Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Innovation (3)
- NebGuide (3)
- Agriculture (2)
- Animal science (2)
- Entrepreneurial Leadership (2)
-
- Extension publication (2)
- Risk Taking (2)
- 130 (1)
- Agricultural economics (1)
- Allele (1)
- Anaerobic lagoons (1)
- Animal (1)
- Aquatic weed control (1)
- Basis (1)
- Basis patterns (1)
- Beef (1)
- Beef cattle (1)
- Beef cattle breeding and genetics (1)
- Broadleaf weed control (1)
- Burndown herbicide (1)
- Business management (1)
- Calibrating sprayers (1)
- Cash corn prices (1)
- Cash sorghum (1)
- Cattle (1)
- Change (1)
- Chicago corn (1)
- Cities (1)
- Cleaning the sprayer (1)
- Cognitive load (1)
- Publication
-
- To Improve the Academy: A Journal of Educational Development (26)
- Professional and Organizational Development Network in Higher Education: Archives (8)
- University of Nebraska-Lincoln Extension: Historical Materials (5)
- Department of Teaching, Learning, and Teacher Education: Faculty Publications (3)
- Kimmel Education and Research Center: Presentations and White Papers (3)
-
- College of Education and Human Sciences: Dissertations, Theses, and Student Research (1)
- Department of Educational Administration: Dissertations, Theses, and Student Research (1)
- Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research (1)
- Kimmel Education and Research Center: Faculty and Staff Publications (1)
Articles 1 - 30 of 49
Full-Text Articles in Education
Ec98-899 Sorghum Basis Patterns From Selected Sites In Nebraska
Ec98-899 Sorghum Basis Patterns From Selected Sites In Nebraska
University of Nebraska-Lincoln Extension: Historical Materials
The following publication contains the sorghum basis patterns for several towns in Nebraska. Price information was collected through surveys, newspapers, electronic media, etc. The listing includes towns representative of different geographic locations in Nebraska. The amount of data varies among locations. This publication will be updated each year by adding a year's data to each locations. This allows the user to observe the changing of basis patterns over time.
The Influence Of Departmental Affiliation And Pedagogical Training On Faculty Adoption Of Innovative Pedagogical Methods In Georgia Technical Colleges, Linda G. Grisham
The Influence Of Departmental Affiliation And Pedagogical Training On Faculty Adoption Of Innovative Pedagogical Methods In Georgia Technical Colleges, Linda G. Grisham
Department of Educational Administration: Dissertations, Theses, and Student Research
This quantitative study used factorial design and survey research to examine the influence of departmental affiliation and pedagogical training on full-time faculty members’ (n = 2193) working in the Technical College System of Georgia. The tool for data collections was a web-survey instrument, modified with permission from the Faculty Survey on Teaching, Learning and Assessment” (Matney, 2001).
Two independent variables (departmental affiliation and level of pedagogical training in active learning practices) and three dependent variables (participation in the scholarship of teaching and learning, introduction of new teaching techniques, and active learning practices) were measured by responses on a 5-point Likert-scale. …
Barriers And Bridges To Success: Factors For Retention Of Nontraditional Mexican American Students In Teacher Education, Gail Shroyer, Sally Yahnke, Amanda Morales, Cindi Dunn, Gayla Lohfink, Pedro Espinoza
Barriers And Bridges To Success: Factors For Retention Of Nontraditional Mexican American Students In Teacher Education, Gail Shroyer, Sally Yahnke, Amanda Morales, Cindi Dunn, Gayla Lohfink, Pedro Espinoza
Department of Teaching, Learning, and Teacher Education: Faculty Publications
This paper discusses the findings of a qualitative, microethnographic case study of 15 nontraditional, Mexican American students as they completed their coursework in a 2+2 teacher education program in the Midwest. The theoretical frameworks that serve as the basis of this study are Tinto’s Model of Student Integration (Tinto, 1975, 1993), Bean’s attrition model (1980), and von Destinon’s empowerment model (1988). This integrated framework is an inclusive adaptation as it addresses the complex interaction among first-generation, Mexican American students’ backgrounds, geographical locations, and the institutions that serve them. The researchers identify characteristics of those students who persisted on to graduation, …
Entrepreneurial Leadership And Teamwork: The Key To Innovation In The 21st Century, Connie I. Reimers-Hild, Susan N. Williams
Entrepreneurial Leadership And Teamwork: The Key To Innovation In The 21st Century, Connie I. Reimers-Hild, Susan N. Williams
Kimmel Education and Research Center: Presentations and White Papers
Entrepreneurial leadership and continuous innovation are vital components of 21st century communities and organizations. Entrepreneurial leaders must realize the importance of environmental, social and global issues while creating an atmosphere of innovation designed to help followers become more entrepreneurial themselves.
Entrepreneurial individuals and teams have the ability to recognize and capitalize on opportunities, innovate, take risks, adapt to rapid change and marshal resources to achieve their goals. When individuals come together as an effective team, they can produce a synergy to meet the demands of a rapidly changing and competitive work environment. Therefore, entrepreneurial leaders must develop entrepreneurial individuals and …
Diverging Perspectives: A School District's Response To And Instructional Support Application, Sarah Crose
Diverging Perspectives: A School District's Response To And Instructional Support Application, Sarah Crose
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
Diverging Perspectives: A School District’s Response To An Instructional Support Application Sarah L. Crose, Ph.D. University of Nebraska, 2009 Advisor: David Fowler The purpose of this descriptive qualitative study is to better understand how teachers and district leaders respond when implementing a technology instructional support application. The study also explores the influences affecting that implementation process. Secondary mathematics teachers who had been presented with the option to implement a web-based instructional software were interviewed to understand their perception of the implementation process. District leaders were interviewed to understand district philosophies and policies influencing technology decision making within the district. Findings …
Entrepreneurial Leadership And Innovation: One Key To Personal And Organizational Success In The 21st Century, Connie I. Reimers-Hild
Entrepreneurial Leadership And Innovation: One Key To Personal And Organizational Success In The 21st Century, Connie I. Reimers-Hild
Kimmel Education and Research Center: Presentations and White Papers
No abstract provided.
Time Flies: Take Some Risks And Make Life Count!, Connie I. Reimers-Hild
Time Flies: Take Some Risks And Make Life Count!, Connie I. Reimers-Hild
Kimmel Education and Research Center: Faculty and Staff Publications
No abstract provided.
Creating A Culture Of Inquiry: Student Teachers' Stories From The World Of The Glass Box, Judith J. Ruskamp
Creating A Culture Of Inquiry: Student Teachers' Stories From The World Of The Glass Box, Judith J. Ruskamp
College of Education and Human Sciences: Dissertations, Theses, and Student Research
CREATING A CULTURE OF INQUIRY: STUDENT TEACHERS’ STORIES FROM THE WORLD OF THE GLASS BOX Judith J. Ruskamp University of Nebraska, 2009 Advisor: Margaret Macintyre Latta This study explores critical reflective practice as a way to study and systematically improve teaching and learning, instilling in teacher candidates a culture of inquiry where they purposefully negotiate the complexities of teaching and learning experiences. Understanding the work of teaching as such, entailing ongoing analysis of the challenges and opportunities teachers face in their classrooms and schools, requires time and space for a deliberate approach to this complex work. The task for teacher …
Healing The Planet And Its People: The Need To Create A Global Vision Of Leadership For The Planet, Connie I. Reimers-Hild
Healing The Planet And Its People: The Need To Create A Global Vision Of Leadership For The Planet, Connie I. Reimers-Hild
Kimmel Education and Research Center: Presentations and White Papers
No abstract provided.
Colorblind Nonaccommodative Denial: Implications For Teachers’ Meaning Perspectives Toward Their Mexican-American English Learners, Socorro Herrera, Amanda Morales
Colorblind Nonaccommodative Denial: Implications For Teachers’ Meaning Perspectives Toward Their Mexican-American English Learners, Socorro Herrera, Amanda Morales
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Many parts of the United States are facing an increasing number of immigrant students. Focusing on mostly White teachers at a junior high school, which enrolls predominantly Mexican immigrant students, Socorro Herrera and Amanda R. Morales examine these teachers’ belief system. The authors identify the perspective of colorblind nonaccommodative denial among these teachers. • What is a colorblind perspective? How does it affect everyday teaching practices? • How would teachers justify their not accommodating minority students? What are the educational consequences of nonaccommodation?
Improving the learning experiences of culturally and linguistically diverse Mexican-American students in the United States is a …
Living In The Space Between Participant And Researcher As A Narrative Inquirer: Examining Ethnic Identity Of Chinese Canadian Students As Conflicting Stories To Live By, Elaine Chan
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Schooling experiences of 1st-generation Canadians interact with cultural experiences in their immigrant households to shape a sense of ethnic identity both as Canadians and as members of an ethnic community. This long-term, school-based narrative inquiry is an examination of ways in which expectations for academic performance and behavior by teachers and peers at school and immigrant parents at home contributed to shaping the ethnic identity of an immigrant Chinese student as conflicting stories to live by. A narrative approach revealed challenges of supporting immigrant students in North American schools and contributed to understanding of the nuances of multicultural education.
G09-1450 Sampling Manures For Nutrient Analysis, Charles S. Wortmann, Charles A. Shapiro
G09-1450 Sampling Manures For Nutrient Analysis, Charles S. Wortmann, Charles A. Shapiro
University of Nebraska-Lincoln Extension: Historical Materials
Animal manure has long been recognized as a source of nutrients that are normally supplied in fertilizers. Farmers need to know the amounts of nutrients supplied to crops in manure to properly adjust commercial fertilizer rates to meet crop needs while minimizing contamination of water supplies through leaching or runoff. Guidelines for sampling manure for nutrient content to improve crop and soil management is contained in this 2009 NebGuide.
G09-1975 Nebraska - An Opportunity For Dairy Expansion And Relocation, Jeffrey F. Keown
G09-1975 Nebraska - An Opportunity For Dairy Expansion And Relocation, Jeffrey F. Keown
University of Nebraska-Lincoln Extension: Historical Materials
This 2009 NebGuide discusses why dairy producers might choose Nebraska in order to expand and/or relocate their dairy. It looks at several areas important to dairy producers, and emphasizes the availability of feed and other natural resources of utmost importance to the dairy industry. While this NebGuide is not expansive and does not list feed prices, utility rates, etc., it does list the reasons why Nebraska is a good place to look at for a dairy operation.
G09-1856 Commercially Available Dna Tests For Genetic Improvement Of Beef Cattle, Matthew L. Spangler
G09-1856 Commercially Available Dna Tests For Genetic Improvement Of Beef Cattle, Matthew L. Spangler
University of Nebraska-Lincoln Extension: Historical Materials
Misinterpreting DNA tests can cost beef cattle producers time and money. This 2009 NebGuide discusses how to interpret commercial DNA marker tests.
Ec09-130 2009 Guide For Weed Management, Mark L. Bernards, Roch E. Gaussoin, Robert N. Klein, Stevan Z. Knezevic, Drew J. Lyon, Lowell D. Sandell, Robert G. Wilson Jr., Patrick J. Shea, Clyde Ogg
Ec09-130 2009 Guide For Weed Management, Mark L. Bernards, Roch E. Gaussoin, Robert N. Klein, Stevan Z. Knezevic, Drew J. Lyon, Lowell D. Sandell, Robert G. Wilson Jr., Patrick J. Shea, Clyde Ogg
University of Nebraska-Lincoln Extension: Historical Materials
The 2009 Guide for Weed Management in Nebraska is a valuable tool for anyone with responsibility for controlling weeds in crop, pasture, range, turf or aquatic environments in Nebraska. Our goal is to provide a comprehensive publication that will enable the user to make sound weed control decisions based on unbiased, research-based information, and to carry out weed control activities in a safe and responsible manner.
This publication deals principally with herbicides as an aid for crop production. The suggestions for use are based on research at the University of Nebraska–Lincoln Research and Extension Centers and elsewhere.
Ethical Guidelines For Educational Developers
Ethical Guidelines For Educational Developers
To Improve the Academy: A Journal of Educational Development
Ethical guidelines for educational developers, prepared by Mintz, Smith, and Warren, January 1999. Revised March 1999, September 1999, and March 2000.
Magicians Of The Golden State: The Csu Center Director Disappearing Acts, Cynthia Desrochers
Magicians Of The Golden State: The Csu Center Director Disappearing Acts, Cynthia Desrochers
To Improve the Academy: A Journal of Educational Development
The California State University (CSU) Teaching and Learning Center directors perform daily feats of magic, often culminating in one particularly dramatic trick at the end of the academic year—their own disappearing acts. This chapter traces the history of the center director position in the CSU system, reports where directors go when they leave the position after only a few years, and proposes how frequent turnover might be reversed through organizational factors aimed at promoting retention of these Magicians of the Golden State.
Teaching Learning Processes—To Students And Teachers, Pamela E. Barnett, Linda C. Hodges
Teaching Learning Processes—To Students And Teachers, Pamela E. Barnett, Linda C. Hodges
To Improve the Academy: A Journal of Educational Development
Our teaching and learning center serves faculty and graduate students as teachers and undergraduates as learners. Here we share the experiences of graduate student facilitators whom we trained to lead problem-solving skills workshops for undergraduates. Our aim was to help these graduate students see themselves as teachers of disciplinary thinking as much as of disciplinary content. However, they also began to reexamine their teaching beliefs and practices, recognize and respond to the needs of novice learners, and become more conscious of the demands of learning their disciplines. We offer this program as a model for developing future facuity.
Preface, Volume 27 (2009), Linda B. Nilson
Preface, Volume 27 (2009), Linda B. Nilson
To Improve the Academy: A Journal of Educational Development
Preface to volume 27 (2009) of To Improve the Academy: A Journal of Educational Development, by Linda B. Nilson of Clemson University.
Meeting New Faculty At The Intersection: Personal And Professional Support Points The Way, Ann Riley
Meeting New Faculty At The Intersection: Personal And Professional Support Points The Way, Ann Riley
To Improve the Academy: A Journal of Educational Development
Faculty developers can play a significant role in increasing the retention of new faculty. This chapter presents a study conducted at a public research university that reveals that first-year faculty need personal, relational, and professional support. However, the importance of each type of support shifts during this first year, suggesting that faculty development efforts aimed toward new faculty should adjust accordingly. This study uses a sequential mixed-method design and is grounded in adult development theory, which views new faculty as adult learners in a career-life transition and faculty developers as adult educators.
Romancing The Muse: Faculty Writing Institutes As Professional Development, Elizabeth Ambos, Mark Wiley, Terre H. Allen
Romancing The Muse: Faculty Writing Institutes As Professional Development, Elizabeth Ambos, Mark Wiley, Terre H. Allen
To Improve the Academy: A Journal of Educational Development
Conclusion
Given the tremendous success of the SWIs, we intend to continue to offer them for the foreseeable future, maintaining the features that faculty value most: space, sustenance, and editorial, statistical, and coaching assistance. But we will also make changes based on faculty feedback gathered during the final day’s luncheon debriefing and from the written evaluations. In addition, we intend to conduct formal research on the Institutes’ long-term effects on faculty productivity, satisfaction with scholarly work, and faculty retention. Important questions remain. For example, what is the return on investment in these Institutes, in terms of faculty productivity, career advancement, …
Bibliography, Volume 27 (2009)
Bibliography, Volume 27 (2009)
To Improve the Academy: A Journal of Educational Development
Bibliography for volume 27 (2009) of To Improve the Academy: A Journal of Educational Development.
Starting And Sustaining Successful Faculty Development Programs At Small Colleges, Michael Reder, Kim M. Mooney, Richard A. Holgren, Paul J. Kuerbis
Starting And Sustaining Successful Faculty Development Programs At Small Colleges, Michael Reder, Kim M. Mooney, Richard A. Holgren, Paul J. Kuerbis
To Improve the Academy: A Journal of Educational Development
This chapter complements a recent chapter in To Improve the Academy by Mooney and Reder (2008) that discusses the distinctive features and challenges of faculty development at small and liberal arts colleges. As a continuation and expansion of that more conceptual discussion, we aim to convey practical strategies for relatively new faculty developers at small institutions with incipient programs. The suggestions offered in this chapter are grounded in our experiences as faculty developers at liberal arts colleges and developed through numerous national conference presentations and conversations with colleagues in the field over the past decade. Although our recommendations are particularly …
Essential Faculty Development Programs For Teaching And Learning Centers In Research–Extensive Universities, Larissa Pchenitchnaia, Bryan R. Cole
Essential Faculty Development Programs For Teaching And Learning Centers In Research–Extensive Universities, Larissa Pchenitchnaia, Bryan R. Cole
To Improve the Academy: A Journal of Educational Development
This research highlights the imperative nature of designing programs to address the full range of faculty develapment needs. It presents a framework for essential faculty development programs for teaching and learning centers in research-extensive universities for introducing, enhancing, and improving faculty develapment offerings. The nationwide Delphi study of faculty development programs identified eighteen currently essential and twenty-eight future essential faculty development programs for teaching and learning centers in research-extensive universities. This list of programs may serve as a baseline for evaluating existing faculty development programming and guiding the expansion of established programs and the planning of new ones.
About The Authors, Volume 27 (2009)
About The Authors, Volume 27 (2009)
To Improve the Academy: A Journal of Educational Development
About the editors and authors of volume 27 (2009) of To Improve the Academy: A Journal of Educational Development.
Editor's Introduction: The Educational Developer As Magician, Linda B. Nilson
Editor's Introduction: The Educational Developer As Magician, Linda B. Nilson
To Improve the Academy: A Journal of Educational Development
After so many changes in the academy, faculty and educational developers face challenges that require magic to meet. Faculty members are supposed to perform the magic, and we educational developers are expected to teach them how. The trick is to teach more in the same amount of time to disinterested and unprepared students, under the conditions of larger classes, less authority, and lower rewards. College and university faculty are under attack for failing short, and educational developers are next in line to feel the heat. Perhaps we should start defending our faculties, explaining our challenges, and publicizing our efforts and …
Practical Tools To Help Faculty Use Learner–Centered Approaches, Phyllis Blumberg
Practical Tools To Help Faculty Use Learner–Centered Approaches, Phyllis Blumberg
To Improve the Academy: A Journal of Educational Development
Instructors often resist dramatic changes in their teaching, and learner-centered approaches are not intuitive for most instructors. They need tools to help them adopt these approaches. This chapter describes four tools—1) a list of components of Weimer’s five practices of learner-centered teaching, 2) reflection questions to prepare instructors to determine the learner-centered status of their courses, 3) self-assessment rubrics, and 4) a Planning for Transformation form—to help instructors change their teaching. Taken together, these tools form a comprehensive system with which to plan for change. This system encourages and assists instructors to make incremental changes toward using learner-centered approaches in …
When Mentoring Is The Medium: Lessons Learned From A Faculty Development Initiative, Jung H. Yun, Mary Deane Sorcinelli
When Mentoring Is The Medium: Lessons Learned From A Faculty Development Initiative, Jung H. Yun, Mary Deane Sorcinelli
To Improve the Academy: A Journal of Educational Development
Campuses across the country are investing considerable time, effort, and expense to replenish their faculty ranks with a new generation of scholars. How can mentoring help these new faculty juggle the many demands of surviving and thriving in academia? And how can institutions frame mentoring as a broader faculty development initiative in which faculty at all stages of the academic career can teach and learn from each other? This chapter addresses these questions by sharing the goals, design, and lessons learned from the Mutual Mentoring Initiative at the University of Massachusetts, Amherst.
Searching For Meaning On College Campuses: Creating Programs To Nurture The Spirit, Donna M. Qualters, Beverly Dolinsky, Michael Woodnick
Searching For Meaning On College Campuses: Creating Programs To Nurture The Spirit, Donna M. Qualters, Beverly Dolinsky, Michael Woodnick
To Improve the Academy: A Journal of Educational Development
Discussing spirituality on a secular college campus can be risky. Yet faculty and students have expressed a need to explore meaning in their lives and work. This chapter describes one university’s year-long efforts to develop a social web of activities around spirituality and meaning in community members’ lives. We describe the process of determining needs and the resulting programs. But more important, we share lessons learned, including advice on creating the climate for spiritually oriented programming to gain acceptance and be viewed as an enhancement to campus life.
Reported Long–Term Value And Effects Of Teaching Center Consultations, Wayne Jacobson, Donald H. Wulff, Stacy Grooters, Phillip M. Edwards, Karen Freisem
Reported Long–Term Value And Effects Of Teaching Center Consultations, Wayne Jacobson, Donald H. Wulff, Stacy Grooters, Phillip M. Edwards, Karen Freisem
To Improve the Academy: A Journal of Educational Development
We regularly ask clients for feedback on their recent consultations with Center for Instructional Development and Research (CIDR) staff, but in the past we have not systematically assessed our longer-term contributions to the teaching of our clients. We recently surveyed faculty and teaching assistants who consulted with CIDR one to five years ago and found that many former clients highly valued CIDR’s contribution to the development of their teaching. However, some of the most highly valued benefits they identified were not limited to what they did each day in class. This chapter identifies benefits of consulting with a teaching center …