Educational Administration and Supervision Commons^™

Student Teachers’ Diversity Rights: The Case Law, Zorka Karanxha, Perry Zirkel

Educational Leadership and Policy Studies Faculty Publications

This chapter provides a concise and up-to-date synthesis of the published case law where a student teacher was the plaintiff, the defendant was an institution of higher education or cooperating local school district, and the issues in dispute were related to diversity. The number of such court decisions was surprisingly small, and the outcomes generally favored the defendant institutions. The court cases fall under three categories: 1) student teachers’ diverse views on religion, 2) student teachers’ diverse forms of free speech, and 3) student teachers with special needs. Constitutional claims were the predominant avenue of litigation against school districts and …

Ms225: 2007 Faculty Meeting Minutes, Thomas R. Cole

Thomas R. Cole, PhD Papers

Original Filename: Faculty Minutes 041207.doc. Format Details: fmt/40; Microsoft Word Document; 97-2003. See more at Thomas R. Cole, PhD Papers and its finding aid.

Organizational Orientations Of K-12 School Leaders In The Columbia Union Conference Of Seventh-Day Adventists, Rose Tooley Gamblin

Dissertations

Purpose of the study

The purpose of this study was to examine the organizational orientations--structure ,human resource, political, and symbolic --of the K-12 school leaders in the Columbia Union Conference of Seventh-day Adventists, and the relationship, if any, to their personal variables of age, gender, experience, and their professional variables of grade levels served, educational attainment, enrollment, support, feelings of success, and job satisfaction.

Method

A self-administered Organizational Orientations survey instrument, based on the multiple orientation framework of Bolman and Deal, was used to gather information about the school leaders. The population surveyed provided 56 usable responses, which were analyzed …

The Advanced Classroom Technology Laboratory: Cultivating Innovative Pedagogy, Scott Carnicom, K. Watson Harris, Barbara Draude, Scott Mcdaniel, Philip Mathis

Honors in Practice Online Archive

The National Collegiate Honors Council suggests in its “Basic Characteristics” that honors programs and colleges should be at the forefront of pedagogical innovation, serving as a “laboratory” for new approaches to teaching and learning (Schuman, 2006, p. 66). One approach to this charge is the integration of the latest technology into the classroom. Implementation of technology is important to millennial students, who are digital natives, never knowing a world without laptops or compact discs. Not only do students tend to be very comfortable with technology, but they also tend to be the early adopters. In addition to piquing student interest …

Looking To The Future: The Everglades From Beginning To End?, Peter Machonis, Devon Graham

Honors in Practice Online Archive

The fourth-year Honors theme is “Looking to the Future.” This course focuses on the Everglades National Park (ENP), examining not only the Everglades eco-system and the politics surrounding its conservation, but also literature and art about the Everglades, such as the photographs of Clyde Butcher and novels like Peter Matthiessen’s Killing Mr. Watson. This course requires active participation from students; most classes take place outdoors and involve hiking, biking, canoeing, and slough slogging. Class meets every other Friday (9am–5pm) at off-campus locations and is team-taught by FIU Honors College Faculty Dr. Peter Machonis, a linguist, and Dr. Devon Graham, …

Disability: Past And Present (Honors 232—Interdisciplinary Seminar), Carolyn Stuart, Mary Jo Festle

Honors in Practice Online Archive

What does it mean to be “disabled”? How has this meaning changed over time in the U.S.? What factors affect a person’s experience of disability? Why should people—either disabled or not—learn about these matters?
This course explores the complexity of people’s experiences with disability in the past and present. Disability can be viewed from a number of lenses, including various academic disciplines, medical or social constructions, and minority-group perspectives. In this course, students analyze actions, ideas, and portrayals by cultural authorities and by the disabled themselves. Students complete a significant research project reflecting their major and interests. The instructors hope …

The Honors Community: Furthering Program Goals By Securing Honors Housing, Nancy Reichert

Honors in Practice Online Archive

Many of us involved in honors programs and colleges assume that honors housing plays an important role in creating an honors community on campus. Some of the institutions for which we work agree and do not necessarily insist that we make the case for honors housing on campus. However, my experience this past year in attempting to bring honors housing to my campus for the second time in three years indicates that those who are involved in the decision-making process do not necessarily support honors housing. This article concerns the methods I used as Director of the University Honors Program …

Multi-Level Benefits Of Using Research Journals In Honors, Christina Ashby-Martin

Honors in Practice Online Archive

As honors curricula develop and mature at our institutions, we constantly grapple with questions of what comprises an honors education. Besides the philosophical discussion of what it means to be “broad, well-educated, informed, challenging,” there is also the practical or methodological discussion of “How do we do that?” These questions become more complex as honors programs mature, possibly as a consequence of course sequencing or developing degree plans. In my experience, one of the more difficult areas to address is differentiation between a lower-division introductory experience and a mature, sophisticated upper-division seminar. Where exactly is this boundary when building a …

Teaching An Honors Course Tied To A Large University Event, Anne Wilson, Tyler Blakly, Kathryn Leciejewski, Michelle Sams, Susan Surber

Honors in Practice Online Archive

College- or university-wide events take place fairly often at academic institutions, and these events can easily provide honors programs the opportunity to offer a curricular focus based on the event. Herein, we describe a course centered on the sesquicentennial celebration of Butler University and the teaching model implemented to deliver the course.

Learning A Practice Versus Learning To Be A Practitioner: Teaching Archaeology In An Honors Context, Troy Lovata

Honors in Practice Online Archive

This paper is a case study in teaching archaeology as part of an honors curriculum. It uses the example of one course, The Legacy of Ancient Technology, and the general goals of an honors program to examine how discipline- specific knowledge can be taught to non-majors. This paper explores the differences between students learning about a field of study versus those learning to become practitioners in a discipline. It posits that courses can be successfully built from a disciplinary foundation and still serve a diverse body of honors students when seminars focus on non-foundational knowledge, collaborative learning, and a discipline’s …

Monsters And Marvels Through The Ages: University Honors Program 100-Level, 3 Cr, Leslie Donovan

Honors in Practice Online Archive

Among the most fascinating and compelling stories passed down through the ages that continue to engage us today are works that involve monstrous creatures or the marvelous realms of the other world. Goblins and fairies, Grendel and Circe, dragons and gargoyles evoke visual or verbal creations from earlier periods that have inspired the imaginations of writers, artists, and thinkers since ancient times. This Fall 2005 course of 14 students examined how such monsters and marvels reflect a variety of historical ideas, social constructs, cultural patterns, and spiritual themes in ways that have become integral to contemporary popular culture.

Methods Of Applied Mathematics: Honors Mathematics 450 And 451, Bruce Bukiet, Roy Goodman

Honors in Practice Online Archive

In this course, students perform and analyze physical experiments in the context of an advanced mathematics course. This capstone course integrates the students’ experience with mathematical modeling, mathematical analysis, numerical methods, computation, engineering and communication. In the first semester, students have short modules (2–4 weeks) that include relatively simple experiments and numerical simulations. This prepares students for the second semester, when students work in teams to perform and analyze experiments of greater complexity using more advanced mathematical skills. At the end of the second semester, students present their research results both orally and in writing.

Majoring In The Minor: A Closer Look At Experiential Learning, Bernice Braid

Honors in Practice Online Archive

Experiential learning is, for me, a preeminent means to accomplish goals that are fundamental to the entire educational enterprise. It is a set of strategies that structure acquisition of information, analysis of ideas, and self-reflection in order to pull people into active engagement with their world. Among these strategies are skills of observation and interpretation that require learners to take careful note and to examine themselves as processors of the details they themselves assemble into meaningful patterns, thus generating the insight, over and over again, that it is they who create the meaning they come to attach to events and …

Honors In Practice, Volume 3 (Complete Issue)

Honors in Practice Online Archive

CONTENTS Editorial Policy
Submission Guidelines
Dedication to William P. Mech
Editor’s Introduction Ada Long

INNOVATIVE HONORS COURSES
Learning a Practice Versus Learning to Be a Practitioner: Teaching Archaeology in an Honors Context Troy R. Lovata
Teaching Arts and Honors: Four Successful Syllabi P. Brent Register, Robert Bullington, and Joe A. Thomas
Service Learning in the Honors Composition Classroom: What Difference Does It Make? Ann T. Parker
First-Year “Initiation” Courses in Honors Jim Lacey
Teaching an Honors Course Tied to a Large University Event Anne M. Wilson, Tyler D. Blakley, Kathryn A. Leciejewski, Michelle L. Sams, and Susan A. Surber

HONORS …

First-Year “Initiation” Courses In Honors, Jim Lacey

Honors in Practice Online Archive

In 1993, the new director of the recently revived Honors Program at Eastern Connecticut State University discovered that even seniors in this small program did not know each other and that some of them, not wanting to be branded nerds, were reluctant even to identify themselves as honors scholars. The program clearly needed a culture, a sense of community, and pride. With ideas lifted from NCHC conference sessions, a number of initiatives were launched, including contracts with students, a revived honors club, student-sponsored social events, and active student participation in regional conferences. The most interesting and perhaps controversial method of …

Integrating An Honors Minor, Education Major And Global Teacher Preparation, David M. Bishop, Kelli Sittason

Honors in Practice Online Archive

In the pages that follow we will describe an exciting collaboration between our university’s College of Education and Honors Program. In the twenty-two-year history of the Honors Program at Northern Kentucky University (NKU), we have averaged only one education major per year completing an Honors Capstone Project. This statistic stands in stark contrast to the fact that Education regularly has the third or fourth highest number of pre-majors beginning an honors minor. Some efforts have been made in recent years to mesh requirements for the two programs and to improve student advising. However, the number of honors minor/education major students …

“Bbq With The Profs” And The Development Of Collegial Associations, Craig Cobane, Lindsey Thurman

Honors in Practice Online Archive

Western Kentucky University (WKU) is a medium-sized, open-enrollment public institution, classified by the Carnegie Foundation as a “Master’s College & Universities Larger Programs.” WKU has 15,9781 undergraduates spread across four campuses. The Honors Program, created in 1963, currently has around 500 students. Enrollment is based on an eligibility standard, with entry requirements for the program being a combination of minimum ACT/SAT scores and high school grade point average. However, the program’s philosophy is that a student is more than the accumulation of his or her “numbers,” thus allowing students to petition into the program if they are low on one …

About The Authors, Volume 25 (2007)

To Improve the Academy: A Journal of Educational Development

About the editors and authors/contributors of volume 25 (2007) of To Improve the Academy: A Journal of Educational Development.

Preface, Volume 25 (2007), Douglas Reimondo Robertson

To Improve the Academy: A Journal of Educational Development

Preface to volume 25 (2007) of To Improve the Academy: A Journal of Educational Development, by Douglas Reimondo Robertson of Highland Heights, Kentucky.

Introduction, Volume 25 (2007), Douglas Reimondo Robertson

To Improve the Academy: A Journal of Educational Development

Introduction to volume 25 (2007) of To Improve the Academy: A Journal of Educational Development, by Douglas Reimondo Robertson of Highland Heights, Kentucky.

Ethical Guidelines For Educational Developers

To Improve the Academy: A Journal of Educational Development

Ethical guidelines for educational developers brepared by Mintz, Smith, and Warren, January 1999. Revised March 1999, September 1999, and March 2000.

It All Started In The Sixties: Movements For Change Across The Decades—A Personal Journey, R. Eugene Rice

To Improve the Academy: A Journal of Educational Development

A combination of memoir and social commentary, this chapter explores changes in higher education throughout five decades—1960s: utopian quest for learning communities; 1970s: faculty development movement; 1980s: focus on the academic workplace; 1990s: broadening the understanding of scholarship; and 2000s: new pathways and the engaged campus. This chapter provides a context for the careers and work of faculty, academic administrators, and faculty development specialists (both new and experienced) as well as for the Professional and Organizational Development Network in Higher Education (POD).

Living Engagement, Bell Hooks, Douglas Reimondo Robertson

To Improve the Academy: A Journal of Educational Development

In this “talking chapter” bell hooks reveals, through dialogue about her thoughts and experiences related to college teaching and learning, a profound and robust perspective on what could be called “deep” faculty development. Topics include engaged pedagogy, therapeutic conversations, spiritual practice, difference, conflict, and love.

Surviving To Tenure, James M. Lang

To Improve the Academy: A Journal of Educational Development

For most new faculty, anxiousness about the tenure application begins from the first day on the job. Surviving the six intervening years on the tenure track requires a range of time- and career-management skills that new faculty may only learn piecemeal along the way. New faculty need help in five specific areas in order to survive their path down the tenure track: 1) developing teaching strategies that will fit their personalities and reach as many students as possible, 2) managing their time to allow for research and publication, 3) determining what and how many service commitments to make, 4) existing …

The Abcs Of Fractal Thinking In Higher Education, Edward Nuhfer

To Improve the Academy: A Journal of Educational Development

All learning establishes and often stabilizes neural networks in the brain. These carry both cognitive and affective attributes and have fractal form. Fractal networks produce many actions and products that exhibit fractal qualities. Awareness of such qualities provides a unifying key to understanding and applying educational knowledge. It represents a marked shift in perception that differs from thinking customarily employed in considering information as a specialist. This alternate perspective helps professionals in higher education draw on diverse information from specialty research and apply it more effectively.

Toward A Scholarship Of Teaching And Learning In Educational Development, Peter Felten, Alan Kalish, Allison Pingree, Kathryn M. Plank

To Improve the Academy: A Journal of Educational Development

Educational development traditionally has been a practice-based field. We propose that as a profession we adopt the methods of the scholarship of teaching and learning (SoTL), so often shared with our clients, in order to look through a scholarly lens at the outcomes of our own practice. Using SoTL approaches in our work would deepen the research literature in our field and improve the effectiveness of decisions we make about where to spend limited time and resources. In this chapter, we explore what it might mean for individual developers, and for our professional community, to apply SoTL methods to our …

Faculty Development Through Student Learning Initiatives: Lessons Learned, Nancy Simpson, Jean Layne, Adalet Baris Gunersel, Blake Godkin, Fred Froyd

To Improve the Academy: A Journal of Educational Development

A project aimed at improving student learning while facilitating the professional development of faculty participants in the area of teaching has yielded a rich collection of data. In addition to providing critical information about how faculty members think, the project has broadened our thinking regarding the link between student learning initiatives and faculty development. The project has also increased our understanding of the interests of faculty members who are not typically clients of faculty development centers and motivated thinking on how to serve the professional development goals of this group.

Action Research For Instructional Improvement: Using Data To Enhance Student Learning At Your Institution, Constance E. Cook, Mary Wright, Christopher O'Neal

To Improve the Academy: A Journal of Educational Development

Action research is a powerful tool that can be used by teaching centers to improve teaching and learning. This chapter describes an action research project conducted at the Center for Research on Learning and Teaching at the University of Michigan. The project concerns retention and attrition in science gateway courses, with particular attention given to the role of the teaching assistant. This chapter concludes with a discussion of six principles for teaching center staff who wish to conduct their own action research projects.

Moving From The Scholarship Of Teaching And Learning To Educational Research: An Example From Engineering, Ruth A. Streveler, Maura Borrego, Karl A. Smith

To Improve the Academy: A Journal of Educational Development

In The Advancement of Learning , Huber and Hutchings (2005) state that the “scholarship of teaching and learning . . . is about producing knowledge that is available for others to use and build on” (p. 27). Can viewing the scholarship of teaching and learning (SoTL) as an educational research activity help make SoTL findings more available and easier to build on? This chapter describes a program that prepared engineering faculty to conduct rigorous research in engineering education. Project evaluation revealed that engineering faculty had difficulty making some of the paradigm shifts that were presented in the project.

Structuring Complex Cooperative Learning Activities In 50–Minute Classes, Barbara J. Millis

To Improve the Academy: A Journal of Educational Development

Given the power of learning-centered teaching, faculty can be coached to structure cooperative activities wisely and well, even within 50-minute class periods where there is a perception that complex group work is difficult. In addition to giving some basic advice on team formation and classroom management, this chapter provides examples of five complex cooperative learning structures—Jigsaw, Send-a-Problem, Cooperative Debates, Guided Reciprocal Peer Questioning, and Bingo—that can be conducted within 50-minute classes. The specific literature-based examples are complemented by examples in a variety of other disciplines, making them seem doable to more faculty.