Education Commons^™

Engaged Buddhism & Women In Black: Our Grief Is Not A Cry For War, Candace Walworth

The Journal of the Assembly for Expanded Perspectives on Learning

This paper explores principles, practices, and manifestations of engaged Busshism in the United States. It includes a personal narrative based on the author's participation in Women in Black (a silent, symbolic protest against war) and classroom stories based on the author's experience teaching at a Buddhist-inspired university.

Compos(T)Ing Loss: Transformation In The Telling, Laura Milner

The Journal of the Assembly for Expanded Perspectives on Learning

Using composting as a metaphor, this author examines the transformative potential in writing about and bearing witness to stories of loss, particularly the death of a parent.

Research Profile, Brent C. Miller

ADVANCE Library Collection

No abstract provided.

Utah State University Research Foundation

ADVANCE Library Collection

No abstract provided.

What Works For Women In Undergraduate Physics?, Barbara L. Whitten, Suzanne R. Foster, Margaret L. Ducombe

ADVANCE Library Collection

The predominance of men in physics remains a puzzle. To attract talented women and minorities, the culture of college physics needs a makeover. In 1998, women received about 40% of the bachelor's degrees in mathematics and chemistry, but only 19% of the bachelor's in physics. That underrepresentation worsens at higher levels: The same year, women constituted 13% of physics PhD recipients and 8% of physics faculty members.(1) According to NSF, the community of working PhD-level physicists in 2000 was 84% white and 93% male.(2) What accounts for such stark numbers?

Space Dynamics Laboratory, J. Steven Hansen, Gayle Bowen

ADVANCE Library Collection

No abstract provided.

"That's How You Find Out How Real Archaeologists Work---When You Do It Yourself": Children's Experiences With Archaeology, Mary Derbish

Dissertations, Theses, and Masters Projects

No abstract provided.

Shi‘A Ismaili Tradition In Central Asia: Evolution, Continuities And Changes, Sarfaroz Niyozov

Institute for Educational Development, Karachi

No abstract provided.

A New Look At Senior Education, Harry Sky

Maine Policy Review

Rabbi Harry Sky, founder of the senior college movement in Maine, provides his insights on the increasing desire by older adults for lifelong learning. He writes that older adults are seeking experiences to counteract the profound sense of loneliness and “disconnectedness” that often accompany retirement. Institutions such as Maine’s senior colleges provide one such kind of experience, though they are not the only answer. Rabbi Sky reflects that in this country, we have not afforded the honor to seniors seen in other parts of the world, and that we should take a page from other civilizations.

The Analysis And Synthesis Of Litigating A Free Appropriate Public Education (Fape) As It Relates To Students Who Are Classified As Autistic: An Investigation Of New Jersey Administrative Law Decisions, David M. Miceli

Seton Hall University Dissertations and Theses (ETDs)

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Encounters: Relationship In The Study And Teaching Of Literature, Christina Vischer Bruns

The Journal of the Assembly for Expanded Perspectives on Learning

While trends in the teaching of literature of the last few decades may seem at odds with one another, the thread that can weave them together is a recognition of relationship among readers, text, author, and other readers.

Multiple Forms Of Prewriting In Elementary Writing Lessons, Carolyn L. Piazza, Christine Jecko

The Journal of the Assembly for Expanded Perspectives on Learning

Multisensory prewriting invitations (creative visualizations, art, music, dreams, and mediations) affect writing fluency and idea generation in the first draft writing of elementary students.

Jaepl, Vol. 9, Winter 2003-2004, Katie S. Fleckenstein, Linda T. Calendrillo

The Journal of the Assembly for Expanded Perspectives on Learning

Essays

Kilian McCurrie. Spiritual Identities, Teacher Identities, and the Teaching of Writing.

Through a case study, this article examines the ways teacher identity and spiritual identity intersect in the teaching of writing. By showing that a teacher's pedagogy is prodoundly informed by a basic spiritual disposition, the author offers a view of teaching that is often neglected in studies of teacher identity.

Robert Root. The Experimental Art.

Nonfiction is an experimental art, as contemporary examples make clear, and writing teachers need to show students both how meaning arises from writers' experiments with material and also how form from …

Front Matter

The Journal of the Assembly for Expanded Perspectives on Learning

Editors' Message

Surrounded by the dead he had caused through his wanton murder of an albatross, the tortured mariner of Samuel Taylor Coleridge fame watches the water snakes beyond the shadow of his ghost ship and “blessed them unaware./The selfsame moment I could pray; And from my neck so free/The Albatross fell off, and sank/Like lead into the sea” (ll. 287-291). Without deliberately looking, he suddenly recognizes the beauty of all creatures and blesses them “unaware.” The sailor experiences a serendipitous moment, and through that accidental wisdom frees himself from his self-created purgatory.

Serendipity: Teaching for Accidental Wisdom serves as …

The Experimental Art, Robert Root

The Journal of the Assembly for Expanded Perspectives on Learning

Nonfiction is an experimental art, as contemporary examples make clear, and writing teachers need to show students both how meaning arises from writers' experiments with material and also how form from writers' experiments at representing meaning.

Spiritual Identities, Teacher Identities, And The Teaching Of Writing, Kilian Mccurrie

The Journal of the Assembly for Expanded Perspectives on Learning

Through a case study, this article examines the ways teacher identity and spiritual identity intersect in the teaching of writing. By showing that a teacher's pedagogy is prodoundly informed by a basic spiritual disposition, the author offers a view of teaching that is often neglected in studies of teacher identity.

Community, Spirituality, And The Writing Classroom, W. Keith Duffy

The Journal of the Assembly for Expanded Perspectives on Learning

From a spiritual perspective, this article critiques the concept of community as defined by scholars of rhetoric and composition; the author suggests that our experience of community in the writing classroom cab be enhanced if we strike a balance between doing and being.

Connecting, Helen Walker, Jim Super, Pamela Hartman, Nancy Myers, Andrea Siegel, Traci L. Merritt, Susan A. Schiller, Wilma Romatz

The Journal of the Assembly for Expanded Perspectives on Learning

Helen Walker. Connecting.

Jim Super—Fearless

Pamela Hartman—English? I'd Rather Read A Book

Nancy Myers—B

Andrea Siegel—Walking the Talk, Breathing the Breath

Traci L. Merritt—The Day Jenny Died

Susan A. Schiller—Touched by the Spirit in AEPL Topics

Wilma Romatz—On the Delicate Art of Teaching

An Unspoken Trust – Violated?, Kia Jane Richmond

The Journal of the Assembly for Expanded Perspectives on Learning

Reflecting on our decisions in the classroom, both when we are honest with our students & when we are not, can offer teachers opportunities for growth and change.

Necessary Steps: A Bereavement Support Program For Children And Their Families, Michael Hass, Kathy Mccaleb, Annette Iversen, Karin Crilly

Education Faculty Articles and Research

A manual for running grief support groups for children.

Reviews, Dale Jacobs, Stan Scott, Sue Hum, Lita Kurth

The Journal of the Assembly for Expanded Perspectives on Learning

Reviews

Dale Jacobs. The Energy to Teach (Donald H. Graves, 2001)

Stan Scott. Writing with Elbow (Pat Belanodd, 2002)

Sue Hum. Unfolding Bodymind (Brent Hocking, Johnna Haskell, Warren Linds, 2001)

Lita Kurth. The Unconscious (Athony Easthope, 1999)

Back Matter

The Journal of the Assembly for Expanded Perspectives on Learning

No abstract provided.

Nebline, January 2003

NEBLINE Newsletter Archive from Nebraska Extension in Lancaster County

Family Leadership Key to Community Leadership
Gardening Resolutions
Garden Guide
Humidity and Plants in the Home Environment
Horticulture Information Center
What Do Birds Like to Eat?
Dealing with Roosting Birds
Chicken Feathers Can Now be Used in Air Purifying Filters
Creepy-Crawlies in your Cereal
Put Farm Leases in Writing for Legal Protection
Private Pesticide Applicator Training Jan. 25, 29 & Feb 10
Check and Aerate Stored Grain
Computerized Financial Record Keeping Workshop March 18
Add Lime Now for Next Spring’s Alfalfa
Protecting Water from Freezing
Fire Safety in the Home
Latest U.S. Drought Monitor Map
Sizing Up Food Portion Sizes …

Proven Faculty Development Tools That Foster The Scholarship Of Teaching In Faculty Learning Communities, Milton D. Cox

To Improve the Academy: A Journal of Educational Development

Faculty learning communities have played a key role in the development of the scholarship of teaching and learning at Miami University for over 20 years. This chapter describes a sequence of developmental steps, evidence of success, and supporting documents and artifacts that can guide faculty developers in a community approach to the development of this scholarship.

Embracing A Philosophy Of Lifelong Learning In Higher Education: Starting With Faculty Beliefs About Their Role As Educators, Carolin D. Kreber

To Improve the Academy: A Journal of Educational Development

Recent events on the international political scene point to a need to teach course content and learning skills that focus on issues of equity and diversity, understanding of the local culture and differences among cultures,· learning for ethics, citizenship, and democracy. interpersonal skills; and an ability to make informed and responsible value judgments. These, among others, are important aspects of lifelong learning. To embrace a philosophy of lifelong learning in higher education it seems paramount to focus on faculty beliefs about teaching to encourage a critical interrogation of course and program goals. The chapter concludes with several suggestions for the …

A Matrix For Reconsidering, Reassessing, And Shaping E–Learning Pedagogy And Curriculum, Laura Bush, Barry Maid, Duane Roen

To Improve the Academy: A Journal of Educational Development

Educational stakeholders are increasingly engaged in discussions about the effective design, distribution, and evaluation of e-learning. We invite educators to build on already existing scholarship as they make future e-learning decisions. Specifically, we combine four categories of academic scholarship from Boyer (1990) with six assessment criteria from Glassick, Huber, and Maeroff (1997) to construct a matrix that may be applied to any post-secondary learning or teaching context. We argue that while each medium in which faculty might find themselves teaching differs from others, the teaching itself, and effective teaching in general, is definable and, therefore, can be evaluated using the …

Using Cooperative Games For Faculty Development, Barbara J. Millis

To Improve the Academy: A Journal of Educational Development

Learning through games has been going on for centuries. Faculty developers, however, are only now realizing the impact of well-structured and well-planned games. They not only “educate” engaged faculty members, but they can also motivate them. This chapter discusses the educational value of games, reveals their key underlying principles, and offers two examples of successfal faculty development games (scavenger hunt and Bingo) that can be replicated on any campus.

Bibliography, Volume 21 (2003)

To Improve the Academy: A Journal of Educational Development

Bibliography for volume 21 (2003) of To Improve the Academy: A Journal of Educational Development.

Establishing A Teaching Academy: Cultivation Of Teaching At A Research University Campus, Patricia Kalivoda, Jodef Broder, William K. Jackson

To Improve the Academy: A Journal of Educational Development

The University of Georgia (UGA) has worked hard over the last 22 years to increase the respect and reward for teaching through the faculty development programs of the office of instructional support and development and through the establishment of two campus-wide teaching awards. Looking for a means to extend a celebration of teaching beyond one-time recognition or one-time participation, the university established a campus-wide teaching academy. The purpose of this chapter is to chronicle the evolution of the teaching academy that was founded at the University of Georgia in 1999. The mission, goals, membership, funding, and programs and activities of …

Something More: Moments Of Meeting And The Teacher–Learner Relationship, Richard G. Tiberius, John Techima, Alan R. Kindler

To Improve the Academy: A Journal of Educational Development

The Boston Group, drawing upon developmental and clinical research, has identified special moments in human interaction that they call “moments of meeting.” These moments occur spontaneously within the context of ongoing relational interaction and can effectively restructure relationships. We think of these moments of meeting as pivotal moments because of their potentially pivotal effect on relationships. In this chapter we briefly describe the theory underlying these moments of relational change, using examples from education. Then we suggest strategies that may help teachers participate creatively in such moments. Finally, we explore the implications of this theory for the concept of authenticity.