Education Commons^™

Acuta Enews December 1996, Vol. 25, No. 12

ACUTA Newsletters

In This Issue

Fifth Annual Institutional Excellence Awards Competition

ACUTA News will have a new look

Welcome New Members

President's Message

Emergency Phone Provide Security

DC at a Glance

Fiber Optic Video Systems for Campus Networking

Campus News Briefs

Industry Insights

From ACUTA Headquarters

Acuta Enews November 1996, Vol. 25, No. 11

ACUTA Newsletters

In This Issue

Univ. of Idaho: Homepage Sweet Homepage

Institutional Excellence Award

Committee Member Approved

More Angles for 809 Fraud

Welcome New Members

President's Message

The '90s: New Challenges for Telecom

DC at a Glance

Campus News Briefs

Industry Insights

Acuta Enews October 1996, Vol. 25, No. 10

ACUTA Newsletters

In This Issue

President's Message

FlexSourcing

Desk Top Video

Overheard on the Listserve

From ACUTA Headquarters

Acuta Enews September 1996, Vol. 25, No. 9

ACUTA Newsletters

In This Issue

From the President

New Legislation

User Group Reports

Changes Come to Campus Directories

From ACUTA Headquarters

Acuta Enews August 1996, Vol. 25, No. 8

ACUTA Newsletters

In This Issue

Silver Anniversary Celebration 25 Years of Excellence

President's Message

Chicago Presentations Inspire, Inform, and Entertain

Executive Director

DC at a Glance

Record Number of Exhibitors in Chicago

From ACUTA Headquarters

Acuta Enews July 1996, Vol. 25, No. 7

ACUTA Newsletters

In This Issue

New Board of Directors Prepares for 1996-97

ACUTA Announces Quarterly Journal

President's Message

Do You Tax Student Long Distance Bills?

DC at a Glance

University of Washington Fills Service Niche with T1 Channel Banks

How to Subscribe to ACUTA Listserves

Everyone Wants Voice Mail

Campus New Briefs

Welcome New Members

Industry Insights

Acuta 25th Annual Conference- Silver Anniversary- July 14-18, 1996- Chicago Hilton & Towers.

ACUTA: Other Publications

Registration & Hotel Information

Registration if postmarked by June 24, 1996.(Extended from June 14)

. Member Institution/Associate Member - $525. Corporate Affiliate - $525. Non-Member - $650

Registration if postmarked after June 24, 1996.

Member Institution/Associate Member - $57. Corporate Affiliate - $575 . Non-Member - $700

Hotel: Chicago Hilton & Towers

312-922-4400. Rates are $118 Single or Double. Be sure and mention the ACUTA rate! Cutoff date

for hotel is June 19,19961

Due to the popularity of this event and the Chicago destination, the hotel is full on some nights.

However, the ACUTA rate of $ll8 single/double per night …

Acuta Enews June 1996, Vol. 25, No. 6

ACUTA Newsletters

In This Issue

From the President

Virtual LAN at Univ. of Mississippi

DC at a Glance

Internet Phone

From ACUTA Headquarters

Acuta Enews May 1996, Vol. 25, No. 5

ACUTA Newsletters

In This Issue

From the President

DC at a Glance

Letter to FCC

High-Tech Crime

From ACUTA Headquarters

Acuta Enews April 1996, Vol. 25, No. 4

ACUTA Newsletters

In This Issue

From the President

Pasadena Community College

Port by Every Pillow at WCU

Multi-Media at Sewanee

DC at a Glance

From ACUTA Headquarters

Museum Studies Programs Are Not Prepared For The Ph.D., Hugh H. Genoways

University of Nebraska State Museum: Programs Information

This article represents a response to the Committee on Museum Professional Training’s (1995) inquiry about establishing a Ph.D. in museum studies. It is also a partial response to Alan Friedman’s call for a Ph.D. program in informal science education in Curator volume 38, number 4 and Samuel Taylor’s editorial note in the same issue saying that a broader program should be considered covering all public programs. I will address the larger field of museum studies primarily because the problems faced by all of these areas of study are very similar.

Acuta Enews March 1996, Vol. 25, No. 3

ACUTA Newsletters

In This Issue

From the President

Seeking a Wireless Solution

DC at a Glance

Telecom & Leg/Reg Listserves

From ACUTA Headquarters

Acuta Enews February 1996, Vol. 25, No. 2

ACUTA Newsletters

In This Issue

From the President

The Michelangelo Virus

DC at a Glance

UCLA Switches on Its 6800

From ACUTA Headquarters

Acuta Enews January 1996, Vol. 25, No. 1

ACUTA Newsletters

In This Issue

From the President

SIUE $1.1 Million Phone Scam

NUI Implements ADSI Technology

Sewanee Campus Hooked up to Info Highway

ACUTA Listserves

From ACUTA Headquarters

Never In A Class By Themselves: An Examination Of Behaviors Affecting The Student-Professor Relationship, David J. Walsh, Mary Jo Maffei

Professional and Organizational Development Network in Higher Education: Archives

We conducted a survey designed to assess the extent to which students and faculty viewed particular professor behaviors as enhancing or detracting from the student-professorrelationship. It was necessary to develop our own survey instrument, because although there are scales assessing related concepts such as immediacy, there is, to our knowledge, no existing instrument capturing the student-professor relationship broadly construed and with specific, behavioral items. Importantly, our survey instrument asks respondents for their views on the consequence of particular behaviors for the student-professor relationship, and not for a rating of professors in terms of the frequency with which they actually display …

Active Learning Beyond The Classroom, Edward Neal

Professional and Organizational Development Network in Higher Education: Archives

Attending class is akin to regular religious observance: The ritual or sermon is less important for what it teaches directly than for its motivational impact on what believers do between services. Lowman, 1984, page 165

Even carrying a full course load, students spend a relatively small proportion of each week in class, typically about 15 hours, and research has shown that most undergraduates spend only a few hours a week studying outside of class. How do they occupy their time? According to a national survey of college students (Boyer, 1987), almost 30 percent of full-time students work 21 or more …

Integrating Research And Undergraduate Teaching, Anne Bezuidenhout

Professional and Organizational Development Network in Higher Education: Archives

I would like to describe some of the benefits and difficulties I have encountered in my attempt to integrate my research and teaching in an introductory logic course. My introductory logic students work in groups on semester-long research projects. The research that these students are involved in belongs to the scholarship of integration, rather than the scholarship of discovery (Boyer, 1990). It is highly unlikely that most instructors will ever teach a student who will break new ground in their field. However, what most students can begin to do is to think about what role one body of knowledge or …

Transactional Analysis Of The Creative Process, Donna Glee Williams

Professional and Organizational Development Network in Higher Education: Archives

Teachers of the creative process understand intuitively that different types of students need different types of teaching. The art students who splash paint with abandon over miles of canvas but have no interest in craftsmanship or self-evaluation need a different sort of intervention than the young artists who are so bullied by their own self-criticism that they can hardly bear to make a mark. The music students who by dint of excessive practice produce music-box accuracy--completely without fire--need a different sort of help than their sloppy but passionate colleagues. Our task as instructors is to understand our students’ needs and …

Honoring The Process For Honoring Teaching, Laurie Richlin, Brenda Manning

Professional and Organizational Development Network in Higher Education: Archives

Few ideas are as appealing on the surface as encouraging professors to gather and reflect on materials that best represent their teaching excellence. Indeed, developing a teaching portfolio, or dossier, has become a popular faculty development activity in many departments and on many campuses. To create a portfolio, faculty select syllabi, tests, student work, and student evaluations about one or more courses, and add a reflective statement, usually called a teaching philosophy, about their teaching goals. In almost all cases, reports from the field state that professors find reaffirming the teaching portfolio process and the opportunity to reflect on their …