Education Commons^™

Acuta Enews December 1995, Vol. 24, No. 12

ACUTA Newsletters

In This Issue

From the President

Cabling for the life of your network

Planning today

FRED fights fraud

From ACUTA Headquarters

Acuta Enews November 1995, Vol. 24, No. 11

ACUTA Newsletters

In This Issue

From the President

Voice Cellular Services at CMU

CTI for Universities Network 2000 at UTMB

From ACUTA Headquarters

Acuta Enews October 1995, Vol. 24, No. 10

ACUTA Newsletters

In This Issue

From the President

Disaster Recovery: Part ll

PBX Call Processing Basics

Cal State lnstalls Intelligent Payphones

From ACUTA Headquarters

Acuta Enews September 1995, Vol. 24, No. 9

ACUTA Newsletters

In This Issue

Awards presented at 24th Annual Conference

New Board of Directors looks forward to 1996

Board Report

Welcome New Members

Host needed for Winter Seminar

President's Message

Driving smart on the Info Highway

The Nebraska Department Of Communication Studies Story: There Are Happy Endings That Go Beyond Football And A Good Crop Year, William J. Seiler

Department of Communication Studies: Faculty Publications

The following essay discusses the proposed targeting of the University of Nebraska-Lincoln’s Department of Communication Studies for total elimination. The essay describes the department’s demographics, the university’s budget crisis, and the department’s status at its time of peril. The essay reveals how the department learned of the proposal to eliminate it, how the department reacted to the proposed cut, how the administration established an appeals process to the proposed cuts, what explanation and criteria were used to target the department, how the department responded to the Vice Chancellor for Academic Affair’s (VCAA) criteria for targeting the department, how the VCAA …

Acuta Enews August 1995, Vol. 24, No. 8

ACUTA Newsletters

In This Issue

From the President

ISDN at MSU

Disaster Recovery

From ACUTA Headquarters: Emeritus Membership Status approved

Acuta Enews July 1995, Vol. 24, No. 7

ACUTA Newsletters

In This Issue

Board report

President's message

Wiring today for tomorrow

Card technology

DC at a glance

From ACUTA Headquarters

Acuta Enews July 1995, Vol. 24, No. 7

ACUTA Newsletters

In This Issue

Board report

Presidents message

Wiring today for tomorrow

Card technology

DC at a glance

From ACUTA Headquarters

Acuta Enews June 1995, Vol. 24, No. 6

ACUTA Newsletters

In This Issue

Board report

President's message

Charles Co. Community College's telecommuting project

Brock's campus ID card

From ACUTA Headquarters

Acuta Enews May 1995, Vol. 24, No. 5

ACUTA Newsletters

In This Issue

Board report

President's message

DC at a glance

Benchmarks for your telecom operation

From ACUTA Headquarters

Acuta Enews April 1995, Vol. 24, No. 4

ACUTA Newsletters

In This Issue

Board Report

President's message

DC at a glance

Directory updates

From ACUTA Headquarters

Acuta Enews March 1995, Vol. 24, No. 3

ACUTA Newsletters

In This Issue

Board report

President's message

ACUTA hires Administrative

DC at a glance

Info Superhighway grant

From ACUTA Headquarters

Acuta Enews February 1995, Vol. 24, No. 2

ACUTA Newsletters

In This Issue

Board Report

President's message

ACUTA hires Computer Services Administrator

Peer presentations at Maui

DC at a glance

From ACUTA Headquarters

Enhanced 911 Service In A Private Branch Exchange Using Uswest Ps/Ali Service

ACUTA: Other Publications

In This Issue

Author

Introduction

EP11 Operation Overview

US West Communications E911 Private Switch/Automatic Location

Identification Feature

Implementation of E911 with PS/ALI At Colorado State University

Overview

Planning ALI Database Input

SL- 100 PBX Database and Trunking

Pre-Testing

Other Issues and Difficulties

Cost

Conclusion

Addendum A

Addendum B

Campus Telecommunications Systems: Managing Change, Association Of College And University Telecommunications Administrators

ACUTA: Other Publications

The purpose of this book is to provide a broadbased understanding of the rapidly changing environment of campus telecommunications. The anticipated audience for this material is the non-technical university administrator who may not have direct responsibility for telecommunications, but has a need to understand the general environment in which his telecommunications manager functions and the basic concepts of the technology. Five topic areas were selected that best cover the preponderance of issues. No attempt has been made to associate or closely coordinate materials from one chapter's subject to that of any other. Each chapter generally stands alone. In total, however, …

Acuta Enews January 1995, Vol. 24, No. 1

ACUTA Newsletters

In This Issue

Board Report

President's message

Telecom Resources Library Update

Developing a campus telecom plan

Precautions combat

phone fraud

DC at a glance

I'D Like To Use Essay Tests, But..., Marilla Svinicki

Professional and Organizational Development Network in Higher Education: Archives

The "Writing Across the Curriculum" movement of several years ago urged instructors in all departments to help their students learn to write more coherent prose, whether it be in papers or essay tests, not just to improve student writing but to encourage more complex thinking. Having to explain an answer in prose format requires more from the student in the way of deep processing of the material than is usually the case on objectively scorable exam questions.

Many instructors across campus subscribed to these ideas enthusiastically, but were stymied when it came to putting them into practice in their classes. …

What Did I Do Right In One Freshman Seminar? What Did I Do Wrong In Another? What Will I Do Next Time?, Richard L. Schoenwald

Professional and Organizational Development Network in Higher Education: Archives

An essay from a university instructor answering the questions: What did I do right in one freshman seminar? What did I do wrong in another? What will I do next time?

Emerging Trends In College Teaching For The 21st Century, Milton D. Cox

Professional and Organizational Development Network in Higher Education: Archives

After national calls for the reform of undergraduate education were made a decade ago, students, parents, and legislators began to apply pressure to reestablish the importance of student learning. More recently, central administrators have begun to change reward structures. University-wide community is beginning to be built around teaching. New disciplinary journals that publish the scholarship of teaching are being started, and established ones are gaining respect. National teaching conferences and journals that provide a forum for the scholarship of teaching are expanding. With these emerging opportunities, faculty are going public about their interest in teaching and learning. Over the last …

Mentorship In The Classroom: Making The Implicit Explicit, Deanna Martin, Robert Blanc, David Arendale

Professional and Organizational Development Network in Higher Education: Archives

The "under-prepared student" once something of an oddity on American campuses, now seems omnipresent. And not only in undergraduate institutions, not only in America. The government of Great Britain ordered a 25% increase in university enrollment. Black South Africans will occupy a majority of the places in previously white and apartheid universities. The Association of American Medical College will triple minority representation in medical schools in their 3000 x 2000 campaign, drawing heavily on the urban areas that have been on the receiving end of the wrenching body blows of poverty, unemployment, and despair, the areas that have provided many …

Helping First-Year Students Study: Part Ii, Better Lasere Erickson

Professional and Organizational Development Network in Higher Education: Archives

Few freshmen can keep pace with their courses if they study only an hour between classes and if their only study activities are reading, highlighting, and copying over notes. Faculty expect more, and those who teach freshmen play an important role both in making expectations about college work explicit and in helping freshmen develop their study skills. What, then, might we do to get students to spend more time studying and to study in more productive ways?

In The Name Of The Student... What Is Fairness In College Teaching?, Rita Rodabaugh

Professional and Organizational Development Network in Higher Education: Archives

If we remember our own college days, most of us can think of at least one professor who was less than ideal. All of us have had professors who fit one or more of the following descriptions: dull, boring lecturer; confusing and hard to follow; too easy and presents no challenge; and so on. Yet if you describe your worst experience as a student, more than likely it was one in which you were treated unfairly.

For the past two years, much of my research has focused on college students' perceptions of fair practices in the classroom. From this research, …

Mistakes And Other Classroom Techniques, Harriet C. Edwards

Professional and Organizational Development Network in Higher Education: Archives

As teachers, we wish to do more than present to our students the established ideas and facts of our fields. We want to give them a sense of how one thinks and creates within the discipline, to impart the tools of scholarship. In my field, mathematics, this concern has led to an increased focus on the teaching and learning of problem solving. Researchers have directed much attention to the executive functions and metacognition involved in problem solving, that is, the solver's awareness of thinking processes and of progress toward a solution (Schoenfeld, 1985). In addition to these procedural matters, attitudes …

Helping First-Year Students Study: Part I, Bette Lasere Erickson

Professional and Organizational Development Network in Higher Education: Archives

In preparing to write Teaching College Freshmen, we heard negative sentiments echoed many times. Faculty complained about students' lack of motivation, their neglect of their studies, and their refusal to assume any responsibility for their learning. At the same time, freshmen told us the pace in most courses was far beyond them, it was not humanly possible to do all the work, they frequently felt overwhelmed, and their professors seemed neither to notice nor to care whether or not they learned.

What sense are we to make of these conflicting stories? For starters, freshman descriptions of "humanly impossible" work loads …