Open Access. Powered by Scholars. Published by Universities.®
Higher Education and Teaching Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Social and Behavioral Sciences (31)
- Sociology (31)
- Civic and Community Engagement (23)
- Educational Administration and Supervision (20)
- Higher Education (19)
-
- Higher Education Administration (17)
- Educational Assessment, Evaluation, and Research (12)
- Service Learning (11)
- Arts and Humanities (7)
- Secondary Education and Teaching (6)
- Indigenous Studies (5)
- Race, Ethnicity and Post-Colonial Studies (5)
- Social and Philosophical Foundations of Education (3)
- Anthropology (2)
- Bilingual, Multilingual, and Multicultural Education (2)
- Environmental Health and Protection (2)
- Environmental Sciences (2)
- Gifted Education (2)
- Medicine and Health Sciences (2)
- Physical Sciences and Mathematics (2)
- Public Affairs, Public Policy and Public Administration (2)
- Race and Ethnicity (2)
- Social and Cultural Anthropology (2)
- Sustainability (2)
- Urban Education (2)
- Agriculture (1)
- Community College Education Administration (1)
- Keyword
-
- Higher education (30)
- Higher Education (20)
- NERCHE (19)
- New England Resource Center for Higher Education (19)
- Newsletters (19)
-
- Service learning (7)
- Community engagement (4)
- Faculty professional service (3)
- Postsecondary education (3)
- Academic outreach (2)
- Academic workplace (2)
- Alternative break programs (2)
- Boston Public Schools (2)
- Civic engagement (2)
- College students (2)
- Community-engaged scholarship (2)
- Engagement (2)
- Faculty (2)
- Faculty shortages (2)
- General education curricula (2)
- Latino students (2)
- Leadership (2)
- Low-income students (2)
- Native Americans (2)
- New England (2)
- Professional development (2)
- Talented and gifted students (2)
- Writing (2)
- Academic careers (1)
- Academic faculty members (1)
- Publication Year
Articles 31 - 60 of 82
Full-Text Articles in Higher Education and Teaching
Applying Critical And Creative Thinking In Teaching Buddhism, Doan Van Thua
Applying Critical And Creative Thinking In Teaching Buddhism, Doan Van Thua
Critical and Creative Thinking Capstones Collection
This synthesis describes my journey preparing myself for teaching Buddhism in a way that moves beyond traditional approaches of transmitting information to students. I describe learning, teaching activities, tools, and methodologies using critical and creative thinking that can be applicable to Buddhist education. I describe some changes towards more interactive modes of teaching and progress in teaching I have made so far in my teaching Sunday school for children, in public teaching, and in giving instruction to Buddhist groups. Some further expectations and some defects in my teaching that need improvement are noted. A Buddhist is not a blind follower, …
Bringing Community College Students And Employers Together: A Guide For Employers And Career Centers In An Economic Decline, Jeffrey Craig
Bringing Community College Students And Employers Together: A Guide For Employers And Career Centers In An Economic Decline, Jeffrey Craig
Critical and Creative Thinking Capstones Collection
This paper emerges from my work as Coordinator of Job Placement at Bristol Community College over the last 19 months, in which I have had the opportunity to try new approaches to problem-solving and pursue professional growth as I serve students in higher education. The recent economic crisis has left millions of Americans out of work across most sectors. Displaced workers are flocking to community colleges to upgrade and learn new skills with the goal of becoming more marketable to potential employers. Enrollments have soared, while costs have risen and budgets cut. These conditions place an undue burden on these …
Exploring The Teaching Mind: Extending Participation In Lifelong Learning Through Engagement With A Supportive Community, Jeremy Szteiter
Exploring The Teaching Mind: Extending Participation In Lifelong Learning Through Engagement With A Supportive Community, Jeremy Szteiter
Critical and Creative Thinking Capstones Collection
This paper extends the notion of lifelong learning beyond gaining knowledge over a lifetime to preparing oneself to teach what has been learned to others. The "Teaching Mind," as I define the idea, involves thinking about what has been learned and what one knows by reconsidering that knowledge through the eyes of self as a teacher. The Teaching Mind assumes a broad notion of teaching that relates to informal and community learning across all areas of life and culture, beyond professional teaching in formal schools. The pursuit of the Teaching Mind is highly accessible to all those who wish to …
Incorporating Service-Learning Into The Esl Curriculum: What Aspiring Practitioners Need To Know, Andres R. Reyes
Incorporating Service-Learning Into The Esl Curriculum: What Aspiring Practitioners Need To Know, Andres R. Reyes
Critical and Creative Thinking Capstones Collection
As an ESL teacher at a community college, my constant goal is to synergize teaching approaches and strategies so that in addition to maximizing students' language learning, their critical thinking skills, cultural competence, and reflectivity - as members of an increasingly growing multicultural society - are heightened. Most recently, I have been pursuing service-learning as a philosophy, pedagogy, and practice that can help students connect their classroom learning to concrete, exciting, and challenging learning situations beyond the classroom. This paper is an attempt to highlight service-learning as a powerful tool that can make a difference in students' lives as they …
My Search For A Meaningful Information Literacy Course: A Drama In Three Acts, Jan Coe
My Search For A Meaningful Information Literacy Course: A Drama In Three Acts, Jan Coe
Critical and Creative Thinking Capstones Collection
My synthesis project began as a personal and professional mission to help students decipher their library assignments and learn how to do research in general. In pursuing this goal, I learned a lot about 'information literacy' but I also learned about the reasons being information literate is important to me: it is a gestalt of a critical thinker. I discovered that - beyond becoming adept in the mechanics of information retrieval - what I really wanted for my students are the very things I value and enjoy doing myself: learning about communities of discourse; mulling over and asking questions about …
Web-Based Transitioning For Students With Disabilities: Learning From Existing Limitations To Design A Process That Leaves No Child Behind, Kevin Johnson
Critical and Creative Thinking Capstones Collection
Students with disabilities face numerous obstacles. This is especially true while in the process of postsecondary transitioning, moving from secondary (K-12) to Post-secondary schooling (College, University or Community College). The transitioning process poses obstacles to all students however students with disabilities confront additional obstacles unique to having a disability. Federal law mandates public secondary schools design transition plans, a written plan detailing students transition from secondary to postsecondary school. Secondary schools must also create opportunities for students to develop both academic and life skills critical to successfully take the postsecondary leap and remain successful at the postsecondary level. The need …
The Academic Workplace (Spring 2006): Learning Equity-Mindedness: Equality In Educational Outcomes, New England Resource Center For Higher Education At The University Of Massachusetts Boston, John Saltmarsh, R. Eugene Rice, Estela Mara Bensimon, Melissa P. Read
The Academic Workplace (Spring 2006): Learning Equity-Mindedness: Equality In Educational Outcomes, New England Resource Center For Higher Education At The University Of Massachusetts Boston, John Saltmarsh, R. Eugene Rice, Estela Mara Bensimon, Melissa P. Read
The Academic Workplace
No abstract provided.
The Academic Workplace (Spring 2005): Learning A New Kind Of Leadership For The Academic Workplace, New England Resource Center For Higher Education At The University Of Massachusetts Boston, Joe Raelin, Gerry Lorentz, Sharon Singleton, Dwight Giles
The Academic Workplace (Spring 2005): Learning A New Kind Of Leadership For The Academic Workplace, New England Resource Center For Higher Education At The University Of Massachusetts Boston, Joe Raelin, Gerry Lorentz, Sharon Singleton, Dwight Giles
The Academic Workplace
No abstract provided.
Pomp In Circumstance: Paradox, Oppositions, Metaphors And Philosophy In The Context Of Adult Basic Education, Matt Puma
Critical and Creative Thinking Capstones Collection
The ability to think fluidly with a variety of oppositional forms is essential to both critical and creative thinking. Loaded oppositions such as science vs. humanities, reason vs. emotion, male vs. female and good vs. evil become hindrances to thought when they are held too rigidly as dichotomies. Learning to work with the rich flow of oppositions involves patient exploration and an openness to the emergence of paradoxical truths rooted in the opposition. However, paradoxical thinking is not the only method for flexing fixed oppositions; there are many other types of "moves" that one can make when thinking creatively with …
The Academic Workplace (Spring 2004): Class In The Academy, New England Resource Center For Higher Education At The University Of Massachusetts Boston, Susan E. Borrego, Sharon Singleton, James A. Stakenas
The Academic Workplace (Spring 2004): Class In The Academy, New England Resource Center For Higher Education At The University Of Massachusetts Boston, Susan E. Borrego, Sharon Singleton, James A. Stakenas
The Academic Workplace
No abstract provided.
The Academic Workplace (Fall 2003): Hea Reauthorization: Why It Matters, New England Resource Center For Higher Education At The University Of Massachusetts Boston, Jamie P. Merisotis, Deborah Hirsch, Dwight Giles, Charmian Sperling
The Academic Workplace (Fall 2003): Hea Reauthorization: Why It Matters, New England Resource Center For Higher Education At The University Of Massachusetts Boston, Jamie P. Merisotis, Deborah Hirsch, Dwight Giles, Charmian Sperling
The Academic Workplace
No abstract provided.
Brief 17: New Faculty: A Catalyst For Change, New England Resource Center For Higher Education, University Of Massachusetts Boston
Brief 17: New Faculty: A Catalyst For Change, New England Resource Center For Higher Education, University Of Massachusetts Boston
New England Resource Center for Higher Education Publications
The message of new faculty is not new, but their power may be. As the demand for new faculty increases due to retirements and increased enrollments in systems and institutions around the country, large cohorts of tenure-track faculty are being hired. Early-career faculty want what they’ve wanted for many years now: clarity surrounding the tenure process, a workload that is meaningful and manageable, professional development for research and teaching, a hospitable campus climate, a collegial workplace, work-family balance, equity, transparency, and fairness. Many young teacher scholars are interested in collaboration over competition, research that is organized around problems rather than …
The Academic Workplace (Spring 2003): Leveling The Field, New England Resource Center For Higher Education At The University Of Massachusetts Boston, Cathy A. Trower, Deborah Hirsch, Hannah Goldberg
The Academic Workplace (Spring 2003): Leveling The Field, New England Resource Center For Higher Education At The University Of Massachusetts Boston, Cathy A. Trower, Deborah Hirsch, Hannah Goldberg
The Academic Workplace
No abstract provided.
Retirement And High Level Human Capital, Irving Gershenberg
Retirement And High Level Human Capital, Irving Gershenberg
Gerontology Institute Publications
Given that demographic trends in economically advanced industrial countries such as our own continue to shift toward increasingly older, formally retired populations, we need to find ways to keep more of this older retired population productive. Economists and others differ in their estimation regarding the ability and/or willingness on part of the retired to retain, let alone utilize the know-how, the human capital accumulated prior to retirement. This is as true for those who have spent their work life engaged in producing and communicating new ideas and synthesizing and diffusing what is known, those who have accumulated what I term …
The Academic Workplace (Fall/Winter 2002): The Politics Of Civic Engagement, New England Resource Center For Higher Education At The University Of Massachusetts Boston, Harry C. Boyte, Deborah Hirsch, Melvin Wade
The Academic Workplace (Fall/Winter 2002): The Politics Of Civic Engagement, New England Resource Center For Higher Education At The University Of Massachusetts Boston, Harry C. Boyte, Deborah Hirsch, Melvin Wade
The Academic Workplace
No abstract provided.
The Academic Workplace (Spring 2002): Uniting Old Adversaries: Teaming Efficiency & Equity For Social Justice, New England Resource Center For Higher Education At The University Of Massachusetts Boston, Alicia C. Dowd, Sharon Singleton
The Academic Workplace (Spring 2002): Uniting Old Adversaries: Teaming Efficiency & Equity For Social Justice, New England Resource Center For Higher Education At The University Of Massachusetts Boston, Alicia C. Dowd, Sharon Singleton
The Academic Workplace
No abstract provided.
The Academic Workplace (Fall/Winter 2001): Hidden Diversity On The Postmodern Campus, New England Resource Center For Higher Education At The University Of Massachusetts Boston, Kevin Drumm, Deborah Hirsch, Carlton Pickron
The Academic Workplace (Fall/Winter 2001): Hidden Diversity On The Postmodern Campus, New England Resource Center For Higher Education At The University Of Massachusetts Boston, Kevin Drumm, Deborah Hirsch, Carlton Pickron
The Academic Workplace
No abstract provided.
The Academic Workplace (Spring/Summer 2001): The Promise Of A Scholarship Of Engagement, New England Resource Center For Higher Education At The University Of Massachusetts Boston, Deborah Hirsch, Richard A. Couto, David Entin
The Academic Workplace (Spring/Summer 2001): The Promise Of A Scholarship Of Engagement, New England Resource Center For Higher Education At The University Of Massachusetts Boston, Deborah Hirsch, Richard A. Couto, David Entin
The Academic Workplace
No abstract provided.
Scholarship Unbound: Assessing Service As Scholarship In Promotion And Tenure Decisions, Kerryann O’Meara
Scholarship Unbound: Assessing Service As Scholarship In Promotion And Tenure Decisions, Kerryann O’Meara
New England Resource Center for Higher Education Publications
Scholars of higher education have long recognized that existing reward systems and structures in academic communities do not weight faculty professional service as they do teaching and research. This paper examines how four colleges and universities with exemplary programs for assessing service as scholarship implemented these policies within colleges of education. Case studies suggest that policies to assess service as scholarship can increase consistency among an institution’s service mission, faculty workload, and reward system; expand faculty’s views of scholarship; boost faculty satisfaction; and strengthen the quality of an institution’s service culture.
The Academic Workplace (Fall/Winter 2000): For-Profit And Traditional Institutions: What Can Be Learned From The Differences?, New England Resource Center For Higher Education At The University Of Massachusetts Boston, Deborah Hirsch, Robert R. Newton, Jeffrey Apfel
The Academic Workplace (Fall/Winter 2000): For-Profit And Traditional Institutions: What Can Be Learned From The Differences?, New England Resource Center For Higher Education At The University Of Massachusetts Boston, Deborah Hirsch, Robert R. Newton, Jeffrey Apfel
The Academic Workplace
No abstract provided.
Reviewing And Renewing General Education: A Practical Guide, Janice S. Green
Reviewing And Renewing General Education: A Practical Guide, Janice S. Green
New England Resource Center for Higher Education Publications
The process of reviewing and renewing a program of general education is complex, challenging, and often frustrating. This paper is presented with the aim of facilitating the process from inception to successful conclusion. Practical guidelines and suggestions, derived from long experience as faculty member, academic administrator, and consultant, are offered to assist those responsible for reviewing, evaluating, developing, and implementing general education curricula. Emphasis is placed on collaborative practices, ongoing open communication, thorough planning, and reliable information. It is assumed throughout, that pitfalls can be avoided, obstacles circumvented, and a climate of civility maintained despite the difficulty and scope of …
Critical Thinking Dispositions: The Need For A Balanced Curriculum In Collegiate Critical Thinking Courses, Bayse E. Hendrix
Critical Thinking Dispositions: The Need For A Balanced Curriculum In Collegiate Critical Thinking Courses, Bayse E. Hendrix
Critical and Creative Thinking Capstones Collection
The aim of this synthesis is to argue that students cannot become effective thinkers simply by being taught the analytical skills of critical reading, writing, and thinking. Without learning the necessary dispositions of critical thinking students will not develop into well-rounded, effective thinkers. The study is focused on an already existing course at Mass Bay Community College. The present curriculum is based on the fundamental skills of determining the soundness and validity of an argument. Assisting and encouraging the obtainment of critical thinking dispositions will inspire students to become more aware of the role their listening and communicating skills and …
Inviting Critical And Creative Thinking Into The Classroom, Kelley A. Freeman
Inviting Critical And Creative Thinking Into The Classroom, Kelley A. Freeman
Critical and Creative Thinking Capstones Collection
In the field of education, there is much discussion around the subtleties of teaching critical and creative thinking. Surrounding the controversy are questions such as, are certain skills are subordinate to others, and can best practices be fully described. Amidst this continuing discussion, most students are not being taught the necessary, fundamental skills that will allow them to become good thinkers; nor is curriculum being aligned to explicitly and systematically include thinking skills. In the interim however, teachers can become aware of what is involved in critical and creative thinking and the dispositions, skills, strategies and environment that foster good …
The Leaders Of The Future: A Call To Action For Higher Education, Deirdre L. Hennessey
The Leaders Of The Future: A Call To Action For Higher Education, Deirdre L. Hennessey
Critical and Creative Thinking Capstones Collection
The purpose of this thesis is to create a plan for a college or university to use in designing a program of leadership development for students. The study begins at the first stages, discussing the role of higher education as a producer of leaders. It is argued that it is the responsibility of higher education to promote leadership and actively cultivate leaders as part of its mission. Leadeship is defined and the fundamentals of the thesis are explained. Personal and creative potential are explained as the foundation of any leadership program. These qualities are discussed, and methods of teaching these …
The Status Of Faculty Professional Service And Academic Outreach In New England, Sharon Singleton, Cathy Burack, Deborah Hirsch
The Status Of Faculty Professional Service And Academic Outreach In New England, Sharon Singleton, Cathy Burack, Deborah Hirsch
New England Resource Center for Higher Education Publications
In 1994 the New England Resource Center for Higher Education surveyed New England colleges and universities about the professional service faculty are engaging in, and the policies and structures that support such activities. Information was obtained from 120 institutions. As seen through a wide lens, there is considerable institutional commitment to faculty professional service. A majority of respondents reported that service is both a stated part of their institutional mission and that faculty, administrators and staff supported that commitment. However, a sharper focus reveals a gap between statements and practice: only a third of the respondents were able to demonstrate …
Rewarding Faculty Professional Service, Kerryann O’Meara
Rewarding Faculty Professional Service, Kerryann O’Meara
New England Resource Center for Higher Education Publications
Scholars of higher education have long recognized that existing reward systems and structures in academic communities do not weight faculty professional service as they do teaching and research. In the past five years, however, many colleges and universities have found innovative ways to define, document, and evaluate faculty professional service in traditional promotion and tenure systems. Other institutions have created or expanded alternate faculty reward systems, including faculty profiles in service, merit pay, and post-tenure reviews emphasizing service. Based on data from a nation-wide sample, this paper discusses innovations in rewarding faculty professional service and offers conclusions and recommendations.
Organizational Structures For Community Engagement, Sharon Singleton, Deborah Hirsch, Cathy Burack
Organizational Structures For Community Engagement, Sharon Singleton, Deborah Hirsch, Cathy Burack
New England Resource Center for Higher Education Publications
In a time of public scrutiny of higher education, there is good reason - both for the survival of the campus and the survival of the community around it -- for institutions to promote outreach. Yet even within those institutions with formal structures -- mission statements, faculty handbooks, and presidential leadership that support community service -- the practical considerations -- work assignments, evaluation mechanisms and institutional rewards -- present real challenges. Service-enclaves are structures that exist or are developed within institutions that allow faculty and staff to work collectively as they serve their communities. While individual service work is no …
Using Hands-On Manipulatives To Teach Problem Solving, Cynthia A. Greenwood
Using Hands-On Manipulatives To Teach Problem Solving, Cynthia A. Greenwood
Critical and Creative Thinking Capstones Collection
As educators we share a link with the classic story of the "Velveteen Rabbit", as we also seek what is real. In education "real" is what holds meaning for the students and connects their world to the world of the classroom. As teachers we continually ask for the students' active participation, involvement and commitment to the learning task, but too often we teach only from the textbook. Classroom tasks that do go beyond textbook mastery may spark the students' interest, but sometimes appear to have no link to the reality of the students' world. Cognitive research reminds educators of the …
How Does The Teacher Know? One Teacher's Search For Authenticity In The Classroom, Ellen Catherine M. Eberly
How Does The Teacher Know? One Teacher's Search For Authenticity In The Classroom, Ellen Catherine M. Eberly
Critical and Creative Thinking Capstones Collection
The author, a master teacher of secondary language arts, shares her reflections on how she uses CCT skills to synthesize her insights and observations of her own learning, teaching, and investigative experiences - past and present -- in order to make VALID choices about what is worth knowing and teaching in a classroom preparing students for the 21st Century. In general, the thesis emphasizes the importance of AUTHENTICITY in determining whether a curriculum or teacher's instructional methodology is VALID for today's students. AUTHENTICITY is determined by the degree of personal connectivity experienced by both student and teacher with the subject …
Bridging Two Worlds: Professional Service And Service Learning, Deborah Hirsch, Ernest Lynton
Bridging Two Worlds: Professional Service And Service Learning, Deborah Hirsch, Ernest Lynton
New England Resource Center for Higher Education Publications
Authors of this essay, also published in the NSEE Quarterly, argue that proponents of service-learning and faculty professional service should join forces to pursue a common agenda of community outreach. At a time when colleges and universities are being urged to help solve society's problems, the faculty represents a virtually untapped resource. Certainly, there are presently - and always have been - individual faculty working in the community as consultants or as supervisors and guides for students. If the campus is to make a significant impact, however, the institution must be able to deploy departments, divisions, interdisciplinary centers and …