objectives

Discussion Questions: Some Personal Observations

Transforming Today's Teaching Assistants into Tomorrow's Faculty: A Workshop for TA Supervisors, Executive Summary:

Introduction

Workshop Facilitators

Workshop Application Procedure

Workshop Participants

Workshop Goals

Workshop Assumptions

Workshop Topics and Calendar

Workshop Activities

Participants' Assignment

Post-workshop Activities

Workshop Evaluation Data

Financial Matters

POD Network Conference Materials

"Getting the Biggest Bang for the Buck!" (From Your Faculty Development Funds), "Top Ten" Suggestions, by Dan Rice

Keeping the Books: Developing Financial Capacity in Your Nonprofit Press, by The Stevens Group

Glossary: Terms Used in Nonprofit Accounting, compiled by The Stevens Group with acknowledgement to the Public Management Institute and the Financial Accounting Standards Board

Creating and Managing Budgets for Faculty Development: Nuts and Bolts, by Lesley K. Cafarelli

Getting the "Biggest Bang for the Buck," by Phyllis Worthy Dawkins

Faculty Development Opportunities

Table of Contents

Teaching With Style: The Integration Of Teaching And Learning Styles In The Classroom, Anthony F. Grasha

Professional and Organizational Development Network in Higher Education: Archives

Teaching with style demands that instructors explore "Who I am as a teacher?" and "What do I want to become?" The integrated model provides one vehicle for doing so. The payoff is that we move away from blindly teaching as we were taught or simply repeating how we taught the course the last time. Instead. instructional strategies become grounded in a conceptual base of knowledge about teaching and learning styles. Like scholarly methods in our disciplines, instructional strategies then begin to serve broader philosophical, theoretical, and conceptual goals.

Never In A Class By Themselves: An Examination Of Behaviors Affecting The Student-Professor Relationship, David J. Walsh, Mary Jo Maffei

Professional and Organizational Development Network in Higher Education: Archives

We conducted a survey designed to assess the extent to which students and faculty viewed particular professor behaviors as enhancing or detracting from the student-professorrelationship. It was necessary to develop our own survey instrument, because although there are scales assessing related concepts such as immediacy, there is, to our knowledge, no existing instrument capturing the student-professor relationship broadly construed and with specific, behavioral items. Importantly, our survey instrument asks respondents for their views on the consequence of particular behaviors for the student-professor relationship, and not for a rating of professors in terms of the frequency with which they actually display …

Active Learning Beyond The Classroom, Edward Neal

Professional and Organizational Development Network in Higher Education: Archives

Attending class is akin to regular religious observance: The ritual or sermon is less important for what it teaches directly than for its motivational impact on what believers do between services. Lowman, 1984, page 165

Even carrying a full course load, students spend a relatively small proportion of each week in class, typically about 15 hours, and research has shown that most undergraduates spend only a few hours a week studying outside of class. How do they occupy their time? According to a national survey of college students (Boyer, 1987), almost 30 percent of full-time students work 21 or more …

Attacking Ideas, Not People: Using Structured Controversy In The College Classroom, Barbara L. Watters

Professional and Organizational Development Network in Higher Education: Archives

In my version of structured controversy. students choose a controversial issue related to the course in which they are enrolled. prepare pro and con arguments based on course material. debate the issue formally in class, and engage in small-group discussions to discover common values and solutions. Although I have used structured controversy only with college students in psychology courses, it could be adapted easily for other age groups and academic subjects (Johnson and Johnson, 1979; Johnson and Johnson. 1987; Johnson. Johnson, and Holubec, 1993). Using structured controversy involves three steps: preparations, argumentation, and collaboration.

G96-1309 Child Abuse: A Painful Secret, Herbert G. Lingren

University of Nebraska-Lincoln Extension: Historical Materials

This publication examines causes and prevention of child abuse.

Child abuse was not recognized as a serious problem in the U.S. until the 1960s. Data collected by The Children's Defense fund reveals that a child is reported abused or neglected every 13 seconds, of every hour, of every day, 365 days per year. This means that nearly three million boys and girls are confirmed as being abused each year--two percent of the nation's children. In 1995, 140,000 children were treated in hospitals and 2,000 children died from the abuse.

In Nebraska in the last ten years, approximately 8,000 cases of …

G97-1322 High Risk Youth, Herbert G. Lingren

University of Nebraska-Lincoln Extension: Historical Materials

This NebGuide defines the relationship between adolescence and high risk behaviors, helps parent and adolescent identify external and internal assets and suggests parent strategies for promoting and increasing those assets.

American youth today are often considered to be in a state of crisis. Approximately half of all adolescents are at moderate to high risk of engaging in one or more self-destructive behaviors, including unsafe sex, teenage pregnancy and childbearing; drug and alcohol abuse; under achievement, failure, or dropping out of school; and delinquent or criminal behaviors. Many of these problem behaviors are interrelated. Some of these behaviors are related to …

Ec96-824 Dairy Economics In Nebraska: An Analysis Of Costs And Returns And Comparisons With Other States, H. Douglas Jose, Richard J. Grant

University of Nebraska-Lincoln Extension: Historical Materials

Dairy Economics in Nebraska

The dairy sector is undergoing major structural changes and economic adjustments. The industry is also becoming more market oriented as government price supports decline. Increased competitiveness has kept milk prices relatively stable, but increased grain and other input costs in 1995-96 have put increased pressure on profit margins which were already narrow.

This publication is a compilation of data related to the current economics of dairy farming. The objective is to provide data to help dairy farmers make adjustments in their operations, such as expanding their herds, and to provide basic data for operators setting up …

1996 Pod Network Conference Attendees

POD Network Conference Materials

No abstract provided.

Nebline, January 1996

NEBLINE Newsletter Archive from Nebraska Extension in Lancaster County

Horticulture

Rural $ense

Family Living

4-H & Youth

Environmental Focus

Community & Leadership Development

Extension Calendar

Expanded Food and Nutrition Education Program (EFNEP)

Nebraska Association for Family and Community Education News

and other extension news and events

Through The Lens Of Learning: How Experiencing Difficult Learning Challenges And Changes Assumptions About Teaching, Stephen Brookfield

To Improve the Academy: A Journal of Educational Development

The author challenges faculty to cast themselves in the role of learners for tasks or subjects which, unlike their areas of expertise, do NOT come easily to them. The purpose is to better understand what it is to experience the struggle shared by many students to grasp new material. The author recounts his own efforts to master a daunting new skill and the many lessons he learned about teaching and learning in the process.

On Student Development In College: Evidence From The National Study Of Student Learning, Ernest T. Pascarella

To Improve the Academy: A Journal of Educational Development

This paper summarizes some of the major findings of the National Study of Student Learning, a longitudinal investigation of the factors influencing student intellectual development at 23 diverse colleges and universities in 16 states. Findings from the following analyses are presented: effects of perceived teacher behaviors on general cognitive skills and internal locus of attribution; influences on critical thinking; cognitive effects of two- and four-year colleges; cognitive effects of historically Black and predominantly White colleges; and cognitive effects of Greek affiliation.

Partners In Pedagogy: Faculty Development Through The Scholarship Of Teaching, Gabriele B. Sweidel

To Improve the Academy: A Journal of Educational Development

The Partners in Pedagogy project uses a three-pronged plan of action to address faculty development through the scholarship of teaching: a) the formation of faculty pairs to conduct classroom observations of each other's teaching, b) interviews with three of each other's students, and c) collegial discussion, both between faculty pairs and cross-discipline at monthly meetings. The combination of monthly meetings to discuss pedagogy, feedback from peers concerning teaching methods and techniques unrelated to evaluations, student interviews, and cross-discipline participation contribute to the powerfulness of this campus-wide program.

Computer-Mediated Communication In The Classroom: Models For Enhancing Student Learning, Karin L. Sandell, Robert K. Stewart, Candace K. Stewart

To Improve the Academy: A Journal of Educational Development

The introduction of computer-mediated communication into the college classroom has been a subject of concern to faculty interested both in exploring means of enhancing communication with their students and in facilitating students' learning about the technological revolution occurring in the business and professional worlds. The tools available to faculty include electronic mail (e-mail), bulletin boards, electronic conferencing, and electronic searching (or surfing) for information, via the Internet. This paper reviews the findings from different measures taken during a campus-wide project to test computer- mediated communication, in order to provide some suggestions about ways of enhancing the teaching-learning connection through classroom …

Professors As Clients For Instructional Development, Ronald A. Smith, George L. Geis

To Improve the Academy: A Journal of Educational Development

Although there is a large amount of activity and a sizeable literature in the area of instructional development, there has been relatively little research on faculty members, the clientele for improvement efforts. This paper highlights some characteristics of professors that are relevant to improvement activities. Professors are interested in, value, and work on their teaching; they think they teach rather well. However, they demonstrate a lack of sophistication in talking about teaching and the development of instruction. They focus primarily upon content rather than design or methodology. Teachers' views of what should be done to enhance instruction are discussed and …