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Nefdc Exchange, Volume 16, Number 2, Fall 2005, New England Faculty Development Consortium
Nefdc Exchange, Volume 16, Number 2, Fall 2005, New England Faculty Development Consortium
NEFDC Exchange
Contents
Message from the President - Judith Kamber, Northern Essex Community College
From the editors - Tom Thibodeau, New England Institue of Technology, and Steve Berrien, Bristol Community College
Praising the Profession - Thomas S. Edwards, Thomas College
Faculty Development for Community College Leadership - Charles Kaminski, Berkshire Community College
Literacy Identity and Diversity - Melissa M. Juchniewicz, Northern Essex Community College
Connecting with Others
Dwell in Possibility - Bill Searle, Asnuntuck Community College
Meet Our New Board Members
NEFDC Fall Conference, Friday, November 4, 2005, Westford, Massachusetts; theme: Beyond Tolerance: Diversity and the Challenge of Pedagogy in American Higher …
Nefdc Exchange, Volume 16, Number 1, Spring 2005, New England Faculty Development Consortium
Nefdc Exchange, Volume 16, Number 1, Spring 2005, New England Faculty Development Consortium
NEFDC Exchange
Contents
From the NEFDC President: The Heart of the Matter - Thomas S. Edwards, Thomas College
Transforming Your Good Idea into a Compelling Conference Proposal - Judith E. Miller, Clark University
Learning the Infield Fly Rule: Limits of the “Silver Platter” Method - Rob Schadt, Boston University School of Public Health
Discovering New Ways to Teach: Our Experience in an Instructional Skills Workshop Facilitators Training Program - Patricia Cook and James M. Gentile, Manchester Community College
The Bad and the Good About Improving Student Retention in Online Learning - Elaine Garofoli
Connecting with others
Learning Disabilities in Higher Education: An …
The Power Of Student Stories: Connections That Enhance Learning, Peter Frederick
The Power Of Student Stories: Connections That Enhance Learning, Peter Frederick
Professional and Organizational Development Network in Higher Education: Archives
Telling and listening to student stories connects our students’ prior experiences and knowledge and their hopes and fears with the core learning goals teachers value and thereby furthers deeper learning.
Powerpoint: What Is The Point, Eugene V. Gallagher, Michael Reder
Powerpoint: What Is The Point, Eugene V. Gallagher, Michael Reder
Professional and Organizational Development Network in Higher Education: Archives
This essay summarizes the literature on PowerPoint as a tool for learning, addresses both its potential problems as well as its possibilities, and offers guidelines on its effective use in teaching.
Transitions: What’S Love Got To Do With It?, Kathleen T. Brinko
Transitions: What’S Love Got To Do With It?, Kathleen T. Brinko
Professional and Organizational Development Network in Higher Education: Archives
This essay addresses strategies for managing the transition of new faculty into the academy in order to avoid disenchantment and leaving the academy before tenure.
Teaching For Diversity And Inclusiveness In Science, Technology, Engineering And Math (Stem), Angela Linse, Wayne Jacobson, Lois Reddick
Teaching For Diversity And Inclusiveness In Science, Technology, Engineering And Math (Stem), Angela Linse, Wayne Jacobson, Lois Reddick
Professional and Organizational Development Network in Higher Education: Archives
This essay explores the challenges STEM faculty face in recognizing, developing and implementing classroom practices that support diverse students.
Validity, Research, And Reality: Student Ratings Of Instruction At The Crossroads, Jennifer Franklin
Validity, Research, And Reality: Student Ratings Of Instruction At The Crossroads, Jennifer Franklin
Professional and Organizational Development Network in Higher Education: Archives
This essay explores how student ratings of instruction can address the rise of new paradigms of instruction such as active learning strategies and web-based delivery modes.
A Roadmap To Part-Time Faculty Success, Terri A. Tarr
A Roadmap To Part-Time Faculty Success, Terri A. Tarr
Professional and Organizational Development Network in Higher Education: Archives
This essay offers practical strategies to help part-time faculty navigate the twists and turns of teaching part-time, enhance their teaching effectiveness, and make their roles more personally satisfying.
Teaching Bioethics Through Participation And Policy-Making, Karey A. Harwood
Teaching Bioethics Through Participation And Policy-Making, Karey A. Harwood
Professional and Organizational Development Network in Higher Education: Archives
The teaching of bioethics calls for a balance between conceptual analysis and the use of concrete cases in order to further students’ ability to reason critically and develop the traits of engaged citizens.
Why Knowing About Disciplinary Differences Can Mean More Effective Teaching, Michele Marinkovich, Jack Prostko
Why Knowing About Disciplinary Differences Can Mean More Effective Teaching, Michele Marinkovich, Jack Prostko
Professional and Organizational Development Network in Higher Education: Archives
This essay explores some of the latest research on how disciplinary differences affect faculty’s teaching in subtle and often unconscious ways.
University Of Nebraska- Lincoln: Fact Book 2004-2005
University Of Nebraska- Lincoln: Fact Book 2004-2005
University of Nebraska-Lincoln Administration: Reports, Papers, Publications, and Presentations
Fact Book 2004-2005 Table of Contents
General Information
Role and Mission Statement....................................................................4
Institutional & Professional Accreditations......................................................7
UNL Organizational Chart..................................................................9
Student Credit Hours
Student Credit Hours UNL Student Credit Hours Total Fall, by College 2000 to 2004................................................................10
UNL Student Credit Hours Total Spring, By College 2000 to 2004....................................................11
UNL Student Credit Hours Total Fall & Spring Semester, by College 1999—2003..........................12
Summer Sessions 2004 Student Credit Hours..........................................13
Retention, Degrees and Majors
Retention, Degrees and Majors UNL Student Retention & Graduation Rate Analysis..................................................................................14
Total Degrees conferred by UNL Fiscal Year 1994-95 to 2003-2004............................................................15
Degrees Conferred July 1, 2003 through June 30, 2004...............................................................................16
Types …