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- To Improve the Academy: A Journal of Educational Development (51)
- Graduate Connections: A Newsletter for UNL Graduate Students (4)
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Articles 1 - 30 of 65
Full-Text Articles in Education
Graduate Connections- November 2011
Graduate Connections- November 2011
Graduate Connections: A Newsletter for UNL Graduate Students
In This Issue:
Navigating Graduate School…………………..1
Managing Graduate School
Graduation: An Inside Look
Good Practices in Graduate Education…………….3
Tips for Avoiding Plagiarism
Professional Development…………………….4
Searching Scientific Literature
Beloit Mindset List
Student Evaluations: Taking the Next Step
Top Ten Do’s And Don’ts of the Academic Job Search
Teaching Tip……………………………………….5
Motivating Students
Funding Opportunities……………………….8
The Graduate Writer………………………..10
Guidelines for Using Tables
Announcements…………………………….12
Fellowship Application
Health Insurance
New Graduate-Level Teaching Course
Social Networking
Events……………………………………….13
Doctoral Graduation Information Sessions
Nutech Ventures Speaker Series
Interactions…………………………………13
Fellowship Recipients
Calendar…………………………………….14
Event Dates and Deadlines
Degree Deadlines
Reader’s Corner………………………..15
Writing for the Social Scientist: How to Start and …
Nebraska Chapter Gamma Sigma Delta Newsletter, Issue #43, Fall 2011
Nebraska Chapter Gamma Sigma Delta Newsletter, Issue #43, Fall 2011
Gamma Sigma Delta, Nebraska Chapter: Newsletters
President’s Message - Julie Albrecht
Annual Business Meeting October 5, 2011
Outstanding Graduate Student Award Fund
Fall Seminar and Annual Meeting: Wednesday, October 5, 2011. Theme: Entrepreneurship – Creating Your Own Success. Speaker: Walker Luedtke Walker Ag Supply, Wahoo, Nebraska
In Memoriam: Rollin D. Schnieder
NOMINATIONS FOR GAMMA SIGMA DELTA membership
Nominations for 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
Nominations for Gamma Sigma Delta Outstanding Graduate Student Award
Gamma Sigma Delta Committees 2011
Renewal of Active Membership / Dues …
Graduate Connections- August 2011
Graduate Connections- August 2011
Graduate Connections: A Newsletter for UNL Graduate Students
In This Issue:
Navigating Graduate School ..................................1
Big Red Joins the Big Ten
Seeking and Selecting a Mentor
Advice for Graduate Students
Good Practices in Graduate Education ..................4
Academic Integrity Resources
Professional Development…………………....5
Quick Tips on Writing with Statistics
Resources for Graduate Teaching Assistants
Teaching Tip .......................................6
First Day of Class
Funding Opportunities .......................7
The Graduate Writer...............................9
Writing Tips from the Masters
Announcements ...................................10
Graduate Bulletin
Registration and Financial Aid
Health Insurance
Call for Award Nominations
Events ................................12
Campuswide TA Workshops for Graduate Teaching Assistants
New Graduate Student Welcome
New International and Transfer Student Orientation
Doctoral Graduation …
Delayed Beginnings, Jump Start? The Combined Effects On Early Literacy Of Age At Entry Into Kindergarten With Experiences Prior To Entry, Kathryn A. Wilson
Delayed Beginnings, Jump Start? The Combined Effects On Early Literacy Of Age At Entry Into Kindergarten With Experiences Prior To Entry, Kathryn A. Wilson
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
As the first compulsory grade in the elementary school program, kindergarten is designed to prepare students for the numbered grades. Students are eligible for entrance into kindergarten if they turn five before a state-determined cut-off date. These dates range from the June before the start of school until the January after. Because some states do not require that children attend kindergarten until 6, 7, or even 8 years old, some parents are delaying their child’s entry into the program on the assumption that their child will benefit from an extra year to grow cognitively, physically, and emotionally. The result is …
A Qualitative Study Of Nebraska Sixpence Program Directors' Experiences And Perceptions, Katherine E. Hauptman
A Qualitative Study Of Nebraska Sixpence Program Directors' Experiences And Perceptions, Katherine E. Hauptman
College of Education and Human Sciences: Dissertations, Theses, and Student Research
In Nebraska more than one-third of infants and toddlers live in conditions that are not conducive to early learning, putting them at-risk of failing in school and in life. By age four impoverished children are behind their peers by an average of 18 months. Sixpence Early Learning Fund works to ensure that children who are identified as at-risk in Nebraska are given the most optimal beginnings, preparing them for success throughout their lives. Currently, Sixpence is supporting thirteen programs across eleven school districts in Nebraska. Early childhood educators fulfill an important role that deserves increased recognition. Leadership in regards to …
Exemplary High School Teacher's Utilization Of Web-Facilitated Instruction: A Multiple-Case Study, Tracy A. Platt
Exemplary High School Teacher's Utilization Of Web-Facilitated Instruction: A Multiple-Case Study, Tracy A. Platt
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
Technology and the web are becoming as necessary to the education of “digital natives” (Prensky, 2001) as the textbook. This qualitative multiple case study focused on the manner in which web-facilitated technologies influenced instruction through planning, preparation, and instructional practices of secondary teachers. Three high school teachers were selected as participants based on their administrator recommending them as an exemplary teacher utilizing web-facilitated technology. A multiple case qualitative design was employed where 8 to 9 observations occurred over a 2-month period. Observations were concluded by researcher journaled thoughts, feelings, and general impressions of what was observed. Post observation interviews queried …
The Diffusion Of Environmental Literacy In An American Urban Community Through Children, Kelley Phillips
The Diffusion Of Environmental Literacy In An American Urban Community Through Children, Kelley Phillips
Department of Environmental Studies: Undergraduate Student Theses
Environmental literacy is a contentious issue in the United States of America because citizens feel it is forced upon them and interferes with our materialistic culture. Also, many Americans have limited access to green space and little time to devote to increasing their environmental mindset. This project documents a technique to introduce environmental literacy to American citizens by working with single communities in a common subset of American culture. Based on a model used by anthropologists in third world countries, the goal was to diffuse environmental literacy into a community by only instructing the children of that community in environmental …
Designing A School Garden Space That Emphasizes Children's Wants And Uses Permaculture Design Methods, Mikhaela Mullins
Designing A School Garden Space That Emphasizes Children's Wants And Uses Permaculture Design Methods, Mikhaela Mullins
Department of Environmental Studies: Undergraduate Student Theses
A case study was organized at Saratoga Elementary school in Lincoln, Nebraska to obtain data on what children desire in a garden space. To collect this data a school garden space was constructed and an after school garden club was implemented. Students who participated in the after school garden club partook in the study by drawing their ideal garden. Elements that the subjects drew were identified and categorized into ‘highly desired’ and ‘somewhat desired’.
These elements were then incorporated into a proposed garden design plan for Saratoga. The proposal plan uses Permaculture design methods to emphasize sustainability.
Graduate Connections- April 2011
Graduate Connections- April 2011
Graduate Connections: A Newsletter for UNL Graduate Students
In This Issue:
Navigating Graduate School ........................... 1
Things to Do This Summer
Good Practices in Graduate Education................ 3
Academic Integrity Pledge
Professional Development …………….. 4
Creating an Electronic Portfolio
Writing a Research Article in 12 Weeks
Teaching Tip ....................... 5
Determining How Much to Cover in One Class
Funding Opportunities ....... 7
The Graduate Writer .......... 8
Revision vs. Editing
Events ................................... 9
Research Fair
Nebraska Lecture
Institute for International Teaching Assistants
SPEAK Test Dates
Campuswide Workshop for Graduate Teaching Assistants
Interactions ....................... 10
2011 Graduate Award Winners
Calendar ............................ 11
Event Dates/Deadlines
Degree Deadlines
Readers’ Corner …
Nebraska Chapter Gamma Sigma Delta Newsletter Issue #42 Spring 2011
Nebraska Chapter Gamma Sigma Delta Newsletter Issue #42 Spring 2011
Gamma Sigma Delta, Nebraska Chapter: Newsletters
President’s Message - Julie Albrecht
Recipients of 2010 Gamma Sigma Delta Awards
Award of Merit for Service: Keith L. Glewen
Excellence in Extension Award: Harshavardhan Thippareddi
Excellence in Teaching Award: Martha Mamo
Excellence in Research Award: Curtis L. Weller
Outstanding Graduate Student Award: Jessie Fernandez
Outstanding Senior Student Award: Zach Badura
Outstanding Undergraduate Student Award: Ross Jensen
Clayton Kelling is recognized for service as Gamma Sigma Delta President in 2009
In Memoriam: Edward Francis Vitzthum
Graduate Connections- February 2011
Graduate Connections- February 2011
Graduate Connections: A Newsletter for UNL Graduate Students
In This Issue:
Navigating Graduate School ................ 1
Self-Directed Learners
The Graduate Bulletin
Good Practices in Graduate Education .................... 3
Maintaining Research Integrity
Responsible Conduct of Research Training
Professional Development ..... 4
The Academic Job Talk
Tips for Creating Effective Power Point Presentations
Teaching Tip ............................ 6
Advice for Teaching Assistants
Funding Opportunities ............ 8
The Graduate Writer ............... 9
The Humble Apostrophe
Events ..................................... 10
Prof. Development Seminar
Lab Safety Colloquium
Grant Writing Seminar
NURAMP Workshops
Research Fair
Nebraska Lecture
Announcements ..................... 13
Preparing Future Faculty
Insurance Update
Calendar................................. 14
Interactions ............................ 14
MyRED Hints
Readers’ Corner …
Honors Programs At Smaller Colleges, Third Edition, Samuel Schuman
Honors Programs At Smaller Colleges, Third Edition, Samuel Schuman
National Collegiate Honors Council Monographs
PREFACE TO THE THIRD EDITION The first edition of this monograph appeared in 1988, a year which, depending upon one’s perspective, was either just yesterday or eons ago. At the end of the ‘80s, I could still suggest, with a straight face, that a fully equipped honors office space should have “a computer or a typewriter,” a suggestion that today sounds more appropriate for a museum of antique office machinery than an up-to-date academic office. The handbook was revised in 1998, and that second edition has now had a lifetime of well over a decade. It, too, has come to …
Developing A Paradigm Model Of Youth Leadership Development And Community Engagement: A Grounded Theory, Lindsay J. Hastings, Leverne A. Barrett, John E. Barbuto, Jr., Lloyd C. Bell
Developing A Paradigm Model Of Youth Leadership Development And Community Engagement: A Grounded Theory, Lindsay J. Hastings, Leverne A. Barrett, John E. Barbuto, Jr., Lloyd C. Bell
Department of Agricultural Leadership, Education, and Communication: Faculty Publications
This grounded theory study explored the impact of community engagement on how youth leaders develop. A paradigm model illustrating this developmental process is presented, which includes the conditions that empowered the youth to engage in their community, the strategies used by the youth and the adults in their work together, the conditions that helped/hindered those strategies, and the resulting outcomes. Results of the analysis indicated that individual connections, common sentiments, and being asked to engage were identified as the most salient causal conditions. The action taken by the youth and adult respondents mobilized those individual connections and common sentiments into …
Forty Percent Of 2 Million: Preparing To Serve Our Veterans With Disabilities, Bruce C. Kelley, Emetta L. Fox, Justin M. Smith, Lisa A. Wittenhagen
Forty Percent Of 2 Million: Preparing To Serve Our Veterans With Disabilities, Bruce C. Kelley, Emetta L. Fox, Justin M. Smith, Lisa A. Wittenhagen
To Improve the Academy: A Journal of Educational Development
On August 1, 2009, the Post-9111 Veterans Educational Assistance Act of 2008 was passed, and as a result, almost 2 million veterans returning from Iraq and Afghanistan will soon enroll in postsecondary education. Up to 40 percent of these veterans are estimated to have disabilities. This chapter examines some of the characteristics of this group, the challenges that veterans face as they transition into life as college students, and how faculty developers can help faculty better serve these incoming veterans.
The Digital Academy: Preparing Faculty For Digital Course Development, Sunay V. Palsole, Beth L. Brunk-Chavez
The Digital Academy: Preparing Faculty For Digital Course Development, Sunay V. Palsole, Beth L. Brunk-Chavez
To Improve the Academy: A Journal of Educational Development
New generations of learners necessitate new ways of teaching, and hybrid courses can help institutions leverage technologies to improve teaching and learning. The adoption of a new instructional paradigm, however, requires attention to the facuity’s ability to create and deliver effective courses. The University of Texas at El Paso has developed the Digital Academy to help facuity interweave online elements with face-to-face teaching. The model is pliable and portable in its application to other universities.
Faculty Development As A Hazardous Occupation, Linda B. Nilson, Edward B. Nuhfer, Bonnie B. Mullinix
Faculty Development As A Hazardous Occupation, Linda B. Nilson, Edward B. Nuhfer, Bonnie B. Mullinix
To Improve the Academy: A Journal of Educational Development
"Hazardous" describes events and conditions that produce an undesired, involuntary, career-changing disruption of a developer’s professional practice. While faculty development is an immensely valuable asset to an institution that knows how to make use of it, the unique nature off acuity development centers within varied academic institutions brings occupational hazards to those who direct or work in such centers. Our study synthesizes and identifies patterns among over thirty cases furnished by developers, primarily center directors, who experienced career disruptions. We conclude by offering evidence-based counsel on how to recognize the hazards and mitigate damage.
Effecting Change In Limited-Control Classroom Environments: A Case Study, Allison P. Boye
Effecting Change In Limited-Control Classroom Environments: A Case Study, Allison P. Boye
To Improve the Academy: A Journal of Educational Development
Many instructors face the dilemma of possessing little control over their own curriculum or even their own pedagogy. This chapter examines three instructors who were teaching the same course over several years, facing the same problematic issues beyond their control, and describes the role of faculty developers in helping effect practical change for those instructors and for the course. The findings of this study, using longitudinal data derived from student evaluations and qualitative responses from instructor interviews, suggest that faculty developers can help instructors realize change on an individual level as well as at the department and big-picture levels.
About The Authors, Volume 29 (2011)
About The Authors, Volume 29 (2011)
To Improve the Academy: A Journal of Educational Development
About the editors and authors of volume 29 (2011) of To Improve the Academy: A Journal of Educational Development.
Support Needs Of University Adjunct Lecturers, Sarah M. Ginsberg
Support Needs Of University Adjunct Lecturers, Sarah M. Ginsberg
To Improve the Academy: A Journal of Educational Development
Little is known about the support needs of the part-time instructors on university campuses, despite the fact that they represent more than 50 percent of the instructors teaching in higher education. This study of adjunct lecturers investigated their support needs and their preferences for receiving support. Results indicated that adjuncts wanted information about their students and effective teaching methods beyond lecturing. They expressed frustration over the fact that there was no systematic approach to information sharing, particularly with the tenure-track faculty in their programs. They evenly favored resources provided either electronically or face-to-face.
Adapting A Laboratory Research Group Model To Foster The Scholarship Of Teaching And Learning, Beth A. Fisher, Regina F. Frey
Adapting A Laboratory Research Group Model To Foster The Scholarship Of Teaching And Learning, Beth A. Fisher, Regina F. Frey
To Improve the Academy: A Journal of Educational Development
A multidisciplinary group of faculty and staff formed an education research group modeled on a laboratory research group to focus on the scholarship of teaching and learning (SoTL) in science, technology, engineering, and mathematics (STEM). This group has bridged the communication and knowledge gaps between STEM and social science faculty and science education specialists, fostered the development of collaborative SoTL projects, and laid the groundwork for broader institutional support of SoTL.
Using Students To Support Faculty Development, Teresa M. Redd, Carl E. Brown Jr.
Using Students To Support Faculty Development, Teresa M. Redd, Carl E. Brown Jr.
To Improve the Academy: A Journal of Educational Development
Howard University’s Center for Excellence in Teaching, Learning, and Assessment (CETLA) provides faculty development for more than fifteen hundred facuity. Yet it is CETLA’s students who make the difference. They are both the motivation for improving teaching and the means to that end. Students have contributed to everything from the design of CETLA’s infrastructure, to the implementation of instructional technologies, to the assessment of student learning. Meanwhile, supporting faculty development has contributed to the students’ own development. A cost-benefit analysis as well as survey data confirms that working with students at CETLA is a win-win opportunity for the university, faculty, …
Preface, Volume 29 (2011), Judith E. Miller
Preface, Volume 29 (2011), Judith E. Miller
To Improve the Academy: A Journal of Educational Development
Preface to volume 29 (2011) of To Improve the Academy: A Journal of Educational Development, by Judith E. Miller of University of North Florida.
Acknowledgments, Volume 29 (2011)
Acknowledgments, Volume 29 (2011)
To Improve the Academy: A Journal of Educational Development
Acknowledgments for volume 29 (2011) of To Improve the Academy: A Journal of Educational Development, by Judith E. Miller of University of North Florida.
Graduate Student Internships As A Pathway To The Profession Of Educational Development, Kathryn E. Linder, Stephanie E. Rohdieck, Alan Kalish, Teresa A. Johnson, Kathryn M. Plank
Graduate Student Internships As A Pathway To The Profession Of Educational Development, Kathryn E. Linder, Stephanie E. Rohdieck, Alan Kalish, Teresa A. Johnson, Kathryn M. Plank
To Improve the Academy: A Journal of Educational Development
Educational developers can help create a cadre of well-prepared new professionals by mentoring them during graduate study. Through an educational development intern position, we created a mentorship opportunity for graduate students interested in the field of educational development as a career opportunity. Teaching center staff, participating graduate student interns, and the field of educational development benefited from the model.
Writing Groups For Work-Life Balance: Faculty Writing Group Leaders Share Their Stories, Dannielle Joy Davis, Kara Provost, Amanda E. Major
Writing Groups For Work-Life Balance: Faculty Writing Group Leaders Share Their Stories, Dannielle Joy Davis, Kara Provost, Amanda E. Major
To Improve the Academy: A Journal of Educational Development
Faculty writing groups can promote both the work-life balance and productivity of members of the professoriate. The benefits of such development initiatives expand beyond productivity to include retention, promotion, and improved teaching. Through the development of writing groups, faculty developers can empower faculty to meet research obligations, establish equilibrium in their work practices, and maintain work-life balance.
Completing The Faculty Development Cycle: Using Data From Syllabi Review To Inform Action, Phyllis Blumberg
Completing The Faculty Development Cycle: Using Data From Syllabi Review To Inform Action, Phyllis Blumberg
To Improve the Academy: A Journal of Educational Development
Consistent with the mission of the University of the Sciences in Philadelphia, the Teaching and Learning Center has emphasized implementation of learner-centered practices for eight years. To assess the impact of these development efforts, I reviewed syllabi and course approval forms of seventy-two recently approved courses. The documents revealed a disappointing lack of evidence of learner-centered course design features. Voluntary faculty development programming cannot force faculty to change their course designs. However, the results prompted discussions with administrators and faculty and yielded calls to action for greater implementation of learner-centered practices.
Curriculum Revision And Cultural Change: A Joint Faculty Development And Faculty Governance Approach, Terre H. Allen, David A. Horne, Ingrid M. Martin, Michael E. Solt
Curriculum Revision And Cultural Change: A Joint Faculty Development And Faculty Governance Approach, Terre H. Allen, David A. Horne, Ingrid M. Martin, Michael E. Solt
To Improve the Academy: A Journal of Educational Development
Typically faculty development is not closely aligned with faculty governance. However, faculty development and faculty governance can find opportunities to work together to achieve transparent, rapid, and systematic curriculum revision and cultural change. Specifically, we describe the process of revision of a master’s of business administration (M.B.A.) curriculum in which faculty development and faculty governance worked together to provide continuous assistance, opportunities for frequent discussion, periodic review, and faculty programming to achieve curriculum and course redesign for integrative learning and integrative teaching practice.
Social Capital And The Campus Community, Andrew N. Carpenter, Linda Coughlin, Susanne Morgan, Christopher Price
Social Capital And The Campus Community, Andrew N. Carpenter, Linda Coughlin, Susanne Morgan, Christopher Price
To Improve the Academy: A Journal of Educational Development
Investigating colleges’ and universities’ social capital through its five dimensions—civic engagement, norms and trust, collective action, bonding capital, and bridging capital—provides a powerful way of thinking about organizational and faculty development. Four very different institutions of higher learning have promoted their organizational development through efforts that build social capital. We seek to inspire additional application of and research into this topic by demonstrating that confronting the complexities of social capital within diverse campus communities can help faculty developers understand those communities with greater nuance and in ways that improve their ability to design and implement development initiatives.
The Ta Consultant Program: Improving Undergraduate Instruction And Graduate Student Professional Development, Mikaela Huntzinger, Paul Mcpherron, Madhumitha Rajagopal
The Ta Consultant Program: Improving Undergraduate Instruction And Graduate Student Professional Development, Mikaela Huntzinger, Paul Mcpherron, Madhumitha Rajagopal
To Improve the Academy: A Journal of Educational Development
Graduate students, particularly at research-oriented universities, are well prepared for future research careers, but they often lack knowledge or training in other aspects of academic life. A teaching assistant consultant program was created to improve the professional development opportunities for campus teaching assistants and provide a community of practice in which graduate students pursue teaching interests, cross-disciplinary collaboration, and service. We offer recommendations for creating similar programs and conclude by recommending the development of communities of practice to create opportunities for graduate students to improve their teaching skills.