Education Commons^™

Acuta Enews December 1994, Vol. 23, No. 12

ACUTA Newsletters

In This Issue

Board report

President's message

George Mason University becomes "virtual campus"

Phone fraud at Salve Regina

Campus-wide network at James Madison

From ACUTA Headquarters

Acuta Enews November 1994, Vol. 23, No. 11

ACUTA Newsletters

In This Issue

Board report

President's message

Institutional Excellence Award winners

NANP

Telecome helps Financial Aid at Mizzou

Managing 30 years into the future

Acuta Enews October 1994, Vol. 23, No. 10

ACUTA Newsletters

In This Issue

Special Emphasis Toll Fraud

Board Report

President's Message

ACUTA President

On the Campus of...

DC at a glance

Acuta Enews September 1994, Vol. 23, No. 9

ACUTA Newsletters

In This Issue

Board report

President's message

Just Say Yes

Developing Excellence

Conference photos

The Confident Decision Maker

Positive about Change

Information Highway

Acuta Enews August 1994, Vol. 23, No. 8

ACUTA Newsletters

In This Issue

Board Report

President's message

CUPA Administrative Compensation Survey

WSU partnership

Phone registration at SMSU

Acuta Enews July 1994, Vol. 23, No. 7

ACUTA Newsletters

In This Issue

Board Report

President's message

White papers/Blue papers

Yale Telecom

The year the lights went on in Georgia

Curtin University

Acuta Enews June 1994, Vol. 23, No. 6

ACUTA Newsletters

In This Issue

Board report

President's message

White papers/blue papers

TFS takes aim at toll fraud

ITFS Monograph review

Lost on the Information Highway?

Acuta Enews May 1994, Vol. 23, No. 5

ACUTA Newsletters

In This Issue

Board Report

President's message

VTEL goes to Russia

Video at Univ. of Missouri

DC at a glance

Takin' care of business

Proposal For Center For Grassland Studies, Ron Case, Dick Clark, Charles A. Francis, Tony Joern, Terry J. Klopfenstein, Lowell E. Moser, Bob Shearman, Ken Vogel, Steven S. Waller

Center for Grassland Studies: Newsletters

Its my pleasure, on behalf of the Grassland Studies Task Force, to forward a proposal for a Center for Grassland Studies for your consideration. The Task Force is extremely pleased with the overwhelming support from a broad base of input. The Task Force has made a major effort through internal and external listening sessions to insure that there was support and in doing so develop a coalition of partners across the University of Nebraska System, state colleges, community colleges, industry, state and federal agencies, public groups, private non-profit organizations and other educational institutions in the region.

Nebraska has a rich …

Acuta Enews April 1994, Vol. 23, No. 4

ACUTA Newsletters

In This Issue

Board report

President's message

ISDN at WVU

Book reviews

Hold down toll fraud

Takin' care of business

Acuta Enews March 1994, Vol. 23, No. 3

ACUTA Newsletters

In This Issue

Board reprt

President's message

Baltimore update

Improvements at the University of Chicago

21st Century technology

Resource Library is growing

Acuta Enews February 1994, Vol. 23, No. 2

ACUTA Newsletters

In This Issue

Board report

Presidents message

What's right...what's wrong? States to develop telecommunications modernization plans

21st century technology

Acuta Enews January 1994, Vol. 23, No. 1

ACUTA Newsletters

In This Issue

Board Report

Presidents message

FCC proposes regulations for toll fraud

Cruising he information superhighway

21st century technology

Acuta Enews January 1993, Vol. 23, No. 1

ACUTA Newsletters

In This Issue

Regulatory update

President's column

Grants to network innovators

Monograph honoraria $500

Phone fiber to carry CATV

Director's column

Teaching For Cognitive Growth, Barbara J. Duch, Mary K. Norton

Professional and Organizational Development Network in Higher Education: Archives

The Perry Model

The theme of Perry's work is that no matter how unclouded our message or lucid our meaning, students make their own meanings from their own cognitive structures. Our students come to us naive epistemologists, replete with mistaken views of the nature of knowledge and its acquisition. Perry charts their odyssey from naiveté to maturity through stages where these restrictive cognitive chrysalises are outgrown for increasingly more subtle structures. Briefly, the journey involves the following.

Learning A Lot Vs. Looking Good: A Source Of Anxiety For Students, Anastasia S. Hagen

Professional and Organizational Development Network in Higher Education: Archives

Many teachers have observed that some of their best students also appear to be the students with the greatest amount of anxiety towards school. Teachers have often asked themselves, "Why is this bright, capable student feeling so anxious about what they will be asked to do in my course?" This article is an attempt to provide some insight into this situation with respect to the way students set academic goals.

Changing Priorities In Higher Education: Promotion And Tenure, Robert Diamond

Professional and Organizational Development Network in Higher Education: Archives

A recent study involving over 23,000 faculty chairs, deans and administrators at research universities indicated that even those most directly involved with the present reward system feel that the balance between research and teaching needs to be modified. Most significantly, the results indicate that an effort to modify the system to recognize and reward teaching would be supported by a majority of those surveyed. It may be the time to propose a change in the system.

What They Don't Know Can Hurt Them: The Role Of Prior Knowledge In Learning, Marilla Svinicki

Professional and Organizational Development Network in Higher Education: Archives

Discusses prior knowledge and current learning, and using prior knowledge in instruction.

The lesson we take from the research on prior knowledge is simply this: students are not blank slates on which our words on inscribed. The students bring more to the interpretation of the situation than we realize. What they learn is conditioned by what they already know. What they know can be as damaging as what they don't know.

"If You Can Fake That...": A Reflection On The Morality Of Teaching, David A. Hoekema

Professional and Organizational Development Network in Higher Education: Archives

How can we identify a professor who is genuinely open and honest in the classroom? What are the traits of an instructor who both earns and deserves students' trust? Included are suggested, potential answers to these questions.

Of Gurus, Gatekeepers, And Guides: Metaphors Of College Teaching, Mary K. Norton

Professional and Organizational Development Network in Higher Education: Archives

From what the students tell me, in their experience there are three common metaphors of the college teacher. (Of course there are many more.) While we may disagree that these are the images that guide us, the students' viewpoint is nevertheless instructive, if only to remind us of the difference between what they perceive and we intend. My purpose here is to look through the students' eyes to explore what these metaphors reveal, especially in terms of their "collateral lessons," as Dewey called them: the implied concomitant messages students may draw from them: Guru, Gatekeeper, and Guide.

The Why Of Teacher/Student Relationships, Richard G. Tiberius

Professional and Organizational Development Network in Higher Education: Archives

I heard it again last week, "Yeah, she has a good relationship with her students, but can she teach?", as if the two were completely separate entities, like the icing and the cake. But a teacher's relationship with learners is not icing. It is an essential component of the teaching and learning process. Plumbers and computer technicians may be able to perform useful services on sinks and computers without entering into relation with them or with their owners but teaching simply cannot happen without teachers entering into relation with their students. Moreover, the teacher's success in facilitating learning is directly …

Teaching Goals, Assessment, Academic Freedom And Higher Learning, Thomas Angelo

Professional and Organizational Development Network in Higher Education: Archives

In this brief essay, I'm going to try to convince you that examining our teaching goals carefully--and balancing them against our students' learning goals and colleagues' teaching goals--can help us become more effective, and perhaps even excellent college teachers.