Education Commons^™

Oasa Leadership Forum, October 1, 2015, Uno Office Of Academic And Student Affairs

2015-2016 Academic Year

Notes from the OASA Leadership Forum.

Library Education And Development Newsletter, Volume 9, Issue 1, Uno Library Science Education

Library Education and Development (L.E.A.D.)

This issue of the Library Education and Development Newsletter features Advice from the Frontlines from Elizabeth Von Nagy, Student Spotlight on Denice Hein, Announcements, and Professional Development

The Association Between Mental Health And Violence Among A Nationally Representative Sample Of College Students From The United States, Joesph A. Schwartz, Kevin M. Beaver, J. C. Barnes

Criminology and Criminal Justice Faculty Publications

Objectives

Recent violent attacks on college campuses in the United States have sparked discussions regarding the prevalence of psychiatric disorders and the perpetration of violence among college students. While previous studies have examined the potential association between mental health problems and violent behavior, the overall pattern of findings flowing from this literature remain mixed and no previous studies have examined such associations among college students.

Methods

The current study makes use of a nationally representative sample of 3,929 college students from the National Epidemiologic Study on Alcohol and Related Conditions (NESARC) to examine the prevalence of seven violent behaviors and …

Collaborating With University Faculty And District Partners To Provide Meaningful Field Experiences For Pre-Service Teachers, Christina L. Wilcoxen, Jackie Proctor, Amanda L. Steiner, Jennifer L. Lemke

Teacher Education Faculty Publications

The most effective teacher preparation programs require candidates to spend extensive time in the field practicing skills related to coursework (Darling-Hammond, 2010). When a candidate is provided opportunities to work alongside expert teachers to put coursework into practice, the candidate receives support and guidance along the way making he/she better equipped to problem solve, engage and impact student achievement. Effective teachers are the most influential factor on student achievement; students exposed to an ineffective teacher for three or more years, will never catch up academically (Darling-Hammond, 2010; Madda, Skinner & Schultz, 2012). Teacher candidates need to be exposed to effective …

The Demonstration Of Effective Pedagogy To Secondary Education Candidates In An Early Field Experience, Kelly Welsh, Connie L. Schaffer Dr

Teacher Education Faculty Publications

This research examined an early field experience model supported by instructional coaching that was implemented within an undergraduate educator preparation program for secondary language arts and social sciences candidates. A mixed methods design examined candidates’ stages of concern based on the Fuller (1969) stages of concern theory in relationship to Marzano’s (2003) teacher-level factors of effective schools. While teacher candidates were able to demonstrate each component of effective classroom pedagogy, their level of success varied. At the beginning of the experience, self-concerns were high and characterized by candidates’ identities as students and ego-driven considerations. As the experience progressed, candidates focused …

Strategic Planning Steering Committee Minutes - September 23, 2015, Strategic Planning Steering Committee

Steering Committee

Minutes from the September 23, 2015 Strategic Planning Steering Committee meeting.

Enrollment Report - Fall 2015, Uno Office Of Institutional Effectiveness

Enrollment Reports

This Enrollment Profile Report provides administrative- and delivery-site information on enrollment head count and student credit hours, as well as the demographic characteristics of enrolled students.Delivery-site reporting counts all students, including those in UNL programs delivered at UNO, but excludes UNO programs delivered in Lincoln (CPACS programs). Administrative-site reporting counts students enrolled in UNO programs only (including the CPACS programs delivered in Lincoln)

The purpose of this profile is to provide the undergraduate and graduate enrollments and student credit hour information by college or equivalent academic unit, class, gender and ethnicity. A glossary at the end of the report provides …

Oasa Leadership Forum, September 3, 2015, Uno Office Of Academic And Student Affairs

2015-2016 Academic Year

Notes from the September 3, 2015 OASA Leadership Forum.

Fall 2015 Census Enrollment Indicators Schools Report Table 3, Uno Office Of Institutional Effectiveness

Enrollment Reports

Census SCH Comparison: Fall Semester 2015 and 2014.

Fall 2015 Census Enrollment Indicators Colleges Report Table 2, Uno Office Of Institutional Effectiveness

Enrollment Reports

Enrollment by Colleges: Fall Semesters 2015 and 2014.

Fall 2015 Census Enrollment Indicators Campus Report Table 1, Uno Office Of Institutional Effectiveness

Enrollment Reports

Enrollment Comparison: Fall Semester 2015 and 2014.

Internal Funding Newsletter, Academic Year 2014-2015, Uno Office Of Research And Creative Activity

Internal Funding Newsletters

This newsletter features: a letter from Scott Snyder, Chief Research Officer, Office of Research and Creative Activity; 2014-2015 Internal Funding Awardees: Faculty Awards;2014-2015 Award for Distinguished Research or Creative Activity: John Crank, Criminology and Criminal Justice; 2014-2015 Internal Funding Awardees: Student Awards; Fund for Undergraduate Scholarly Experiences (FUSE) Spotlight: Olajide Cooper; Graduate Research and Creative Activity (GRACA) Mentors; University Committee on Research and Creative Activity Spotlight: Amy S. Walzer; and Internal Funding Opportunities and Summary.

Test-Retest Reliability Of Independent Phonological Measures Of 2-Year-Old Speech, Katherine Wittler, Shari L. Deveney

Special Education and Communication Disorders Faculty Proceedings & Presentations

This poster discusses: Background, Research Question, Methods, Results, Conclusions, Clinical Implications, and Limitations & Future Directions.

Uno Academic Program Proposals - Guidelines For New Degrees Or Majors, Uno Office Of Academic And Student Affairs

Student Learning

This New Degree and Major Proposal Form includes Guidelines and Descriptive Information.

Spr Bulletin, Spring 2015, Uno Office Of Research And Creative Activity

Sponsored Programs Bulletins

This bulletin features Recent Grant Recipients.

Enrollment Report - Summer 2015, Uno Office Of Institutional Effectiveness

Enrollment Reports

This Enrollment Statistical Summary provides delivery-site information. Administrative-site headcounts,since they are most closely related to the budgetary authority exercised by the campus, are officially reported to the Board of Regents. Delivery site reporting counts all students, including those in UNL programs delivered at UNO, but excludes UNO programs delivered in Lincoln (CPACS programs).Administrative-site reporting counts students enrolled in UNO programs only (including the CPACS programs delivered in Lincoln).

The Office of Institutional Effectiveness has found delivery-site counts to be the most frequently requested figured by campus units for academic and administrative planning purposes. The purpose of this summary is to …

The Packasso Project: A Case Study, Fairouz Bishara-Rantisi

Student Work

This qualitative study explored how graffiti artists perceived their experience of belonging to a school based program, the Packasso Project, focused on redirecting their artistic talents and re-engage them into the educational process. Five former members of the program participated in the study. Data was collected through individual, in-depth interviews with the participants to address three primary research questions related to the participants’ perceptions about belonging to the Packasso Project and its connection with graffiti art and academic outcomes. Through analysis of the data, insight was provided into the various social and academic factors impacting graffiti artists’ school engagement. Subsequently, …

Correlation Between Teacher Mindset And Perceptions Regarding Coaching, Feedback, And Improved Instructional Practice, Beth K. Stenzel

Student Work

The daily demands placed upon teachers are seemingly endless. Yet, it is the teacher’s skills that are the most important factor in influencing student achievement (Dalton, 1998; National Board for Professional Teaching Standards, 2002; National Commission on Teaching & America’s Future, 1996; Ripley, 2010; Stronge, 2007). The topic of coaching has become increasingly common in the field of education as a way to help teachers be effective. Coaches need to support all teachers, regardless of the type of mindset held by the teacher. The purpose of this quantitative study was to understand the correlation between teacher mindset and perceptions regarding …

New Faculty Orientation (Ft) Eval 2015, Uno Center For Faculty Excellence

Employee-Related

Full Time Faculty Orientation, August 2015, Evaluation

Summer 2015 Census Enrollment Indicators Campus Report, Uno Office Of Institutional Effectiveness

Enrollment Reports

Census Enrollment Indicators Report Enrollment Comparison: Summer Semester 2015 and 2014

Summer 2015 Census Enrollment Indicators Colleges Report, Uno Office Of Institutional Effectiveness

Enrollment Reports

Census Enrollment Indicators Report Enrollment by Colleges: Summer Semesters 2015 and 2014

The Difference A Coach Can Make: Supporting New Teachers In The Classroom, Mary Beth Kueny-Runge

Student Work

The purpose of this study is to contribute to the body of literature around supporting new teachers, instructional coaching, and teacher self-efficacy. The study consists of a survey to determine the overall self-efficacy of both new and veteran teachers as well as teachers who have worked with an instructional coach twenty (20) hours or more and those that have not. Teachers’ self-efficacy beliefs were measured using a survey. The survey itself is based on a larger self-efficacy scale for teachers created by Bandura (2006). Teachers’ self-efficacy was also measured in three subcategories: instruction, discipline, and the ability to create a …

Hlc Assumed Practices Policy Changes Adopted On Second Reading June 2015, Higher Learning Commission

Employee-Related

Adjustments to the Criteria for Accreditation and Assumed Practices are considered by the Board annually, usually with first reading in February and second reading in June. These adjustments are based on comments received from institutions and peer reviewers when they find that certain Core Components and Assumed Practices require clarification or are subject to misinterpretation.

The proposed changes were circulated to the membership and other interested parties this spring. HLC received approximately 35 comments regarding the proposed changes to the Assumed Practices related to faculty qualifications. Most comments were supportive of the proposed revisions, but some raised concerns regarding the …

Uno Academic Assessment Cycle 2015, Uno Office Of Institutional Effectiveness

Student Learning

UNO Academic Assessment Cycle 2015: Updated June 25, 2015.

Oasa Leadership Forum Summary, June 4, 2015, Uno Office Of Academic And Student Affairs

2014-2015 Academic Year

Notes from the June 4, 2015 OASA Leadership Forum.

Auditory And Visual Cues For Topic Maintenance With Persons Who Exhibit Dementia Of Alzheimer’S Type, Amy Wilson Teten, Paul A. Dagenais, Mary J. Friehe

Special Education and Communication Disorders Faculty Publications

This study compared the effectiveness of auditory and visual redirections in facilitating topic coherence for persons with Dementia of Alzheimer’s Type (DAT). Five persons with moderate stage DAT engaged in conversation with the first author. Three topics related to activities of daily living, recreational activities, food, and grooming, were broached. Each topic was presented three times to each participant: once as a baseline condition, once with auditory redirection to topic, and once with visual redirection to topic. Transcripts of the interactions were scored for overall coherence. Condition was a significant factor in that the DAT participants exhibited better topic maintenance …

Review Of Can Education Change Society? By M.W. Apple, Connie Schaffer

Teacher Education Faculty Publications

Can education change society? The question is simple, and Michael W. Apple’s response is an irrefutable, yes. However, a broader exegesis is needed because the issues confounding this question are steeped in powerful political forces from both the right and left. Within the pages of Can Education Change Society?, Apple continues his long-time professional exposition regarding education’s role in challenging these and other hegemonic systems.

Oasa Leadership Forum Summary, May 7, 2015, Uno Office Of Academic And Student Affairs

2014-2015 Academic Year

Notes from the May 7, 2015 OASA Leadership Forum.

Oasa Slo Assessment Presentation Spring 2015, Uno Office Of Academic And Student Affairs

Student Learning

A Comprehensive Plan forCampus-wide Assessment

Uno Comprehensive Plan For Campus-Wide Assessment 2015, Office Of Academic And Student Affairs

Student Learning

THE UNO Assessment Committee updated guidelines for program reports on SLO assessment results and analysis. A four part process developed.