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Full-Text Articles in Education
Creating A Masters In Numeracy Program, Eric Gaze
Creating A Masters In Numeracy Program, Eric Gaze
Numeracy
The Master of Science in Numeracy program at Alfred University received full approval from the New York State Education Department (NYSED) in May of 2007. This first-of-its-kind program seeks to provide teachers at all levels, from across the curriculum, the skills, and more importantly the confidence, to introduce relevant quantitative concepts in their own disciplines. Created to be a complement of the MS Ed. in Literacy, the 30-hour MS in Numeracy program consists of four required core courses (Teaching Numeracy, Teaching with Data, Assessment and Learning Theories in Numeracy, and Doing Science and Numeracy), five electives from a list of …
Quantitative Reasoning In The Contemporary World, 2: Focus Questions For The Numeracy Community, Bernard L. Madison, Shannon W. Dingman
Quantitative Reasoning In The Contemporary World, 2: Focus Questions For The Numeracy Community, Bernard L. Madison, Shannon W. Dingman
Numeracy
Numerous questions about student learning of quantitative reasoning arose as we developed, taught and assessed the Quantitative Reasoning in the Contemporary World course described in the companion paper in this issue of Numeracy. In this paper, we present some of those questions and describe the context in which they arose. They fall into eight general problem areas: learning that is context-bound and does not easily transfer (i.e., situated learning); the need for a productive disposition regarding mathematics; the connection between QL and mathematical proficiency; the persistence of students, despite our efforts, for using the wrong base for percents; the inconsistent …
Quantitative Reasoning In The Contemporary World, 1: The Course And Its Challenges:, Shannon W. Dingman, Bernard L. Madison
Quantitative Reasoning In The Contemporary World, 1: The Course And Its Challenges:, Shannon W. Dingman, Bernard L. Madison
Numeracy
The authors describe successes and challenges in developing a QL-friendly course at the University of Arkansas. This work is part of a three-year NSF project Quantitative Reasoning in the Contemporary World (QRCW) that supported the expansion of the course. The course, MATH 2183, began experimentally in Fall 2004 as a section of finite mathematics known informally as “News Math” for 26 students from arts and humanities disciplines. Over the past six years, the course has evolved and now MATH 2183 is approved to satisfy the College of Arts and Sciences mathematics requirement for the Bachelor of Arts degree. In 2009-2010, …
Continuous Inquiry Meets Continued Critique: The Professional Learning Community In Practice And The Resistance Of (Un)Willing Participants, Moulay Elbousty, Kirstin Bratt
Continuous Inquiry Meets Continued Critique: The Professional Learning Community In Practice And The Resistance Of (Un)Willing Participants, Moulay Elbousty, Kirstin Bratt
Academic Leadership: The Online Journal (2003-2012)
The term Professional Learning Community is commonplace, and it holds many meanings and suggestions. For the purpose of this essay, however, we discuss a specific Professional Learning Community (PLC) that was established in a high school, fifteen months prior to the application of a survey instrument to evaluate participants’ perceptions on the initiative. The PLC that we evaluate in this article had a set of very specific goals: To create a department within a high school where collaboration would become a norm and not a rarity, and to encourage collaboration that would include designing formative and summative assessments, collecting, comparing, …
Evaluation Of A Trustees Leadership Academy At The Medical University Of South Carolina, Elizabeth Pilcher, Kelly Ragucci, Jennie Arial, Monica Cayouette
Evaluation Of A Trustees Leadership Academy At The Medical University Of South Carolina, Elizabeth Pilcher, Kelly Ragucci, Jennie Arial, Monica Cayouette
Academic Leadership: The Online Journal (2003-2012)
Developing leaders in academic medicine has become a priority for many academic health science centers. The increased need for these leaders as well as the desire of individuals on such campuses to enhance their skills in teaching, research and leadership is driving the increase in faculty development programs.
Strengthening The Academic Department Through Empowerment Of Faculty And Staff, Abour Cherif, Benjamin Ofori-Amoah, Lin Stefurak
Strengthening The Academic Department Through Empowerment Of Faculty And Staff, Abour Cherif, Benjamin Ofori-Amoah, Lin Stefurak
Academic Leadership: The Online Journal (2003-2012)
Empowerment of employees has been a primary concern of business for many decades, under the premise that involvement of employees in decision making leads to superior performance and results. Acceptance of the practical value of empowerment by colleges and universities is more recent and more rare, despite the centrality of ideas such as faculty governance and recognition of the faculty’s essential role in the academic enterprise. Empowerment in academe is defined as the process whereby stakeholders are encouraged and supported in utilizing their knowledge, skills, and creativity to embrace ownership and accountability for the well being of their department and …
Fostering Equity & Diversity In Faculty Recruitment, Janet Fleetwood, Nancy Aebersold
Fostering Equity & Diversity In Faculty Recruitment, Janet Fleetwood, Nancy Aebersold
Academic Leadership: The Online Journal (2003-2012)
Participating in a search for a new faculty member, whether as a search committee member, search committee chairperson, department chairperson, or dean, poses unique challenges for those in academics. Though we may be an expert in conducting rigorous research, a prolific writer, or a gifted “sage on the stage” in the classroom, few of us are also experts in academic recruiting. All too frequently we bumble through the search process, hoping fervently that the person we ultimately hire – the person who will likely be our colleague for decades – is someone who will turn out to be a serious …
The University Chameleon: Identity And Time Issues Faced By Faculty In Dual Positions, Eric Daffron
The University Chameleon: Identity And Time Issues Faced By Faculty In Dual Positions, Eric Daffron
Academic Leadership: The Online Journal (2003-2012)
My transition into full-time administration came gradually. A young assistant professor of English, I got my first taste of administration when I accepted a position as coordinator of my university’s study abroad programs. Later I served an enriching experience as director of my university’s honors college. With both positions, I remained on faculty, teaching usually a couple of courses each semester. Over time, I felt a certain dissonance in my dual role. A double agent of sorts,1 I felt pulled-in terms of time and especially identity-between my role as faculty member and my role as administrator. In fact, I came …
Understanding Curriculum Perspectives: A Lesson In Frustration, Molly Mee
Understanding Curriculum Perspectives: A Lesson In Frustration, Molly Mee
Academic Leadership: The Online Journal (2003-2012)
During a heated discussion in my master-level Curriculum Theory and Development class on whether or not a given curriculum borrows more from the experientialist or the constructivist perspective, Suzy, a 45-year old veteran math teacher interrupts the discussion and in an agitated tone asks, “Professor will you please just tell us the answer?” This is typical of the responses I receive when my students read about curriculum perspectives to interpret them in light of their own teaching. Anticipating frustrations like Suzy’s I open my first class session with a lesson on Posner’s notion of reflective eclecticism which is an overarching …