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- To Improve the Academy: A Journal of Educational Development (24)
- Graduate Connections: A Newsletter for UNL Graduate Students (4)
- College of Education and Human Sciences: Dissertations, Theses, and Student Research (2)
- Department of Agricultural Leadership, Education and Communication: Dissertations, Theses, and Student Scholarship (2)
- Department of Environmental Studies: Undergraduate Student Theses (2)
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- Gamma Sigma Delta, Nebraska Chapter: Newsletters (2)
- Kimmel Education and Research Center: Presentations and White Papers (2)
- National Collegiate Honors Council Monographs (2)
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- UNL Emeriti Association: Information and Materials (1)
Articles 1 - 30 of 45
Full-Text Articles in Education
Using An Audience Response System (Ars) A.K.A. “Clicker” To Do Attention Research, Roger A. Kendrick
Using An Audience Response System (Ars) A.K.A. “Clicker” To Do Attention Research, Roger A. Kendrick
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
This study makes an effort to examine whether a student’s attention or engagement is increased by possession of an Audience Response System (ARS, or clicker). This experiment tested a difference in performance. This study makes an effort to examine whether a student’s attention or engagement is increased by possession of an Audience Response System (ARS, or clicker). This experiment tested a difference in performance between students who possessed an ARS and those who did not. The experiment was conducted at a small state college in the Midwest where small class size is typical. Approximately half the students in each tested …
Does Socio/Economic Status Affect Environmental Awarness In Elementary School Children Interacting With School Gardens?, Grady C. Erickson
Does Socio/Economic Status Affect Environmental Awarness In Elementary School Children Interacting With School Gardens?, Grady C. Erickson
Department of Environmental Studies: Undergraduate Student Theses
This is a case study involving three elementary schools in the greater Lincoln, Nebraska area. These schools were chosen to provide insight to three different economic backgrounds. Saratoga and Randolph from Lincoln Public Schools, and Norris Elementary part of Norris Public Schools 160 was the third school involved in the study. This case study focused on seeing whether socio/economic background had any effect on environmental awareness. To do so, surveys were handed out to each school to help measure environmental awareness. These surveys also helped determine where the environmental literacy standards were in the elementary schools of Lincoln, Nebraska. The …
Educators' Attitudes Toward Outdoor Classrooms And The Cognitive Benefits In Children, Carlie Speedlin
Educators' Attitudes Toward Outdoor Classrooms And The Cognitive Benefits In Children, Carlie Speedlin
Department of Environmental Studies: Undergraduate Student Theses
A case study was organized at a K-5 elementary school in Lincoln, Nebraksa. This school is Saratoga Elementary School and is a United States Title I Distinguished School1 under No Child Left Behind. It has a population of 266 students, with 47% being minority, 1% gifted, and 28% special education (LPS School Profile Brochure). 80% of the student population is eligible for free/reduced meals, implying that it’s a school with a lower socioeconomic status. At this school a garden space was constructed and an after school garden club was implemented for this case study. The club had been running since …
Graduate Connections- November 2010
Graduate Connections- November 2010
Graduate Connections: A Newsletter for UNL Graduate Students
In This Issue:
Navigating Graduate School.............................1
Tips on Time Management
Writing Effective Emails
Good Practices in Graduate Education.....................3
Responsible Conduct of Research Training
Professional Development…………………..4
Mentoring Undergaduates
Teaching Tip .................................5
Using Games to Teach
Funding Opportunities.......................6
The Graduate Writer………....……9
Latin Terms used in Writing
Events………...............……..10
Ethics Brownbag
Nebraska Lecture
Graduation Information
Sessions
Announcements…………..........……11
Fellowship Application
Graduate Student Insurance
Interactions ………….............……12
2010 Fellowship Recipients
Calendar……...................…….13
Event Dates
Degree Deadlines
Reader’s Corner………….....……14
Demystifying Dissertation Writing
Nebraska Chapter Gamma Sigma Delta Newsletter Issue #41 September 2010
Nebraska Chapter Gamma Sigma Delta Newsletter Issue #41 September 2010
Gamma Sigma Delta, Nebraska Chapter: Newsletters
President's Message -- Dennis Brink
Fall 2010 Seminar, Thursday, September 23: Interactions of Energy, Climate and Environment, featuring Don Wilhite, Jerry Hudgins, Roger Hoy, & Adam Liska.
2010 International Foundation Scholarship -- Quentin Dudley
Gamma Sigma Delta Outstanding Graduate Student Award Fund
NOMINATIONS FOR GAMMA SIGMA DELTA
Call for nominations for the 2010 Gamma Sigma Delta Award of Merit.
Nominations for Gamma Sigma Delta Extension Award
Nominations for Gamma Sigma Delta Research Award
Nominations for Gamma Sigma Delta Teaching Award
In Memoriam: Clifford M. Hardin, Norman R. Schneider, Lewis A. Schafer, Daniel T. Walters, Douglas D. Duey
Gamma Sigma Delta …
Graduate Connections- August 2010
Graduate Connections- August 2010
Graduate Connections: A Newsletter for UNL Graduate Students
In This Issue:
Navigating Graduate School....... 1
Why Are You Here?
Taking the “Resent” out of Presentation
Good Practices in Graduate Education ..............5
Academic Integrity Pledge
Professional Development ..........6
Assessing What Your Students Know
Mistakes to Avoid when Writing a Research Article
Tips for Teamwork
Teaching Tip ................................. 6
Assessment vs. Evaluation
Funding Opportunities ................. 9
The Graduate Writer .................. 11
Writing about Yourself
Events .......................................... 13
New Student Welcome
Campuswide TA Workshops
Graduation Information Sessions
NURAMP
Announcements .......................... 14
Registration and Financial Aid
Graduate Bulletin
Health Insurance
Call for Award Nominations
CLC Opportunities
RCR Training
Interactions …
Student And Faculty Perceptions Of Technology’S Usefulness In Community College General Education Courses, William L. Moseley
Student And Faculty Perceptions Of Technology’S Usefulness In Community College General Education Courses, William L. Moseley
College of Education and Human Sciences: Dissertations, Theses, and Student Research
Educational institutions of all levels invest large amounts of time and resources into instructional technology, with the goal of enhancing the educational effectiveness of the learning environment. The decisions made by instructors and institutions regarding the implementation of technology are guided by perceptions of usefulness held by those who are in control. The primary objective of this mixed methods study was to examine the student and faculty perceptions of technology being used in general education courses at a community college. This study builds upon and challenges the assertions of writers such as Prensky (2001a, 2001b) and Tapscott (1998) who claim …
Leadership And Innovation Program, Connie I. Reimers-Hild
Leadership And Innovation Program, Connie I. Reimers-Hild
Kimmel Education and Research Center: Presentations and White Papers
No abstract provided.
The Process Of General Education Reform From A Faculty Perspective At A Research-Extensive University: A Grounded Theory Approach, Frauke Hachtmann
The Process Of General Education Reform From A Faculty Perspective At A Research-Extensive University: A Grounded Theory Approach, Frauke Hachtmann
College of Education and Human Sciences: Dissertations, Theses, and Student Research
The purpose of this study was to develop a theory for institutional change that explains the process and implementation of “Achievement-Centered Education” (ACE) from the faculty perspective. ACE is a new general education program at the University of Nebraska-Lincoln, a public, doctoral/research-extensive institution. A constant comparative method was used to study the process of change retrospectively after a new, outcomes-based program was developed and implemented. Twenty-nine faculty from eight undergraduate colleges participated in this study through in-depth interviews. This study resulted in a theory of the process and implementation of general education reform at a public, doctoral/research-extensive university from the …
Nebraska Urban Environmental And Agricultural Systems Education Program: An Evaluation For Development, Heather Ann Borck
Nebraska Urban Environmental And Agricultural Systems Education Program: An Evaluation For Development, Heather Ann Borck
Department of Agricultural Leadership, Education and Communication: Dissertations, Theses, and Student Scholarship
In Understanding Agriculture: New Directions for Education, the National Research Council (1988) reported, “Too many Americans know very little about the social and economic relevance of agriculture in the United States, and agriculture is too important a subject to be taught only to a relatively small proportion of students enrolled in vocational agriculture” (p.1). Now over 20 years later, this problem is still relevant. During the 2007-2008 school year 10.5 percent of Nebraska high school students were enrolled in an agricultural education course. This may be the result of an absence of agricultural education in the largest four school districts …
Emeriti In Action 2010 -- Exhibit Brochure
Emeriti In Action 2010 -- Exhibit Brochure
UNL Emeriti Association: Information and Materials
Thanks to the many contributors to the Emeriti In Action exhibit. The arrangement of materials demonstrates the diversity of faculty and the activities that have been pursued since attaining Emeriti status. Themes evident throughout the display include volunteerism at UNL or in the broader community, continuing research, history projects, and artistic/craft work. These are some of the ways members of the UNL Emeriti have remained in action.
Ahlschwede, Margrethe; Colorful Quilting (6)
Ahlschwede, William; Carved Purple Wooden Cone Flowers (5)
Alcorn, Dewaine; 1. Genealogy and Genetic Genealogy; 2. Pedigree of Emma and Vanner Vangreen’s Children (3)
Andrews, David; Breeding of …
Graduate Connections- April 2010
Graduate Connections- April 2010
Graduate Connections: A Newsletter for UNL Graduate Students
In This Issue:
Navigating Graduate School ....... 1
A Checklist for Analyzing Information Sources
Fellowship Evaluation and Application
Good Practices in Graduate Education........... 3
Academic Integrity and Technology
Professional Development ........... 4
Getting the Most out of a Research Conference
What Makes a Good Teacher?
Teaching Tip ................................. 6
End-of-Semester Grading
Funding Opportunities ................. 7
The Graduate Writer .................... 8
Choose Words with Care
Announcements ............................ 9
Last Day to Withdraw
Online Graduate Programs
Events ............................................. 9
NURAMP
Research Fair
Nebraska Lecture
Water for Food Conference
ITA Institute
SPEAK Test Dates
Campus-wide TA Workshop
Interactions .................................11
Kudos
GSA News …
Nebraska Chapter Gamma Sigma Delta Newsletter Issue #40 Spring 2010
Nebraska Chapter Gamma Sigma Delta Newsletter Issue #40 Spring 2010
Gamma Sigma Delta, Nebraska Chapter: Newsletters
President’s Message: Dennis Brink
Recipients of 2009 Gamma Sigma Delta Awards -- The Nebraska Chapter of Gamma Sigma Delta Award Committees announces the 2009 recipients of Gamma Sigma Delta awards. These awards were given by the Nebraska Chapter of Gamma Sigma Delta in recognition of outstanding service in research, extension, teaching, administration, and leadership in the field of agriculture, natural resources, and human sciences.
Award of Merit for Service -- Recipient: Elbert C. Dickey
Extension Award -- Recipient: Dennis E. Bauer
Teaching Award -- Recipient: Tiffany M. Heng-Moss
Research Award -- Recipient: Clinton J. Jones
Outstanding Graduate Award -- Recipient: …
Student Perceptions Of Digital Textbooks In A College Nursing Program, Alan D. Eno
Student Perceptions Of Digital Textbooks In A College Nursing Program, Alan D. Eno
College of Journalism and Mass Communications: Theses
The purpose of this research was to study the use of digital textbooks in a small liberal arts college. The research was a mixed methods descriptive study using a pre and post survey to determine student perceptions of the technology. Findings indicated that students needed training in the installation and use of digital textbooks. Findings also indicated the need for further research into what students understand about using digital textbooks. Recommendations are for the college to institute training sessions to teach students how to use the digital textbooks.
Graduate Connections- February 2010
Graduate Connections- February 2010
Graduate Connections: A Newsletter for UNL Graduate Students
In This Issue:
Navigating Graduate School ....... 1
Measuring Progress
Grad School Glossary
Orals Survival Kit
Master’s and Doctoral Q&A
Good Practices in Graduate Education ....................................... 8
Avoiding Plagiarism
Professional Development .........10
Effective Leadership
Getting Students to Read
Helping Troubled Students
Teaching Tip ...............................12
The One-Word Journal
Funding Opportunities ...............14
The Graduate Writer ..................16
Verb Tense
Announcements ..........................17
Registrar’s Notes
Call for PFF Nominations
Electronic Thesis Option
CLC Opportunities
Events ...........................................18
Lab Safety Colloquium
Grantwriting Seminar
NURAMP
Research Fair & Poster Competition
Nebraska Lecture
Interactions .................................20
Graduate Awards Winners
GSA News
Calendar ......................................21
Event Dates/Deadlines
Degree Deadlines
Readers’ Corner ..........................22 …
Connection To Nature In Park Visitors: A Look At Structured And Unstructured Recreational Activities, Chelsea D. West
Connection To Nature In Park Visitors: A Look At Structured And Unstructured Recreational Activities, Chelsea D. West
School of Natural Resources: Dissertations, Theses, and Student Research
There is evidence that park visitation is on the decline (Pergams & Zaradic, 2008) and if this is the case, and budgets decrease proportionately, there is a chance park land will be lost. Definitive explanations of the decline in park visits and time spent in nature are not available. In addition, there has been some discussion and research pertaining to the possible effects on people of not going into the natural environment and experiencing a connection with nature.
This study represents the first research known to focus on connectedness to nature and its relationship to structured and unstructured recreational activities. …
Dr. Connie's 6 Keys To Becoming A Successful Learner, Connie I. Reimers-Hild
Dr. Connie's 6 Keys To Becoming A Successful Learner, Connie I. Reimers-Hild
Kimmel Education and Research Center: Presentations and White Papers
I have learned a great deal about students by teaching and advising learners at the University of Nebraska. The fact that I was working on my Ph.D. on a part-time basis while being employed full-time broadened my knowledge about how to be a successful learner. My professional and personal experiences in the world of higher education have enabled me develop some powerful insights on what it takes to be a successful learner. I would like to share my insights with as many people as possible, so here are Dr. Connie’s 6 Keys to Becoming a Successful Learner:
Place As Text: Approaches To Active Learning (Second Edition), Bernice Braid, Ada Long
Place As Text: Approaches To Active Learning (Second Edition), Bernice Braid, Ada Long
National Collegiate Honors Council Monographs
CONTENTS
Dedication and Acknowledgments
Preface to the Second Edition — Ada Long and Bernice Braid
Introduction — Bernice Braid
Honors Semesters: Anatomy of Active Learning — William Daniel
Honors Semesters: An Architecture of Active Learning — Bernice Braid
Internal Assessment of Honors Semesters — Ann Raia
External Evaluation of Honors Semesters — Ada Long
Student Perspectives on Honors Semesters — Elizabeth Beck
Other Structural Models of Active Learning
City as Text™ — Bernice Braid
Faculty Institutes — William Daniel
Summer High School Field Experiences — Bernice Braid
Sleeping Bag Seminars — Joan Digby
College Recruitment Exercises — Bernadette Low
Orientation …
Partners In The Parks: Field Guide To An Experiential Program In The National Parks (1st Edition), Joan Digby, Bill Atwill, Angela Calise, James Clarke, Rebecca Cole-Will, Rony Enriquez, Greg Fahy, Sarah L. Fann, Pavel Goriacko, Andy Grube, Kathleen King, Matt Nickerson, Joy Ochs, Elizabeth O’Donnell, C. P. Price, Heather Thiessen-Reily
Partners In The Parks: Field Guide To An Experiential Program In The National Parks (1st Edition), Joan Digby, Bill Atwill, Angela Calise, James Clarke, Rebecca Cole-Will, Rony Enriquez, Greg Fahy, Sarah L. Fann, Pavel Goriacko, Andy Grube, Kathleen King, Matt Nickerson, Joy Ochs, Elizabeth O’Donnell, C. P. Price, Heather Thiessen-Reily
National Collegiate Honors Council Monographs
When Joan Digby first proposed taking collegiate honors students into our national parks, I jumped at the chance. Within minutes of reading her email, I not only responded with an enthusiastic “Yes!” but went so far as to volunteer the resources of the Southern Utah University Honors Program to get things started. Nestled among 5 national parks in southwestern Utah, I felt our campus would be a natural focal point for the kind of program Joan envisioned. Within weeks we had laid the groundwork for a proof-of-concept pilot project at nearby Bryce Canyon National Park. Little did I know at …
Survivor Academe: Assessing Reflective Practice, Laurel Johnson Black, Terry Ray, Judith Villa
Survivor Academe: Assessing Reflective Practice, Laurel Johnson Black, Terry Ray, Judith Villa
To Improve the Academy: A Journal of Educational Development
Reflective practice is a goal for many academic professional development programs. What do faculty participants gain from a reflective practice program, and how much reflection do they actually practice? Using interviews and grounded theory, we identified three crucial needs being met by such a program at our university. In addition, we compared participants’ comments to the elements of reflection established by Dewey and Rodgers to determine the extent of their reflection. The results call for more assessment to better align the structures of reflective practice programs with participant needs as well as further research on the effects of reflective practice …
Rx For Academic Medicine: Building A Comprehensive Faculty Development Program, Megan M. Palmer, Mary E. Dankoski, Randy R. Brutkiewicz, Lia S. Logio, Stephen P. Bogdewic
Rx For Academic Medicine: Building A Comprehensive Faculty Development Program, Megan M. Palmer, Mary E. Dankoski, Randy R. Brutkiewicz, Lia S. Logio, Stephen P. Bogdewic
To Improve the Academy: A Journal of Educational Development
Faculty in academic medical centers are under tremendous stress and report low satisfaction. The need for faculty development in medical schools is great, yet it remains largely unmet across the United States. To ensure ongoing success in academic medicine, medical schools must institute comprehensive faculty development programs. In this chapter, we describe the development of an office for faculty affairs and professional development at the Indiana University School of Medicine, including key collaborations, budget trends and infrastructure development, strategic planning, ongoing assessment planning, goal setting, and early patterns of participation.
The Case For Excellence In Diversity: Lessons From An Assessment Of An Early Career Faculty Program, Dorothe J. Bach, Mary Deane Sorcinelli
The Case For Excellence In Diversity: Lessons From An Assessment Of An Early Career Faculty Program, Dorothe J. Bach, Mary Deane Sorcinelli
To Improve the Academy: A Journal of Educational Development
Many colleges and universities have come to understand the added educational value of having a more diverse faculty, and some have created specific programs to enhance recruitment, development, and retention of underrepresented faculty. How do these programs help underrepresented faculty start a successful career? How can they help a diverse faculty build thriving, long-term careers in academia? This chapter addresses these questions by sharing the findings and lessons learned from an internal and external assessment of the Excellence in Diversity Fellows Program at the University of Virginia.
About The Authors, Volume 28 (2010)
About The Authors, Volume 28 (2010)
To Improve the Academy: A Journal of Educational Development
About the editors and authors of volume 28 (2010) of To Improve the Academy: A Journal of Educational Development.
Weaving Promising Practices For Inclusive Excellence Into The Higher Education Classroom, María Del Carmen Salazar, Amanda Stone Norton, Franklin A. Tuitt
Weaving Promising Practices For Inclusive Excellence Into The Higher Education Classroom, María Del Carmen Salazar, Amanda Stone Norton, Franklin A. Tuitt
To Improve the Academy: A Journal of Educational Development
Higher education is faced with an increasingly diverse student body and historic opportunities to foster inclusive excellence, meaning a purposeful embodiment of inclusive practices toward multiple student identity groups. Although the benefits of inclusive excellence are well established, college faculty often cite barriers to promoting it in classrooms, and this creates an opening for faculty developers to support them in weaving promising practices for inclusive excellence into their teaching. This chapter highlights the practices of inclusive faculty and the methods faculty developers can use to promote inclusive excellence along five dimensions: (1) intrapersonal awareness, (2) interpersonal awareness, (3) curricular transformation, …
Dysfunctional Illusions Of Rigor: Lessons From The Scholarship Of Teaching And Learning, Craig E. Nelson
Dysfunctional Illusions Of Rigor: Lessons From The Scholarship Of Teaching And Learning, Craig E. Nelson
To Improve the Academy: A Journal of Educational Development
My initial teaching practices were based on nine “dysfunctional illusions of rigor.” Overcoming them required revision of my ideas on the value of “hard” courses, the effectiveness of traditional methods, grade inflation, what students should be able to do initially, the fairness of traditional approaches, the importance of fixed deadlines, the importance of content coverage, the accessibility of critical thinking, and the appropriate bases for revising courses and curricula. I present the initial illusions and some more realistic views. These more realistic views are framed in terms of key research findings and some readily accessible models for improved practices.
Class Size: Is Less More For Significant Learning?, John Zubizarreta
Class Size: Is Less More For Significant Learning?, John Zubizarreta
To Improve the Academy: A Journal of Educational Development
Mixed as it might be, educational research suggests that engaged students are more effectively stimulated and fulfilled in the small class. Of course, students can thrive in large classes if discipline, course level, teacher characteristics, goals, methods, assessment strategies, and outcomes work together to inspire and produce significant learning. The small class environment does not by itself necessarily ensure higher level learning, but studies indicate that if faculty and institutions want to promote and support the active learning pedagogies, mentoring, reflection, feedback, and personal relationships that result in deep and lasting learning, then less is more.
Conversations About Assessment And Learning: Educational Development Scholarship That Makes A Difference, Sue Fostaty Young, Susan Wilcox
Conversations About Assessment And Learning: Educational Development Scholarship That Makes A Difference, Sue Fostaty Young, Susan Wilcox
To Improve the Academy: A Journal of Educational Development
To facilitate deeper understanding of teachers’ assessment practices, we undertook an educational development inquiry with college and university faculty. Our conversations with instructors about their assessment practices highlighted the complex relationship between teachers’ beliefs about teaching, their institutional contexts, and their experiences of teaching. The project gave us valuable opportunities to examine our interactions with faculty and enabled us to identify approaches to educational development that help postsecondary faculty understand and improve their practice.
Engaging Faculty In Conversations About Teaching Through A Research Proposal Workshop, Susanna Calkins, Denise Drane
Engaging Faculty In Conversations About Teaching Through A Research Proposal Workshop, Susanna Calkins, Denise Drane
To Improve the Academy: A Journal of Educational Development
Faculty who consider themselves primarily researchers can be difficult to engage in faculty development activities. However, as agencies such as the National Science Foundation now require educational activities in research grants, proposal writing may represent a new avenue for engaging research faculty in their teaching. In this chapter, we outline an innovative workshop on writing the pedagogical component of a grant proposal that was developed for faculty at Northwestern University. During the workshop, while learning how to structure an education plan for their grant, faculty engaged in a lively discussion about formulating learning objectives and aligning them with pedagogical methods …
A Conceptual Framework For Higher Education Faculty Mentoring, Pamela S. Lottero-Perdue, Steve Fifield
A Conceptual Framework For Higher Education Faculty Mentoring, Pamela S. Lottero-Perdue, Steve Fifield
To Improve the Academy: A Journal of Educational Development
There is considerable variability in conceptions of faculty mentoring in higher education. Rather than view this diversity as a problem, we see it as a potential resource that can inform design, implementation, and evaluation of faculty mentoring. To learn from this diversity, we review the literature on facuity mentoring in higher education to create a conceptual framework of mentoring. The conceptual framework is a tool that program administrators, participants, and evaluators can use to adapt mentoring to the unique needs of particular faculty and institutions.