Education Commons^™

Sola Scarab Workers Symposium 2001, Andrew Smith

University of Nebraska State Museum: Programs Information

Entomological Society of America Annual Meeting
San Diego, California
Sunday, 9 December 2001

SPEAKERS:
Unusual scarab biology and biologists I have known. Henry Howden Scarabaeidae et al. in Honduras. Ronald D. Cave
The pleocomid rain beetles of western North America: tales of an enigmatic scarab group. Andrew Smith
The continuing scarabaeoid higher phylogeny debate: recent evidence from ribosomal DNA. David C. Hawks and John M. Heraty
Dascillidae and Scarabaeoidea: are they closely related? Vasily V. Grebennikov and Clarke H. Scholtz
Review of Central American Astaena (Sericini). Paul Lago
The Internet guide to New World scarabs: progress and prospects. Mary Liz …

Conceptual Constraints On Thinking About Genocide, David Moshman

Department of Educational Psychology: Faculty Publications

Our thinking is unavoidably constrained by our conceptual structures. To the extent that we reflect on and reconstruct our concepts, however, we can sharpen our thinking. The first section of this article considers the nature of concepts, highlighting a standard distinction between prototype-based and formal concepts.

Drawing on these insights from cognitive psychology, the second section suggests that the ability to recognize and understand genocides is greatly restricted by Holocaust-based conceptions of genocide. In turn one can enhance one’s understanding via the construction and application of formal concepts of genocide.

Extending this argument, I observe in the third section that …

Acuta Enews December 2001, Vol.30, No. 12

ACUTA Newsletters

In This Issue

Michigan Tech Chooses Network Appliances

ACUTA Events

The "New Member Roundup"- Why It's Important

DC Update

ACUTA EVENTS

Mexico Dialing Pattern Change

Did the Lights Go Out? Events, Results, and Impacts

Board Report

Thanks to Our Sponsors!

Fourth Quarter 2001 Web Sites to See

Welcome New Members

Positions Available

Book Review: Children Of Immigration, Edmund T. Hamann

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Children of Immigration is a highly readable and welcome addition to the study of contemporary immigration, particularly the experience of immigrant children in the United States. It thoroughly covers a range of immigrant-related issues from the salience of legal status, to the way immigration changes gender roles and parent/child relationships, to the bevy of psychological adjustments required by transnational relocation. The ongoing research of the Harvard Longitudinal Immigrant Student Adaptation Project, which the wife/husband co-authors codirect, provides one foundation for the book’s content, but a multidisciplinary and extensive list of research, plus popular media and more literary sources (such as …

The Effects Of Conjoint Behavioral Consultation: Results Of A 4-Year Investigation, Susan M. Sheridan, John W. Eagle, Richard J. Cowan, William Mickelson

Department of Educational Psychology: Faculty Publications

Conjoint behavioral consultation (CBC) is a structured indirect form of service delivery in which parents, teachers, and other support staff are joined to work together to address the academic, social, or behavioral needs of an individual for whom all parties bear some responsibility. In this article, outcome data from 4 years of federally funded projects in the area of CBC are presented. Thirty graduate students were trained in CBC and were responsible for providing consultation services to parents and teachers of students with disabilities or at risk for academic failure. Consultation clients included 52 students with disabilities such as behavior …

Acuta Enews November 2001, Vol.30, No. 11

ACUTA Newsletters

In This Issue

Tornado Strikes Maryland Campus

Thanks to Exhibitors for 2001

ACUTA Events

DC Update

IT Disasters Recovery Near the World Trade Center

Board Report

Business Continuity Planning in Higher Ed

Welcome New Members

Positions Available

Diagnostic System And Method For Phonological Awareness, Phonological Processing, And Reading Skill Testing, Janet Marie Wasowicz,, Arthur C. Maerlender

Department of Psychology: Faculty Publications

A diagnostic system and method for evaluating one or more phonological awareness, phonological processing and reading skills of an individual to detect phonological awareness, phonological processing and reading skill deficiencies in the individual so that the risk of developing a reading deficiency is reduced and existing reading deficiencies are remediated. The system may use graphical games to test the individual’s ability in a plurality of different phonological awareness, phonological processing and reading skills. The system may use speech recognition technology to interact with the tests.

Journal Of The National Collegiate Honors Council -- Volume 2, No. 2 -- Complete Issue

Journal of the National Collegiate Honors Council Online Archive

CONTENTS
Call for Papers
Submissions Guidelines
Dedication
Editor’s Introduction, Rusty Rushton

TEACHING THE CREATIVE ARTS
An Architect’s Foray Into Honors, Betsy West
“The Play’s the Thing”: Theater Arts and Liberal Learning, Margaret Franson
Media Literacy and Liberation: Honors Students as Prophetic Artists and Critics Page R. Laws
Bringing Imagination into the Community Through a Poetry-Writing Honors Course, Diann A. McCabe
Seeing the World Anew: Creative Arts in the Honors Curriculum, Sara L. Sanders and Janet S. Files
Honors Students in the Creative Writing Classroom: Sequence and Community Margaret C. Szumowski

SPLICING THE CREATIVE ARTS INTO NON-ARTS COURSES
Could Aristotle Teach …

Acuta Enews October 2001, Vol.30, No. 10

ACUTA Newsletters

In This Issue

How Telecom Answered the Call

ACUTA EVENTS

New Member Roundup

DC Update

Board Report

Welcome New Members

Positions Available

“Expressive Technology”: Multimedia Projects In Honors Courses, Patricia Worrall

Journal of the National Collegiate Honors Council Online Archive

“How might one build a creative arts component . . . into a course not otherwise involved with the creative arts?” was one of the questions Rusty Rushton posed in his Call for Papers for the volume titled “Honors and the Creative Arts.” His question caught my attention. The NCHC’s Mission Statement calls upon us as teachers of Honors courses “to enhance opportunities (academic, cultural, and social) responsive to educational needs of highly able and/or exceptionally motivated undergraduate students.” On the other hand, however, we may feel, as Gail E. Hawisher and Cynthia L. Selfe clearly do, that “we often …

An Architect’S Foray Into Honors, Betsy West

Journal of the National Collegiate Honors Council Online Archive

In universities across the country, faculty struggle with the task of bringing creative arts education into the Honors curriculum. I am, therefore, only one of many who have attempted this, and as an Architecture faculty member I can only truly speak to the introduction of visual material and visual awareness. In the course of teaching an Honors seminar, however, I have come to believe that there are, indeed, strategies which make teaching creative arts in an Honors curriculum both possible and enjoyable. I also believe it can be done in such a way as to make the information both accessible …

Honors Students In The Creative Writing Classroom: Sequence And Community, Margaret Szumowski

Journal of the National Collegiate Honors Council Online Archive

It is the end of the semester here at Gasoline Alley in Springfield, Massachusetts, and the creative writing students are about to give their readings. It is an artsy setting, the SEE café and gallery. Some of the students who will read today hope to transfer into the engineering program at the University of Massachusetts. They are computer-wise, bright students. Others are candidates for the nursing program. Three women hope to transfer to Mt. Holyoke or Smith. But here they are today, reading their poems at a gallery they have never visited before, with African masks all around them. The …

Seeing The World Anew: Creative Arts In The Honors Curriculum, Sara Sanders

Journal of the National Collegiate Honors Council Online Archive

In the sixteen-year history of the Honors Program at Coastal Carolina University, some three hundred students have completed the program. We have graduated only two fine arts majors, and we currently have a student who is double majoring in art and marine science. Most of our students are science majors. In order to be invited into the honors program, students have to be excellent in verbal and analytical skills, but research on multiple intelligences (Gardner, Multiple) has shown us that those are only two of many ways to make sense of the world. Honors students are usually skilled learners in …

The Evolution Of Aesthetic Response In Honors Students, Tammy Ostrander

Journal of the National Collegiate Honors Council Online Archive

In many college courses, the goal of teaching is to convey content so that the students in the course can become literate in a certain discipline. In such courses, the students learn information with which to answer questions appropriate to the field of study. In a course on the arts, however, the goal may not be answering the questions, but asking them. Due to the philosophical nature of the question ‘What is Art?’ for example, faculty members teaching a course on the arts need to realize that students may never fully grasp the concept of what art is. A nonetheless …

Bringing Imagination Into The Community Through A Poetry-Writing Honors Course, Diann Mccabe

Journal of the National Collegiate Honors Council Online Archive

For the past few years, I have taught an honors course here at Southwest Texas State University called “Teaching Poetry to Children” that trains ten honors students to teach poetry writing workshops at Crockett Elementary School in San Marcos, Texas twice a week for eight weeks. After a few weeks of immersion in Kenneth Koch’s books Rose, Where Did You Get that Red? Teaching Great Poetry to Children and Wishes, Lies, and Dreams: Teaching Young Children to Write Poetry and equipped with favorite poems from several different cultural traditions (American, British, Spanish, Chinese, and African among them), our ten students …

Could Aristotle Teach The Honors Courses I Envision? Theory And Practice In The Arts, L. Luis Lopez

Journal of the National Collegiate Honors Council Online Archive

In general, art survey and art history courses focus on the influence of culture on art and art on culture, and the changes in art from century to century or from any period to any period. When an art survey or art history section is taught at the honors level, what results is a class with fewer students moving at a faster pace so more material can be covered, the introduction of discussion into what is usually a lecture class, and a more concentrated study of the material presented. This, of course, is the case for many general education courses …

“The Play’S The Thing”: Theater Arts And Liberal Learning, Margaret Franson

Journal of the National Collegiate Honors Council Online Archive

The recurrent disposition to view undergraduate learning as most valuable when it prepares students for specific careers by equipping them with the particular “skill sets” of their chosen occupations has led invariably to a number of unfortunate consequences. Foremost among them has been the distressing tendency to comprehend and design even music, theater, and dance activities exclusively as pre-professional training exercises. This over-reverence for technique often weakens the inherent powers of the performing arts to deepen self-knowledge, to develop the virtues most useful in the pursuit of truth, to build community, to enhance appreciation for the ways in which texts …

Jesters Freed From Their Jack-In-The-Boxes: Or Springing Creativity Loose From Traditionally Entrenched Honors Students, Leslie Donovan

Journal of the National Collegiate Honors Council Online Archive

Many people in our society manage adequately all their lives without ever flexing a creative muscle. Yet, most of us involved in Honors education expect and want more for our students. We know that those who resist using creativity in their lives and work will be unlikely to push beyond the traditional boundaries of scholastic analysis. Further, we reason that, by operating beyond such boundaries, our students may someday find a cure for cancer, recognize signs marking sentient life on other planets, or move people to leave hatred of differences behind. We realize that such dreams are possible only if …

Honors And The Creative Arts In Nursing: Music Therapy To Decrease Anxiety In Critical Care Patients, Ellen Buckner, Cynthia Leach-Fuller

Journal of the National Collegiate Honors Council Online Archive

In nursing education, we strive for a delicate balance between the science and the art of nursing. While curricular objectives address standards of practice assuring competencies in pathophysiology, pharmacology, clinical fundamentals, medical nursing, surgical nursing, and other domains of health science, we also purport to produce a practitioner with sensitivity and compassion. The honors in nursing option, begun in 2000 at UAB, has allowed us to push the creative side of nursing to a higher level. Honors students have clearly taken this opportunity with enthusiasm. Our first nursing honors graduate, Ms. Cynthia Leach-Fuller, investigated an application of music therapy in …

Media Literacy And Liberation: Honors Students As Prophetic Artists And Critics, Page R. Laws

Journal of the National Collegiate Honors Council Online Archive

Kulturkritiker Cornel West focuses on artists and critics of color in the statement above, and his words are therefore particularly pertinent to students at my home institution, Norfolk State University, the fifth-largest historically black university in the U.S. His refreshing radicalism, however, can serve as a universal call to arm all students, and especially honors students, with the weapons of media literacy. Empowering students as makers and critics of film and video art serves the most vital interests of interdisciplinary honors education, and this essay explores some ways of training both types of “cultural workers,” i.e. student filmmakers and critics. …

When Austen’S Heroines Meet: A Play In One Act, Stephanie Renee Fosnight

Journal of the National Collegiate Honors Council Online Archive

SETTING: The ladies’ parlour of a wayside inn in ——shire, England. Sometime in the early 1800s. A sofa, three chairs and two small tables are grouped companionably before the upstage fireplace with mantel. A door stage right leads to the garden and a door to the left leads into the inn.
NOTE: During the dream sequences, the major character plays an older version of herself while the other ladies don small accessories and play the other characters in the dream. The furniture is slightly rearranged to suggest a different room.

Editorial Matter For Volume 2, Number 2, Ada Long, Dail Mullins, Rusty Rushton

Journal of the National Collegiate Honors Council Online Archive

Editorial Policy
Contents
Call for Papers
Submission Guidelines
Dedication
Editor's Introduction, Ada Long
About the Authors

What Constitutes Becoming Experienced In Teaching And Learning?, James C. Field, Margaret A. Macintyre Latta

Department of Teaching, Learning, and Teacher Education: Faculty Publications

In this paper, we attempt to address one of the central questions for teachers and teaching: how is it that teachers are able to see and act appropriately in concrete circumstances? To do so, we examine the ontological meaning of experience in teacher education. The discussion is anchored in the concrete particulars of a grade 5 art lesson. Our intent is to show the dynamic processes involved in becoming experienced as a teacher and to draw connections between experience and practical wisdom (phronesis). Thus, we argue that phronesis is not so much a form of knowledge as it is dynamic …

Beliefs Of Science Teachers Toward The Teaching Of Science/Technological/Social Issues: Are We Addressing National Standards?, Jon E. Pedersen, Samuel Totten

Department of Teaching, Learning, and Teacher Education: Faculty Publications

As science educators, we must view the changing nature of society brought on by technology and the global nature of society as an impetus to reexamine the nature of science instruction. We have been bestowed with the responsibility to educate students on a variety of topics that less than two decades ago did not exist. Many of these social issues are controversial in nature and are directly linked to the local, regional, national, and global communities in which we exist. However, including these social issues in the extant curriculum of science has, at best, been limited. This is true even …

Nefdc Exchange, Volume 12, Number 2, Fall 2001, New England Faculty Development Consortium

NEFDC Exchange

Contents

Message from the President - Jeff Halprin, Nichols College

Teaching Through Disaster - Matt Ouellett, University of Massachusetts-Amherst

From the Editor - Sue Barrett, Boston College

Connecticut College Responds to September 11 - Michael Reder, Connecticut College

Annual NEFDC Fall 2001 Conference; theme: Higher Education After Technology: Faculty Work In a Wired World; keynote speaker: Randy Bass, Georgetown University; Friday, November 16th, 2001, College of the Holy Cross, Worcester, Massachusetts

Spirit of Teaching - Bill Searle, Asnuntuck Community College

The Hope Photographs -Sue Barrett, Boston College

Board of Directors

Nebraska Earth Systems Education Network – Fall 2001

Nebraska Earth Systems Education Network

Content:

"Everything is Connected to Everything Else." by Dave Gosselin, NESEN Director

Right Before Your Eyes -- Introducing Universal Data Visualize by Mark Mesarch

"Awesome Aquifer Adventure" Videos by Lori Davison

Pioneers Park Geology by Roger K. Pabian, CSD Research Geologist

New and Improved NESEN Website by Mark Mesarch

Science Day by Andy Knudsen

Women in Science Conference by Andy Knudsen

The New Learning Web - Explore the World of Natural Science at USGS by Carolyn Bell

NESEN 2001 Summer Workshops by Kylee Anderson

Saltdogs… Where'd They Get That Name? By Edwin F. Harvey, Ph.D., P.G.

Hexapod Herald - Vol. 13, No. 3, October 2001

Hexapod Herald and Other Entomology Department Newsletters

Calendar of events

Welcome

Personnel update

Congratulations

Faculty news

Grants

Graduate student news

Publications

Travel

Entomology fall faculty meeting dates

Ento 905 seminars

Education Policy Analysis Archives, Kirsten L. Rewey, Brent D. Cejda

Department of Educational Administration: Faculty Publications

Abstract Chief Academic Officer (CAO) is the most common position title before assuming the presidency of a college or university. Results from a national survey are used to develop a profile of the CAO in each respective Carnegie institutional classification. The typical CAO in four-year institutions is Caucasian, male, 54 years old, and married. He holds a doctoral degree, most likely in humanities or social sciences, and has held the CAO position for 5 or fewer years. Most often, the CAO served as a Dean or Associate Dean in the previous position. All CAOs have classroom experience, but 3% have …

Acuta Enews September 2001, Vol.30, No. 9

ACUTA Newsletters

In This Issue

Conference Highlights

ACUTA EVENTS

DC Updates

Board Report

ACUTA Plans Audio Seminar on Taxes, Surcharges, and Fees

Welcome New Members

Positions Available

Exploring Alternative Conceptions In Our Environmental Education Classroom, Gayle A. Buck, Patricia Meduna

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Teaching is an inexact science. Even experienced teachers have difficulty assessing the effectiveness of their lessons and students mastery of concept. Teachers must be particularly careful to avoid introducing or reinforcing student misconceptions. The following describes how we scrutinized and modified our own environmental education teaching practices to ensure that our students were learning what we were teaching. Our inquiry into students’ alternative conceptions about the environment was a very enlightening experience for both of us. Th e process revealed some beliefs that surprised us. However, the real surprise came when we realized that our own lessons reinforced (and sometimes …