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Higher Education Administration

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2005

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Articles 331 - 352 of 352

Full-Text Articles in Education

Role Of The Senate Moderator, Patricia Humphrey, Senate Executive Committee Jan 2005

Role Of The Senate Moderator, Patricia Humphrey, Senate Executive Committee

Faculty Senate Index

No abstract provided.


Unopa Notes 2005 Jan 2005

Unopa Notes 2005

UNOPA Newsletters

No abstract provided.


Evaluations Dialogue From Senate Listserv, Georgia Southern University, Senate Executive Committee Jan 2005

Evaluations Dialogue From Senate Listserv, Georgia Southern University, Senate Executive Committee

Faculty Senate Index

No abstract provided.


Course Portfolio For Artp, Arch, Ides, Txcd 140 Perceptual Drawing, Dana Fritz Jan 2005

Course Portfolio For Artp, Arch, Ides, Txcd 140 Perceptual Drawing, Dana Fritz

UNL Faculty Course Portfolios

This Course Portfolio focuses on my drawing unit- one of the four components in the Visual Literacy curriculum. (These units are Perceptual Drawing, Speculative Drawing, Color and Composition & Analysis. They make up the studio component of UNL's interdisciplinary drawing and design foundation program.) While taken by students in differing sequences, each unit can serve as an introduction to studio art and design that will be built upon by the other units. The units are designed to complement one another and to reinforce basic skills and awareness of issues in art and design. Although the Visual Literacy program has been ...


Prism #04, January 2005, Office Of The Provost Jan 2005

Prism #04, January 2005, Office Of The Provost

Prism: Western Michigan University's Newsletter for Academic Affairs

No abstract provided.


Case Studies Of Online Assessment, Meg O'Reilly, Sue Bennett, Michael J. Keppell Jan 2005

Case Studies Of Online Assessment, Meg O'Reilly, Sue Bennett, Michael J. Keppell

Centre for Teaching and Learning

This paper outlines the progress to date of a project to compile, analyse and share examples of innovative online assessment activities using; online testing; teamwork and collaboration; simulations and role plays, and dialogue with experts and across cultures. The aim of this research is to provide teaching academics and educational developers with examples of assessment strategies that have been successfully applied in higher education, and to derive a number of key principles about online assessment that will be useful for future research. The project involves case studies from two Australian universities, which have been used to develop an initial set ...


Transdisciplinary Educational Design: Creating A Structured Space For Critical Reflection On E-Learning Assessment Practices, Meg O'Reilly, Allan Ellis Jan 2005

Transdisciplinary Educational Design: Creating A Structured Space For Critical Reflection On E-Learning Assessment Practices, Meg O'Reilly, Allan Ellis

Centre for Teaching and Learning

Many academic staff are experiencing the multiple challenges and pressures of increased teaching loads, e-learning design and developments, ongoing research including the scholarship of teaching, as well as fiscal accountability. No wonder most lecturers have little time or energy left for the long-valued processes of critical reflection. This paper describes an educational design initiative of three cycles involving academic staff from a range of disciplines who came together with reference librarians and technical support staff in a series of meetings to reflect in a structured action learning process on their practices of designing assessment for e-learning. Creating a structured space ...


Graduate Policies (2005-2007), University Of Nebraska At Omaha Jan 2005

Graduate Policies (2005-2007), University Of Nebraska At Omaha

Graduate Catalogs

2005-2007 Graduate Policies


Graduate Program Requirements (2005-2007), University Of Nebraska At Omaha Jan 2005

Graduate Program Requirements (2005-2007), University Of Nebraska At Omaha

Graduate Catalogs

2005-2007 Graduate Program Requirements


Letters To The Editor: More To The Story, Laura W. Perna, Sharon Fries-Britt, Jeffrey Milem, John Williams Jan 2005

Letters To The Editor: More To The Story, Laura W. Perna, Sharon Fries-Britt, Jeffrey Milem, John Williams

GSE Publications

Editor-We are writing to comment on your article, "A Mixed Blessing? Critics object to Mississippi's settlement of a 1975 anti-segregation lawsuit involving the state's 'historically black universities' " (National CrossTalk, Summer 2004). While shedding light on the "desegregation" of the historically black colleges and universities (HBCUs) in Mississippi, the article could also mislead readers about the extent to which colleges and universities in the 19 southern and southern-border states are providing equal educational opportunity to blacks.


Ua56/1 Fact Book, Wku Institutional Research Jan 2005

Ua56/1 Fact Book, Wku Institutional Research

WKU Archives Records

Statistical and demographic profile of WKU.


His Story/Her Story: A Dialogue About Including Men And Masculinities In The Women’S Studies Curriculum, B. Berila, J. Keller, C. Krone, Jason A. Laker, O. Mayers Jan 2005

His Story/Her Story: A Dialogue About Including Men And Masculinities In The Women’S Studies Curriculum, B. Berila, J. Keller, C. Krone, Jason A. Laker, O. Mayers

Faculty Publications

The article discusses the issue of inclusion of men and masculinities in the Women's Studies curriculum. Women's Studies programs were started to compensate for the male domination in the academics. Women's Studies presented a platform where scholarship for women was produced and taken seriously, female students and faculty could find their say or voice, and theoretical investigations required for the advancement of the aims of the women's movement could take place. If the academy as a whole does not sufficiently integrate Women's Studies into the curriculum, integrating Men's Studies into Women's Studies might ...


Honors In Practice, Volume 1 (Complete Issue) Jan 2005

Honors In Practice, Volume 1 (Complete Issue)

Honors in Practice -- Online Archive

CONTENTS
Editorial Policy
Submission Guidelines
Dedication to Grey Austin
Editor’s Introduction Ada Long

ADMINISTRATIVE MATTERS
Keeping Honors Information Current Joan Digby and Tracey Christy
Tenure and Promotion in Honors Rosalie Otero
We Know They’re Smart, but Have They Learned Anything?: Strategies for Assessing Learning in Honors Steffen Pope Wilson and Rose M. Perrine
Funding Needs Through Student Government Resources Geoffrey Orth

CURRICULUM AND INSTRUCTION
On the Benefits of Teaching Honors Alexander Werth
Contracting in Honors Kambra Bolch
Reviving an Honors Program with Specialized Sequence Tracks Sharon Carrish
Honors Courses: More Difficult or Different? Jim Lacey
Transferring a Course ...


On The Benefits Of Teaching Honors, Alexander Werth Jan 2005

On The Benefits Of Teaching Honors, Alexander Werth

Honors in Practice -- Online Archive

Honors colleges and programs vary widely by institution, naturally, but the main feature they share is involvement by top students of superior ability and motivation. Typically honors courses also involve top teachers—those who are most skilled, conscientious, and passionate about teaching. This applies whether honors teachers are self-selected, nominated by peers, or chosen by an honors director or coordinator.


Jump-Starting Honors Community With Introductory Biographies, James Swafford Jan 2005

Jump-Starting Honors Community With Introductory Biographies, James Swafford

Honors in Practice -- Online Archive

Last June, as they descended from the peak experience of high school graduation, the forty newly selected members of the Humanities and Sciences (H&S) Honors Program at Ithaca College received a summer-reading book from me, the Honors Director, with a request for information in exchange: enclosed in the packet was a brief questionnaire about their experiences, their likes and dislikes, their hopes for the future. The questionnaires took only a few minutes to complete, but once the replies were translated into a set of introductory biographical sketches and sent back to the students in August, the information provided a ...


Building Community And Fostering Excellence Through The Writing Process, Ellen Riek Jan 2005

Building Community And Fostering Excellence Through The Writing Process, Ellen Riek

Honors in Practice -- Online Archive

The purpose of this article is to share a successful model for incorporating community building and academic achievement into an honors program by creating a public forum for honors students to display their work. According to what Roger McCain has described as a fundamental humanistic view of a university honors education, each student possesses a hierarchy of needs, which includes the need for individual value to be “recognized and confirmed, so that the individual [student] develops a sense of his or her own unique identity” (2). I suggest that honors writing courses, in particular, can foster what McCain contends is ...


Tenure And Promotion In Honors, Rosalie Ortero Jan 2005

Tenure And Promotion In Honors, Rosalie Ortero

Honors in Practice -- Online Archive

The Chronicle of Higher Education Review (2/11/05) published an article on “Collaborative Efforts: Promoting Interdisciplinary Scholars” by Stephanie L. Pfirman, James P. Collins, Susan Lowes, and Anthony F. Michaels. They wrote, “Creative research and teaching increasingly occur at the junction between traditional disciplines. As a result, many colleges and universities have committed themselves to fostering interdisciplinary scholarship. But the scholars who work at that junction are confronted with conventional departmental hiring, review, and tenure procedures that are not suited to interdisciplinary work and can slow or block the progress of their careers.”


Reviving An Honors Program With Specialized Sequence Tracks, Sharon Carrish Jan 2005

Reviving An Honors Program With Specialized Sequence Tracks, Sharon Carrish

Honors in Practice -- Online Archive

When I assumed the position of Honors Program Director along with my other responsibilities, I was handed the Honors Program Review from the previous five years. Nestled among the goals and objectives—alongside of recruiting, marketing and identifying faculty to teach honors courses—was the most pressing problem: serious declining enrollment. Students were being recruited for the honors program by the department of admissions, but only a very small number were continuing into their junior and senior years. With this problem of disappearing numbers came the possibility of a disappearing honors program. Apparently most of these students were dropping out ...


Expand The Honors Curriculum: Teach Entrepreneurship, Risk-Taking, And Change Across The Curriculum, James D. Bell Jan 2005

Expand The Honors Curriculum: Teach Entrepreneurship, Risk-Taking, And Change Across The Curriculum, James D. Bell

Honors in Practice -- Online Archive

Having students apply what they study and learn is a principal goal of all educators. This article describes a course, “Entrepreneurship, Leadership, and Team Building: Identifying and Applying Best Practices,” that was developed and taught in each of the last two years for a University Honors Program. Students not only learned but applied this learning as they effected minor and major change on campus. In addition, this article provides background information relevant to professors interested in offering a similar course and shares projects, outcomes, and a full-course structure.


Using Students Mentors In An “Introduction To Honors” Course, Betsy Bach, Rachel Kinkie, Sam Schabacker Jan 2005

Using Students Mentors In An “Introduction To Honors” Course, Betsy Bach, Rachel Kinkie, Sam Schabacker

Honors in Practice -- Online Archive

The Davidson Honors College at the University of Montana requires “Introduction to Honors” of all matriculating students. The course is offered for one credit and is designed to develop a sense of organizational identification among the first-year students enrolled in each of the ten sections that we teach every fall semester. Specifically, the goals of the course for students are to a) develop community, b) learn the essentials of a liberal arts education, and c) participate in activities they might not typically experience (e.g., community service or cultural events). Faculty members teaching each section volunteer their time and are ...


Moderator Notes, Patricia Humphrey, Senate Executive Committee Jan 2005

Moderator Notes, Patricia Humphrey, Senate Executive Committee

Faculty Senate Index

No abstract provided.


Use Of An Advising Team, Jane E. Campbell, Randy Stuart Jan 2005

Use Of An Advising Team, Jane E. Campbell, Randy Stuart

Faculty Publications

The Michael J. Coles College of Business at Kennesaw State University uses selected faculty members on an Advising Team, and provides access to them through walk-in advising hours. Compared to our previous approach of assigning students to all faculty members, the benefits of this system for the students are more efficient and effective advising. Students have access to advising at more times, and are more likely to get correct answers quickly. The benefits for the faculty are that the faculty members on the Team enjoy advising and can have their performance expectations tailored to include advising, while those faculty members ...