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2006

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Full-Text Articles in Education

Editorial, Volume 2 - 2006, Ada Long, Dail Mullins Jan 2006

Editorial, Volume 2 - 2006, Ada Long, Dail Mullins

Honors in Practice Online Archive

Table of Contents:

Editorial Policy

Submission Guidelines

Dedication to Ted Estess

Editor’s Introduction by Ada Long

Honors in Chile: New Engagements in the Higher Education System by Juan Carlos Skewes, Carlos Alberto Cioce Sampaio, and Frederick J. Conway

Dominican University of California’s Honors Program and its Relation to University Heritage and Mission by Jayati Ghosh, M. Patricia Dougherty, and Kenneth Porada

Community Beyond Honors: Butler University’s Community Fellows Program by Margaret Brabant and Anne M. Wilson

Leadership in Scholarship Program by Matthew L. Smith and Jason C. Vallee

How to Develop and Promote an Undergraduate Research Day by Michael K. …

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Honors College, Honors 298: Special Topics, 3 Credits, John Charpie, Michael Shea Jan 2006

Honors College, Honors 298: Special Topics, 3 Credits, John Charpie, Michael Shea

Honors in Practice Online Archive

Students explore the logic of science by examining the language and writing about science, using various thinking-writing exercises to stimulate their research. While hearing lectures about fundamental scientific principles and analyzing knowledge structures of scientific discourse, students write cause-and- effect explanations of a variety of phenomena by building them up from first principles; science essays are developed using standard rhetorical devices of scientific discourse. Small-group exercises include “work shopping” each student’s writing regarding tone, clarity, fluidity, and accuracy. Twenty-three students enroll in this course.

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How To Develop And Promote An Undergraduate Research Day, Michael Cundall Jan 2006

How To Develop And Promote An Undergraduate Research Day, Michael Cundall

Honors in Practice Online Archive

Undergraduate research is becoming an ever larger focus for universities and colleges. Many institutions already sponsor undergraduate research forums, and there is a national council, the Council on Undergraduate Research (www.cur.org), for the promotion of undergraduate research. As universities of all types become more intent on having their instructors and professors develop their own research, undergraduate students are being sought after to aid professors’ established research projects where the work done in these areas can lead to later independent research. In some cases students are encouraged to develop their own research projects with the aid of a faculty member. Some …

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They Filched Our Program! How To Turn That Into A Good Thing, Anne Wilson, Melissa Ludwa Jan 2006

They Filched Our Program! How To Turn That Into A Good Thing, Anne Wilson, Melissa Ludwa

Honors in Practice Online Archive

The Butler University Honors Program, like many other honors programs and colleges, is often the generator of “good ideas” on campus. We are considered an experimental classroom environment for piloting new courses, programming ideas, and/or introducing potential new areas of study. Both faculty and students recognize this characteristic of the program, and we are pleased to serve as a sort of laboratory for other campus initiatives. However, several key pieces of our Honors Program were recently folded into other aspects of our own university. While we know that imitation is the highest form of flattery, maintaining a distinct honors program …

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Using Peer Review In Honors Courses, Jeffrey Stowell Jan 2006

Using Peer Review In Honors Courses, Jeffrey Stowell

Honors in Practice Online Archive

Instructors of writing courses have used peer review in their classes for many years, but there is clear application in other disciplines, especially in honors courses in which instructors expect students to be actively engaged in the learning process and students are more likely to possess greater critical thinking skills. Indeed, because most honors courses are writing intensive, potentially all honors faculty are writing teachers.

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Honors In Chile: New Engagements In The Higher Education System, Juan Carlos Skewes, Carlos Alberto Cioce Sampaio, Frederick J. Conway Jan 2006

Honors In Chile: New Engagements In The Higher Education System, Juan Carlos Skewes, Carlos Alberto Cioce Sampaio, Frederick J. Conway

Honors in Practice Online Archive

Honors programs are rare in Latin America, and in Chile they were unknown before 2003. At the Universidad Austral de Chile, an interdisciplinary group of scholars linked to environmental studies put forward a pilot project for implementing a new experience in higher education. Challenged by an educational environment where (i) apathy and mediocrity have taken over the classrooms, (ii) monodisciplinary training rules the university campus, and (iii) authoritarian teaching persists, this has been an experiment in new ways of approaching the classroom. Stimulated by experiences in the USA, a project proposal was written, finding support in the Chilean Ministry of …

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Office Of Research -- Annual Report 2005-2006 Jan 2006

Office Of Research -- Annual Report 2005-2006

Office of Research and Economic Development: Publications

Table of Contents

Physical Sciences & Engineering
Exploring the final frontier – extreme light . . . . . . . . . . . 2
Nano discovery is golden . . . . . . . . . . . . . . . . . . . . . . . . 4
New center fuels energy research . . . . . . . . . . . .. . . . . . 6
Imparting the human touch . . . . . . . . . . . . . . . . . . …

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“Major Sponsored Program And Faculty Awards For Research And Creative Activity For 2005 Jan 2006

“Major Sponsored Program And Faculty Awards For Research And Creative Activity For 2005

Office of Research and Economic Development: Publications

I am pleased to present the fourth annual “Major Sponsored Program and Faculty Awards for Research and Creative Activity” report. This booklet highlights the successes of University of Nebraska–Lincoln faculty during 2005. The funding sources, projects and investigators on major sponsored program awards received during the year are listed, as well as patents issued, published books and scholarship, fellowships and other recognitions. New this year are intellectual property licenses and performances and exhibitions in the fine and performing arts. The list is impressive and continues to grow each year—further evidence the University of Nebraska–Lincoln is on the move! We work …

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Continuing Professional Development And The Relevance Of The Ied Model In East Africa, Jane Rarieya, Fred Tukahirwa Jan 2006

Continuing Professional Development And The Relevance Of The Ied Model In East Africa, Jane Rarieya, Fred Tukahirwa

Book Chapters / Conference Papers

No abstract provided.

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Journey To The Center Of The Core: Computers And The Internet In The Core Curriculum, Jorge Pérez, Meg C. Murray Jan 2006

Journey To The Center Of The Core: Computers And The Internet In The Core Curriculum, Jorge Pérez, Meg C. Murray

Faculty and Research Publications

Computers, digitalization and the Internet have transformed modern society. Commerce, education, communication and socialization will never be the same. Surprisingly, many universities do not require a computing course in the core curriculum. Critical information technology (IT) competencies are often taken for granted, to the detriment of students who lack computing and Internet skills. This paper describes an initiative undertaken by a computer science and information systems department to assess and remediate IT skills needed by all university students, regardless of major. The project is evolving along several dimensions: identification of discipline-independent IT competencies, assessment of IT skills among current and …

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Ua1f Wku Archives Vertical File - E.A. Diddle, 1988-2006, Wku Archives Jan 2006

Ua1f Wku Archives Vertical File - E.A. Diddle, 1988-2006, Wku Archives

WKU Archives Records

Digitized vertical file materials regarding E.A. Diddle's career as WKU basketball coach.

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Ua12/8 Departmental Update, Wku Police Jan 2006

Ua12/8 Departmental Update, Wku Police

WKU Archives Records

WKU Police departmental newsletters for 2006.

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Prism #12, January 2006, Office Of The Provost Jan 2006

Prism #12, January 2006, Office Of The Provost

Prism: Western Michigan University's Newsletter for Academic Affairs

No abstract provided.

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An Electronic Advice Column To Foster Teaching Culture Change, Donna M. Qualters, Thomas C. Sheahan, Jacqueline A. Isaacs Jan 2006

An Electronic Advice Column To Foster Teaching Culture Change, Donna M. Qualters, Thomas C. Sheahan, Jacqueline A. Isaacs

To Improve the Academy: A Journal of Educational Development

First-year engineering students receive most of their teaching from instructors outside of engineering. As a result, these instructors are typically not a teaching community with a shared commitment to engineering student learning. Retention of engineering students is strongly tied to the quality of teaching, thus addressing collective teaching quality is important. This chapter describes the development of a carefully crafted, electronically distributed advice column on teaching developed by an interdisciplinary editorial team, written under the pseudonym Jonas Chalk. Surveys of Chalk Talk readers indicate that this is an effective means to promote teaching culture change.

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Introduction. Volume 24 (2006), Sandra Chadwick Blossey Jan 2006

Introduction. Volume 24 (2006), Sandra Chadwick Blossey

To Improve the Academy: A Journal of Educational Development

Introduction to volume 24 (2006) of To Improve the Academy: A Journal of Educational Development, by Sandra Chadwick Blossey of Rollins College.

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Helping Faculty Learn To Teach Better And “Smarter” Through Sequenced Activities, Barbara J. Millis Jan 2006

Helping Faculty Learn To Teach Better And “Smarter” Through Sequenced Activities, Barbara J. Millis

To Improve the Academy: A Journal of Educational Development

Faculty developers can help faculty learn to intentionally sequence assignments and activities to promote greater learning when they understand the convergent research—with its practical implications for teaching—on how people learn, on deep learning, and on cooperative learning. Such a sequence includes a motivating out-of-class assignment (homework), in-class “processing” that includes active learning and student interactions, and feedback and assessment, often given in multiple ways. This approach is modeled through two examples using graphic organizers.

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Learning Communities For First–Year Faculty: Transition, Acculturation, And Transformation, Harriet Fayne, Alice Ortquist-Ahrens Jan 2006

Learning Communities For First–Year Faculty: Transition, Acculturation, And Transformation, Harriet Fayne, Alice Ortquist-Ahrens

To Improve the Academy: A Journal of Educational Development

To enhance new faculty members’ chances for teaching and career success, Otterbein College piloted a yearlong learning community program and encouraged first-year faculty to participate. Four new faculty members took part in opportunities designed to enhance their teaching, to orient them more fully to a new institution and student body, to foster collegial community, to encourage reflective practice, and to introduce them to the scholarship of teaching and learning. This qualitative case study tracks their developmental trajectory, which led them from an initial concern with self and survival to an eventual focus on student learning.

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Practicing What We Preach: Transforming The Ta Orientation, Patricia Armstrong, Peter Felten, Jeffrey Johnston, Allison Pingree Jan 2006

Practicing What We Preach: Transforming The Ta Orientation, Patricia Armstrong, Peter Felten, Jeffrey Johnston, Allison Pingree

To Improve the Academy: A Journal of Educational Development

Brookfield (1995), Schön (1983), and others articulate the necessity and complexity of being critically reflective in our work. Indeed, the value of critical reflection is inherent to educational development as a field in that we frequently encourage such thinking in our consultations with instructors. But practicing what we preach can be difficult. This chapter reflects on an experiment in the transformation of a teaching assistant orientation, a central event of our teaching center. We not only describe and assess the process of revising this orientation, but we also reflect on the implicatiom of this case for broader programming issues in …

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Exploring The Application Of Best Practices To Ta Awards: One University's Approach, Laurel Willingham-Mclain, Deborah L. Pollack Jan 2006

Exploring The Application Of Best Practices To Ta Awards: One University's Approach, Laurel Willingham-Mclain, Deborah L. Pollack

To Improve the Academy: A Journal of Educational Development

This chapter explores how to adapt best practices from the general literature on teaching awards in higher education to graduate student teaching assistant (TA) awards. Although most criteria apply, they must be fitted to the career stage and aspirations of TAs. The Duquesne University Graduate Student Award for Excellence in Teaching serves as a case study demonstrating how these practices can be modified to both recognize excellent teaching and promote the professional development of graduate student instructors.

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Preface, Volume 24 (2006), Sandra Chadwick Blossey Jan 2006

Preface, Volume 24 (2006), Sandra Chadwick Blossey

To Improve the Academy: A Journal of Educational Development

Preface to volume 24 (2006) of To Improve the Academy: A Journal of Educational Development, by Sandra Chadwick Blossey of Rollins College.

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About The Authors, Volume 24 (2006) Jan 2006

About The Authors, Volume 24 (2006)

To Improve the Academy: A Journal of Educational Development

About the editors and authors of volume 24 (2006) of To Improve the Academy: A Journal of Educational Development.

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A Different Way To Approach The Future: Using Chaos Theory To Improve Planning, Marc Cutright Jan 2006

A Different Way To Approach The Future: Using Chaos Theory To Improve Planning, Marc Cutright

To Improve the Academy: A Journal of Educational Development

Strategic planning is a good idea that gets a bad name from dubious efforts carrying the title. Much of this rap comes from half-hearted exercises, but some of it comes from efforts that founder due to faulty or limited conceptions of how the future “works.” Chaos theory is an alternative approach and metaphor with potential to let us see the future and its dynamics in new ways. Cognizance of chaos’s nature and underlying structure might help us do planning in new, nonintuitive, and more successful ways.

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A Theory–Based Integrative Model For Learning And Motivation In Higher Education, Chantal S. Levesque, G. Roger Sell, James A. Zimmerman Jan 2006

A Theory–Based Integrative Model For Learning And Motivation In Higher Education, Chantal S. Levesque, G. Roger Sell, James A. Zimmerman

To Improve the Academy: A Journal of Educational Development

The shared mission of higher education institutions is to develop educated persons who are able to make connections and build on knowledge acquired across disciplines and fields and through various life experiences. This chapter offers a theory-based model that can be used by researchers and practitioners to enhance academic learning and motivation. Educators can create learning environments that move students from external regulation to self-determined forms of motivation. This model is used to describe conditions that enhance/restrict learning. It also has the potential to be used to interpret research on teaching and learning in higher education.

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Promoting Intellectual Community And Professional Growth For A Diverse Faculty, Dorothe J. Bach, Marva A. Barnett, José D. Fuentes, Sherwood C. Frey Jan 2006

Promoting Intellectual Community And Professional Growth For A Diverse Faculty, Dorothe J. Bach, Marva A. Barnett, José D. Fuentes, Sherwood C. Frey

To Improve the Academy: A Journal of Educational Development

Minority faculty retention is key to increasing faculty diversity at most colleges and universities. Because retention depends on individual faculty choice and administrative tenure decisions, institutions need to help junior faculty develop a tenurable profile and enhance their desire to remain at their institution. This chapter examines a fellows program that supports beginning faculty in developing successful long-term careers, taking into account research on helping diverse faculty members thrive. It also presents strategies for establishing viable peer support networks and partnerships with senior consultants and for creating programming that ensures new faculty successfully transition into teaching, research, and the university …

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Monster At The Foot Of The Bed: Surviving The Challenge Of Marketplace Forces On Higher Education, Raoul A. Arreola Jan 2006

Monster At The Foot Of The Bed: Surviving The Challenge Of Marketplace Forces On Higher Education, Raoul A. Arreola

To Improve the Academy: A Journal of Educational Development

The impact of technology on society has caused a paradigm shift in the basic support for higher education. Where higher education was traditionally supported as a function of government, the knowledge explosion and global economy resulting from the impact of computer and other technologies is moving the underlying support of higher education to the marketplace. There is evidence that traditional academic strategies and practices that were successful under the old paradigm may no longer be working. Twelve suggestions are offered for revolutionary changes that the academy must make in order to survive, even thrive, in the new paradigm.

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The Advantages Of A Reciprocal Relationship Between Faculty Development And Organizational Development In Higher Education, Leora Baron Jan 2006

The Advantages Of A Reciprocal Relationship Between Faculty Development And Organizational Development In Higher Education, Leora Baron

To Improve the Academy: A Journal of Educational Development

No campus organization exists in a vacuum, nor can it afford to be an island unto itself. Thus, the functions of faculty development need to be viewed in the context of the entire institution. The effectiveness of faculty development, and sometimes its very survival, are dependent to a large extent on its ability to influence and participate in organizational development outside of its own confines. This chapter suggests practical ways in which faculty development can contribute to, and indeed benefit from, a reciprocal relationship with institutional organizational development.

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The New Demand For Heterogeneity In College Teaching, George Keller Jan 2006

The New Demand For Heterogeneity In College Teaching, George Keller

To Improve the Academy: A Journal of Educational Development

The past half century has brought an astounding increase in U.S. college and university enrollments. The rapid rise of mass higher education has forced major changes at every institution and is reshaping the U.S. higher education enterprise. Each college needs to ask itself what the huge expansion means for future faculty hires, programs, and modes of teaching.

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Not Making Or Shaping: Finding Authenticity In Faculty Development, Patricia Cranton Jan 2006

Not Making Or Shaping: Finding Authenticity In Faculty Development, Patricia Cranton

To Improve the Academy: A Journal of Educational Development

Authenticity is defined as a multifaceted concept that includes self-awareness, awareness of others, genuine relationships, awareness of contextual constraints, and living a critical life. Authenticity develops over time and with experience; a developmental continuum for authenticity is discussed. Drawing on a three-year research project on authenticity in teaching in higher education, this chapter suggests ways in which faculty developers can help foster authentic practice.

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Preparing Faculty For Pedagogical Change: Helping Faculty Deal With Fear, Linda C. Hodges Jan 2006

Preparing Faculty For Pedagogical Change: Helping Faculty Deal With Fear, Linda C. Hodges

To Improve the Academy: A Journal of Educational Development

How receptive faculty are to changing their pedagogical approach is a complex issue, but one factor that impedes change is the fear of taking a risk. Underlying this fear may be the fear of loss, fear of embarrassment, or fear of failure. Addressing these issues can empower faculty to be more innovative in their teaching. Drawing on research literature, personal teaching narratives, and my own work in faculty development, I discuss some of these underlying fears. I then offer concrete strategies for working with faculty to enable them to overcome these emotional barriers and embrace change.

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Creating Engaged Departments: A Program For Organizational And Faculty Development, Kevin J. Kecskes, Sherril B. Gelmon, Amy Spring Jan 2006

Creating Engaged Departments: A Program For Organizational And Faculty Development, Kevin J. Kecskes, Sherril B. Gelmon, Amy Spring

To Improve the Academy: A Journal of Educational Development

Portland State University encourages faculty participation in service-learning by providing faculty with individual incentives to support and reward them. Now, in recognition of this central role of the department in higher education, administrators interested in creating sustained civic engagement initiatives on campus are looking to the department as a strategic leverage point for change. This chapter investigates a yearlong engaged department initiative and finds that a collective approach can (re)connect individual faculty to their initial motivations for engaging in the profession, to a community of scholars, to their students, and also to their surrounding community.

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