Education Commons^™

The Recruitment And Retention Of African American, Hispanic, Asian And Native American (Ahana) Students On College Campuses, Franklin Titus Thompson

Teacher Education Faculty Proceedings & Presentations

“We believe it is the duty of both policy makers and educators to identify qualified minority youth and place them in channels that ensure success.”

A Test Of Three Sociological Explanations Of High School Completion, Edward B. Reeves, Edward F. Breschel

Faculty Research at Morehead State University

Data from the National Education Longitudinal Study of 1988-1994 are analyzed with logistic regression to test three sociological explanations of high school completion. The first explanation, derived from meritocracy theory, holds that educational credentials are won by academically deserving students. Thus, students who demonstrate better cognitive skills and make better grades are more likely to receive a high school diploma. The second explanation, derived from social reproduction theory, hypothesizes that high school graduation depends on the resources within the student’s family, such as family income and parent’s education level. Students from more advantaged families are more likely to graduate. The …

Volume 13, Number 01, Don Forrester Editor

Reaching Through Teaching

Full text of Volume 13, Number 01 of Reaching Through Teaching.

A Spacial Analysis Of Contextual Effects On Education Accountability In Kentucky, Timothy C. Pitts, Edward B. Reeves

Faculty Research at Morehead State University

The Kentucky Education Reform Act of 1990 mandated changes in the methods of funding education in Kentucky. The newly adopted methods of funding primary and secondary schools have brought questions of accountability to the forefront in Kentucky's tests of achievement, called KIRIS tests. These methods, however, ignore the geographical context for teachers, schools, and school districts. At this time, the accountability movement has given little attention to how much socioeconomic context influences educational outcomes. Furthermore, there is almost no recognition in the research literature that socioeconomic factors are spatially distributed and thus can be subjected to geographic analysis. The purpose …

The Virtual University: Lessons From A Virtual Cross-Cultural Learning Situation In International Management, Mikael Søndergaard, Jeanette Lemmergaard, Paul Donnelly, Marta B. Cálas

Conference papers

This paper addresses some issues regarding virtual learning and the future of traditional universities. Specifically, it considers these issues by reflecting on the following: First, it focuses on the repercussions of information technologies for teaching and learning in "cross-cultural" courses. It critically assesses, via three recent examples, how these approaches influence teaching and learning in the context of international management courses. Second, drawing from the above examples, the paper reflects more broadly on the implications of these technologies: (1) for new forms of knowing and knowledge production; and (2) for the future of institutional conditions of universities.

Excellence In Geography In The Schools, Chester Smolski, Anne K. Petry

Smolski Texts

"Most people know of the National Geographic Society through its well-know magazine, nine million of which are mailed out each month and most of which now reside in attics throughout the world.

"But what many do not realize is the $80 million effort over the past 12 years that the Geographic has made in the schools of the country to make our teachers an children better understand the world around them. This it has done throuh its support of the Geography Alliances established in every state, Canada, Puerto Rico and the District of Columbia."

Critical Thinking Dispositions: The Need For A Balanced Curriculum In Collegiate Critical Thinking Courses, Bayse E. Hendrix

Critical and Creative Thinking Capstones Collection

The aim of this synthesis is to argue that students cannot become effective thinkers simply by being taught the analytical skills of critical reading, writing, and thinking. Without learning the necessary dispositions of critical thinking students will not develop into well-rounded, effective thinkers. The study is focused on an already existing course at Mass Bay Community College. The present curriculum is based on the fundamental skills of determining the soundness and validity of an argument. Assisting and encouraging the obtainment of critical thinking dispositions will inspire students to become more aware of the role their listening and communicating skills and …

Inviting Critical And Creative Thinking Into The Classroom, Kelley A. Freeman

Critical and Creative Thinking Capstones Collection

In the field of education, there is much discussion around the subtleties of teaching critical and creative thinking. Surrounding the controversy are questions such as, are certain skills are subordinate to others, and can best practices be fully described. Amidst this continuing discussion, most students are not being taught the necessary, fundamental skills that will allow them to become good thinkers; nor is curriculum being aligned to explicitly and systematically include thinking skills. In the interim however, teachers can become aware of what is involved in critical and creative thinking and the dispositions, skills, strategies and environment that foster good …

Volume 12, Number 02, Don Forrester Editor

Reaching Through Teaching

Full text of Volume 12, Number 02 of Reaching Through Teaching.

Changing Destinies: An Overview Of The Human Genome Project, Jennifer Lynne Watson

Theses and Dissertations

The Human Genome Project was initiated in 1988. Its purpose being to sequence the entire human genome, including the noncoding regions by 2005. Through the research conducted, due to the project, several genes associated with specific diseases have been identified. This paper is a review of the Human Genome Project and genes that have been associated with the onset of specific diseases. Cystic Fibrosis, a disease affecting the respiratory system, has been isolated to a gene on chromosome 7. Alzheimer's Disease, the disease which is most responsible for dementia, has several genes associated with its onset. These genes lie on …

Nefdc Exchange, Volume 9, Number 2, Spring 1999, New England Faculty Development Consortium

NEFDC Exchange

Contents

Developing New and Junior Faculty Careers - Mary Deane Sorcinelli. University of Massachusetts, Amherst

From the President - Susan J. Pasquale, Harvard Medical School

2nd Annual NEFDC Faculty Development Roundup May 26, 1999 Keene State College, Keene, New Hampshire

Review: Two very different books of teaching cases - Jeffrey Halprin, Nichols College

Board of Directors

The Eiu Student Life Survey: Explanations For Involvement, David Milberg, Douglas J. Bower, Charles G. Eberly

Charles G. Eberly

The research reported in this paper was designed to assist the EIU General Education Assessment Committee to understand the ways in which undergraduate students made use of their time on campus, both in-class and out-of-class. The results provided stakeholders with information to support student activities and student involvement. The survey instrument used for data collection is also attached.

The Eiu Student Life Survey: Explanations For Involvement, David Milberg, Douglas J. Bower, Charles G. Eberly

Faculty Research & Creative Activity

The research reported in this paper was designed to assist the EIU General Education Assessment Committee to understand the ways in which undergraduate students made use of their time on campus, both in-class and out-of-class. The results provided stakeholders with information to support student activities and student involvement. The survey instrument used for data collection is also attached.

The Eiu Student Life Survey: Explanations For Involvement, David Milberg, Douglas Bower, Charles Eberly

Faculty Research & Creative Activity

The research reported in this paper was designed to assist the EIU General Education Assessment Committee to understand the ways in which undergraduate students made use of their time on campus, both in-class and out-of-class. The results provided stakeholders with information to support student activities and student involvement. The survey instrument used for data collection is also attached.

Data Warehousing Failures: Case Studies And Findings, M. Dean Fenton, M. E. Haywood, Joseph Gregory Gerard, L. E. Gonzalez, Hugh J. Watson

Faculty Research at Morehead State University

Eight studies of data warehousing failures are presented. They were written based on interviews with people who were associated with the projects. The extent of the failure varies with the organization, but in all cases, the project was at least a disappointment. Read the cases and prepare a one or two page discussion of the following: 1. What’s the scope of what can be considered a data warehousing failure? Discuss. 2. What generalizations apply across the cases? 3. What do you find most interesting in the failure stories? 4. Do they provide any insights about how a failure might be …

Some Methodological Concerns When Estimating The Size Of Organizing Activities, Eric Swank, John D. Clapp

Faculty Research at Morehead State University

Researchers and organizers recognize that social movements experience periods of inception, expansion, and decline. Although the movement literature is laden with numerous theoretical formulations on this topic, there are few articles that overtly address the issue of data collection. This paper addresses this methodological issue in detail. In doing so, we use previous media research and two case studies to illustrate the problems associated with the most frequently used data sources of event size. Finally, the paper suggests several research strategies that might enhance the accuracy of those studies that try to trace the protest cycles of community organizing efforts.

Confocal Microscopy Of Plant Cells, Carol L. Wymer, Alison F. Beven, Kurt Boudonck, Clive W. Lloyd

Faculty Research at Morehead State University

The increasing availability of confocal microscopy has begun a revolution in plant biology in which microscopy has again become a powerful tool for understanding structure and function. Examples of applications include: three dimensional (3D) reconstruction of the interphase microtubule array in large vacuolated epidermal cells (1); measuring cytoplasmic free calcium changes in whole maize coleoptile segments in response to phototropic and gravitropic stimuli (2); and studying symplastic phloem connections in intact Arabidopsis roots (3). The major reason for this revolution is the ability to collect clear images in three dimensions due to the lack of image degradation caused by out-of-focus …

Post-Tenure Review Through Post-Tenure Development: What Linking Senior Faculty And Technology Taught Us, Mary Deane Sorcinelli

Mary Deane Sorcinelli

This article highlights a faculty development program designed to allow mid-career and senior faculty to effectively apply the capacities of technology to teaching and learning. It provides a profile of senior faculty and their work satisfactions and stresses; describes a senior teaching fellows program, TEACHnology, as one mechanism for senior faculty reviatalization; and suggests the kinds of practices that seem to best support senior faculty in terms of career development. It concludes with implications of such faculty development processes for meeting some of the challenges of post-tenure

International Business And Culture Course Development And Teacher Growth, Deborah Lang Bainbridge

MA TESOL Collection

This paper describes the development process of an International Business and Culture Course for a new certificate program at the Colorado International Education and Training Institute (CIETI). I was hired for the specific purpose of designing this course. This paper is a compilation of some of the resources I’ve collected, experiences of what worked and what did not work, learning and teaching ideas I’ve incorporated from my course work at SIT, and my personal values and beliefs. My keen interest is in emotional intelligence and I have used it as a unifying theme to explain why I have chosen to …

Critical Thinking Requires Critical Questioning, Karen J. Thoms

Professional and Organizational Development Network in Higher Education: Archives

Just what is a critical thinker? According to Richard Paul (1990), a critical thinker is someone who is able to think well and fair mindedly about his or her own beliefs and viewpoints as well as those which are diametrically opposed. The critical thinker does not just think about these beliefs and viewpoints, but explores and appreciates their adequacy, cohesion, and reasonableness. Attitudes and passions are included. To become a critical thinker is not to be the same person you are now, but only with better abilities; it is to become a different person (page iii).

Critical thinking is expected …

Are We Going To Cyberspace, Or Is This Just Another Trip To Abilene?, William K. Jackson

Professional and Organizational Development Network in Higher Education: Archives

The costs of technology are high, and the options for its use are varied. In order to avoid arriving at a technological Abilene, we must continually ask and answer the question "what ought we do with technology?" and not "what can we do with technology?" Purpose must lead deployment. Otherwise, we risk expending great efforts and scarce resources to produce the educational equivalent of "Thank you for calling, press 1 if you. . ."

Interdisciplinary Teaching And Learning, Deborah Dezure

Professional and Organizational Development Network in Higher Education: Archives

Interdisciplinary initiatives are proliferating throughout higher education at an unprecedented rate (Edwards, 1996; Gaff and Ratcliff, 1997; Klein, 1996). They can be found in general education, replacing and augmenting distribution requirements; in emerging disciplines, such as cultural and gender studies, environmental studies, and neuroscience; in new curricular designs, such as learning communities, capstone courses, and service learning; and in the new pedagogies, such as collaborative learning, discovery and problembased learning, and the use of technology, particularly the Internet for instruction.

If we want our students to engage in complex intellectual tasks to integrate the insights of different disciplines, then lets …

Learning Outside The Box: Making Connections Between Co-Curricular Activities And The Curriculum, Myra S. Wilhite, Elizabeth A. Banset

Professional and Organizational Development Network in Higher Education: Archives

Students have much to gain from the integration of co-curricular activities into the curriculum. In out-of-class experiences, students tend to take greater responsibility for their own learning; they learn from one another as well as their instructors. In addition, cocurricular activities promote personal growth, physical and mental health, academic achievement, social and cultural awareness, and help students formulate short- and long-range goals.

Successful co-curricular programs encourage the development of friendships, a sense of belonging, enhanced intellectual awareness, improved academic performance, an appreciation of different perspectives, and close interaction with faculty and staff members who really care about students.

Listening In The Classroom: A Two-Way Street, Elisa Carbone

Professional and Organizational Development Network in Higher Education: Archives

Listening to our students creates a supportive environment in which students feel respected. If students feel respected and valued, they will be less afraid to ask questions, express opinions, and share insights; and they will be more likely to listen to each other during discussions. This is an environment conducive to the enhancement of learning.

It is well worth taking the time to teach students how to improve their listening habits. Let them know about the differential between thought speed and speech speed. Encourage them to do mental summaries of your lecture while you re speaking. Have them act out …

The Nature Of Expertise: Implication For Teachers And Teaching, Ronald A. Smith, Richard G. Tiberius

Professional and Organizational Development Network in Higher Education: Archives

How do teachers become experts at teaching-at helping their students become experts? In a culture dependent on high performance, teachers need to understand the nature of the expertise that their students want to acquire as well as the nature of their own expertise. How we view expertise determines the goals we set for our students, as well as the standards we use to inform and measure our own development as experts in teaching.

The Uses Of Uncertainty In The College Classroom, Virginia S. Lee

Professional and Organizational Development Network in Higher Education: Archives

Psychological research has corroborated the importance of uncertainty to learning at the psychophysiological level. Recent studies in brain dynamics have demonstrated that the brain manifests an inherent variability that increases with the presentation of new stimuli. This psychophysiological uncertainty plays a significant catalytic role in learning, It opens up the organism to experience, causing it to investigate the environment with enhanced receptivity, preparing it for different behavioral actions, and facilitating the central processing and encoding of information received from such renewed exploration. Searching, exploring, and trial-and-error behaviors indicate psychophysiological uncertainty and accompany the appearance of reorganization, stability, and progressive development …

Class In The Classroom, Lee Warren

Professional and Organizational Development Network in Higher Education: Archives

Class is an often invisible form of difference. Yet it is there all the time, affecting how and what students learn at every turn. It pervades the values and the purposes of colleges and universities. It contributes to determining the courses offered and the books read and discussed. Still, it is a diversity issue rarely acknowledged.

Integrating Multimedia Techniques Into Cs Pedagogy, Sandra Honda, Richard Jou, Ahmad Nasri, Anne-Louise Radimsky, Bon K. Sy

School of Computer Science & Engineering Faculty Publications

Through its grants, the National Science Foundation sponsors workshops that inform faculty of current topics in Computer Science. Such a workshop, entitled, "Developing Multimedia-based Interactive Laboratory Modules for Computer Science", was given July 27 -August 6, 1998, at Illinois State University in Normal, Illinois. Each participant was expected to design and implement a small part of a laboratory module. This paper describes what some of the faculty members who participated in the workshop have done with the knowledge obtained from the workshop.

Timed Conversation: One Routine For Engaging Large Classes Of Non-Motivated Learners In Meaningful Oral Communication, Bradley J. Deacon

MA TESOL Collection

This paper will explore an activity called “Timed Conversation” that I use in large classes of relatively unmotivated first and second year non-language majors in a Japanese university setting. Timed Conversation is designed to help students to communicate in native-like and incrementally longer sustained dialogues in the target language. In the activity, the students interact with many partners and practice conversations while practicing various language expressions. In every lesson over the course of a semester they speak in conversations about a number of topics for a set limit of time. The goal is to be able to speak more fluently …

Attitudes Of Oregon Agricultural Science And Technology Teachers Toward Integrating Science, Gregory W. Thompson, Mark A. Balschweid

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

The purpose of this study was to determine the attitudes of Oregon Agricultural Science and Technology (AST) teachers toward integrating science into their agricultural education programs. Results of the study indicated that almost one fourth of Oregon 's AST teachers have a teaching credential with a science endorsement, while almost half the teachers indicated students receive science credit for agriculture classes in their high school. Teachers felt prepared to teach biological and physical science concepts and that integrating science into agriculture classes has increased their ability to teach students to solve problems. Teachers believed that administrator and parental support for …