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Full-Text Articles in Education
Russ391: Russian Culture And Civilization Through Film - A Peer Review Of Teaching Portfolio, Olha Tytarenko
Russ391: Russian Culture And Civilization Through Film - A Peer Review Of Teaching Portfolio, Olha Tytarenko
UNL Faculty Course Portfolios
The Benchmark Portfolio traces the process of revamping my survey course RUSS391 “Russian Culture and Civilization Through Film” taught for the second time in Spring 2020. In addition to The primary goal of the course was to acquaint students with major developments in the cultural and political life of twentieth and twenty-first-century Russia examined through the prism of cinema. In addition to main course objectives, my teaching goal was to engage students in the subject, incite their intellectual curiosity, and create a productive learning experience conducive to the development of critical thinking. In this course portfolio, I discuss my teaching …
Ethn 201: Introduction To Native American Studies--A Benchmark Portfolio, Margaret Huettl
Ethn 201: Introduction To Native American Studies--A Benchmark Portfolio, Margaret Huettl
UNL Faculty Course Portfolios
This portfolio traces the process of the design, teaching methods, and assessment tools I used in reconfiguring ETHN 201: Introduction to Native American Studies. “Introduction to Native American Studies” (INAS) is an introductory survey course taken either as an elective or as the foundation of a Native Studies minor. The class size is relatively small, capped at twenty-four students. Students who take this course come from a broad cross-section of disciplines in the College of Arts and Sciences and beyond, although perhaps the greatest portion comes from the Humanities. The course serves as an introduction to the interdisciplinary field of …
Interview Of Stuart Leibiger, Ph.D., Stuart E. Leibiger Ph.D., Gina L. Bixler
Interview Of Stuart Leibiger, Ph.D., Stuart E. Leibiger Ph.D., Gina L. Bixler
All Oral Histories
Stuart Eric Leibiger, Ph.D. was born in 1965 in Glen Ridge, New Jersey, the youngest of four children. He spent all of his life along the northeastern seaboard of the United States. He was raised in Connecticut and graduated from the University of Virginia and the University of North Carolina at Chapel Hill before settling in the Delaware Valley. He joined the La Salle University history department in 1997 after working at Princeton University for a time. Shortly after being hired as assistant professor or history at La Salle, Dr. Leibiger adapted his dissertation into his first book Founding Friendship: …
Interview Of Margaret Mary Markmann, Ph.D., Margaret Mary Markmann Ph.D, Alexander P. Rowan
Interview Of Margaret Mary Markmann, Ph.D., Margaret Mary Markmann Ph.D, Alexander P. Rowan
All Oral Histories
Dr. Markmann was born in 1948 at the Anderson Hospital in Center City, Philadelphia. She was the fourth of eleven children born into a household of her mother, her father and her grandparents. She grew up in Philadelphia and has lived in the area for her entire life only leaving once after she completed nursing school. During her childhood her extended family lived nearby, her grandmother lived down the street and her Aunt and Uncle lived in the opposite direction. Her father was the direct descendent of Irish immigrants who settled in South West Philadelphia and lived in Southwest Philadelphia …
Hist 208: History Of World War Ii—A Peer Review Of Teaching Project Inquiry Portfolio, Thomas Berg
Hist 208: History Of World War Ii—A Peer Review Of Teaching Project Inquiry Portfolio, Thomas Berg
UNL Faculty Course Portfolios
This Inquiry Portfolio explores the efficacy of the “flipped classroom” format for university-level history courses for students, the professor, and the history department. While creating a clear outline of expectations, readings, examination and quiz requirements will allow the student to better organize their study time, I wanted to know if the “flipped format” would help my students master the knowledge, develop good discussion skills, and practice critical thinking skills learned during classroom discussions. Also, not having taught any flipped courses, I needed the experience to discuss cogently with my peers the desirability and practicality of offering flipped history courses.
Historical Sketch Of The Indiana University, David Demaree Banta
Historical Sketch Of The Indiana University, David Demaree Banta
David Banta (1889-1896)
Historical sketch of Indiana University from its founding until 1889. It is unknown when this piece was written or if it was published.
Hist 340: American Legal History: A Peer Review Of Teaching Project Benchmark Portfolio, Katrina Jagodinsky
Hist 340: American Legal History: A Peer Review Of Teaching Project Benchmark Portfolio, Katrina Jagodinsky
UNL Faculty Course Portfolios
Because I am teaching HIST 340: U.S. Legal History for the first time and plan to make it a signature course of mine, I am using the course portfolio and peer review teaching workshop to carefully chart effective teaching strategies for this course. My goals are threefold: 1) to more deeply consider the constituency and position of this course as an important component of the Pre-Law Program and imagine ways to strengthen the History Department’s presence in that area; 2) to ensure the efficacy of teaching strategies and assessments in giving students the opportunities they need to meet course objectives; …
Tracing The Evolution Of Educational Development Through The Pod Network's Institute For New Faculty Developers, Michele Dipietro
Tracing The Evolution Of Educational Development Through The Pod Network's Institute For New Faculty Developers, Michele Dipietro
To Improve the Academy: A Journal of Educational Development
Educational development is a unique professional field in that it is not defined by content taught in a single degree that qualifies individuals to be in it. The resulting heterogeneity in newcomers’ knowledge and skills is addressed in different ways by different national networks. Since 1997, the POD Network has held a biennial Institute for New Faculty Developers, geared toward socializing new professionals into the field. An analysis of the evolution of the Institute, therefore, focused on understanding how educational development has represented itself to newcomers, can chronicle the trajectory of the field and generate conversations about its future.
Rhode Island College: On The Move, A Fiftieth Anniversary Collective Memoir, Marlene L. Lopes, Editor, Oral History Committee, Ric
Rhode Island College: On The Move, A Fiftieth Anniversary Collective Memoir, Marlene L. Lopes, Editor, Oral History Committee, Ric
On the Move
As part of the 2008 celebration of the fiftieth anniversary of the opening of Rhode Island College's Mount Pleasant campus, the Oral History Committee collected oral histories on the years 1952 to 1960 in an effort to capture "the color behind the chronology." The Committee interviewed faculty members and administrators, alumni, and others. The final result appears here in a symposium format, as if all those interviewed were sitting around the same table.
The Establishment Of Aga Khan University-Institute For Educational Development, Sadrudin Pardhan, Dennish Thiessen
The Establishment Of Aga Khan University-Institute For Educational Development, Sadrudin Pardhan, Dennish Thiessen
Book Chapters / Conference Papers
No abstract provided.
Why Does Policy Fail? Understanding The Problems Of Policy Implementation In Pakistan - A Neuro-Cognitive Perspective, Sajid Ali
Institute for Educational Development, Karachi
Education policy in Pakistan, as in other developing countries, faces the challenge of poor implementation. The article explores the history of education policy in Pakistan and describes the conventional accounts of policy failures. It particularly highlights the issues of unclear goals, political commitment, governance, centralisation, resources and foreign aid. Generally, it is assumed that overcoming these conventional challenges will result in better policy outcomes. Although this is partially true, Spillane, Reiser and Reimer (2002) direct our attention to the cognitive factors that play a critical role in policy implementation. They argued that implementing agents try to make sense of policy …
What I Do All Day: Professor Spends 5 Hours A Week Teaching Class, But Here's How It's A 55-Hour Week, Edward L. Ayers
What I Do All Day: Professor Spends 5 Hours A Week Teaching Class, But Here's How It's A 55-Hour Week, Edward L. Ayers
History Faculty Publications
Professors, like the students around whom we structure our lives, don't follow the same rhythms and schedules of most people. People in the academy, whatever their age, tend to follow unusual hours, work in cycles of desperately hard labor and periods of less desperation, tend to work in places other than a central office, tend to spend considerable amounts of time alone or in intense conversation with a few people, tend not to work in terms reflected in billable hours or tightly scheduled appointments. The fruits of our labor are not always visible to the casual observer. For that reason, …