Education Commons^™

Common Data Set 2006-07, Kirk England

Office of Institutional Effectiveness

WWU 2006-07 Common Data Set

Tune-Up In Math: A Journey To Reduce Test Anxiety, Leza Madsen, Ping-Tung Chang Professor

Western Libraries Faculty and Staff Publications

No abstract provided.

Reflective Reactions: Learning What It Means To Read And Reread Self Within A 6th Grade Social Action Project, Joy L. Wiggins

Woodring College of Education Faculty Publications

This article focuses on the ways in which social action can be read and reread through one white female teacher’s experience. More specifically, how I read my actions and how I was read by them illustrates the compelling need to consistently reevaluate our perception of what we believe aligns with the ideals of building socially just and safe communities and what could subvert the very causes we are trying to help. This article originally started as a tribute to the success of my sixth-grade students writing letters to the mayor about the problems with drugs, gangs, and homeless people in …

A Profile Of The 2007 Western Washington Unviersity Graduating Class, Gary (Gary Russell) Mckinney, Chris Stark

Office of Institutional Effectiveness

Summary and analysis of statistics for the 2007 Western graduating class.

The First-Year Experience (Fye) And Freshmen Interest Group (Fig) Programs Compared: Fall, 2006, Course Offerings, Patricia M. Fabiano, Gary (Gary Russell) Mckinney, Chris Stark

Office of Institutional Effectiveness

1) The FYE seminars are stand-alone seminars, not linked to a GUR course as are the FIGs.

2) While the FIGs are taught by faculty and qualified staff, the FYE seminars are taught only be full-time faculty.

3) FYE seminars are offered in the fall, winter, and spring quarters, whereas the FIGs are available only in the fall of each year.

4) The FYE program does not have a mission statement that brings together a unified purpose for all the FYE seminars. Rather, each seminar is more closely aligned with disciplinary and / or departmental goals.

The First-Year Experience (Fye) Program Report: Course Offerings In Fall, 2006, Patricia M. Fabiano, Gary (Gary Russell) Mckinney, Chris Stark

Office of Institutional Effectiveness

1) The FYE seminars are stand-alone seminars, not linked to a GUR course as are the FIGs.

2) While the FIGs are taught by faculty and qualified staff, the FYE seminars are taught only be full-time faculty.

3) FYE seminars are offered in the fall, winter, and spring quarters, whereas the FIGs are available only in the fall of each year.

4) The FYE program does not have a mission statement that brings together a unified purpose for all the FYE seminars. Rather, each seminar is more closely aligned with disciplinary and / or departmental goals.

The Freshmen Interest Group (Figs) Program Report: Course Offerings In The Fall, 2006, Patricia M. Fabiano, Gary (Gary Russell) Mckinney, Chris Stark

Office of Institutional Effectiveness

In the fall, 2006, the Freshman Interest Group (FIGs) Program entered its eighth iteration. To use assessment terminology, the program has passed through its beginning and emergent stages and has entered maturity. Its mission has been crafted, student learning outcomes (SLO's) have been identified, and its identity has solidified. Yet while maturity has wrought a degree of self-confidence, it has not brought complacency. The program remains one of the most assessed academic programs on campus. Yearly, FIGs, administrators and instructors pore over results of surveys and quantitative data, searching for ways to improve both the program and its assessment. Findings …

Demystifying Millennial Students: Fact Or Fiction, Leza Madsen Associate Professor, Hazel Cameron

Western Libraries Faculty and Staff Publications

No abstract provided.

La Casa De Esperanza: The House That Multicultural Education Built, Francisco Rios

Woodring College of Education Faculty Publications

Using a house (la casa) as a metaphor, this manuscript attempts to provide a broad overview of the field of multicultural education as an academic discipline. It includes viewing multicultural education from a macrolevel perspective (el barrio), describing many paths multicultural educators have taken (los calles), and reading the stories of oppression and resistance which they face (los paredes). It details the icons in the field (la entrada), the people with whom we work everyday (la sala), the places for networking and academic engagement (el patio), …

Lessons Learned From A Collaborative Self-Study In International Teacher Education: Visiones, Preguntas, Y Desafíos, Francisco Rios, Carmen Montecinos, Marcela Van Olphen

Woodring College of Education Faculty Publications

International experience is a critical part of any efforts at internationalizing the teacher education curriculum (Cushner & Mahon, 2002). Professional teacher preparation standards (NCATE, INTASC) have made clear that teachers, particularly those teaching foreign language and social studies, need to have international experiences. These experiences need to be extended to higher education faculty as well given that their experiences have the potential to influence both the pedagogy and curriculum of teacher education experiences. Indeed, it is folly to ask teacher education faculty to promote an international teacher education without having experienced and studied international education any more than we would …

Is Democracy Promotion A Cure For Ending Terrorism?, Zachary R. Snyder

The Hoover Prize

The assumption that democracy is a force that impedes terrorism is a commonly held belief by the Bush administration. Current policies that shape the War on Terror attest to this assumption. A pivotal theme of the current War on Terror dictates that imposing democracy in former autocracies such as Afghanistan and Iraq will rid that state of terrorist activities. Mr. Bush, when defending U.S. military presence in the Arab world, said that the United States is “engaged in a generational challenge to instill democracy”. A fruitful democracy in Arab countries is assumed to spread American values in order to ultimately …

Teaching Global Sustainability In The Primary Grades: A K-4 Curriculum Guide, Facing The Future, Western Washington University

Facing the Future Lessons

Global sustainability is an attempt to provide the best outcomes for the world’s human and natural environments - both now and into the indefinite future. The guiding principle of sustainability is that current generations are able to meet their needs without jeopardizing the ability of future generations to meet their needs. To achieve this goal, the health and needs of the environment, the economy, and society are considered.

Global sustainability education provides a practical and inspired framework for young people to understand contemporary issues not as insurmountable problems, but as opportunities to create a better world. It provides knowledge, skills, …

Intergrating Erp Across The Curriculum: A Phased, Three-Tiered Approach, Mark C. Springer, Steven C. Ross, Nate Humann

Decision Sciences

The authors propose a phased, three-tiered approach for incorporating enterprise system software into the curriculum. The courses in each tier have different objectives and requirements. By phasing in the tiers over time, maximum student exposure and minimal course disruption is achieved. The authors illustrate this approach by discussing the on-going implementation of SAP R/3 into the curriculum at one university.

Academics And Outdoor Skills: Integrating Outdoor Skills And Academic Content In Classroom And Small Group Settings, Melissa Boyer

WWU Honors College Senior Projects

There are many concepts that tie outdoor skills with education (see Appendix A). To model the idea, I picked one main concept (heat) and three outdoor skills topics attached to that concept. The three skill areas are wood fires, cooking with charcoal, and clothing and hypothermia. There is a focus on safety in the outdoors in all three areas.

The three areas follow the same format. At the beginning of the section are several charts outlining key ideas, prerequisites, and possible extensions. This is followed by information providing a background in both outdoor skills and academics for the instructor. Finally …