Educational Administration and Supervision Commons^™

Faculty Senate Minutes 2004-2005, Indiana State University

Faculty Senate

No abstract provided.

Ua19/9 Correspondence, Wku Athletics

WKU Administration Documents

Correspondence regarding WKU's mascot Big Red from 1979 to 2004. Entire folder has been digitized and is here. Correspondents include:

• Ralph Carey
• Paul Cook
• Hanna-Barbera Productions
• Fred Hensley
• John Minton
• Jessica Rappaport
• Scollon Productions, Inc.
• Wood Selig
• Adfra Srl
• Deborah Wilkins

Ua56/1 Fact Book, Wku Institutional Research

WKU Administration Documents

Statistical and demographic profile of WKU.

Leading An Elementary School To Excellence : A Reflective Essay, Christine L. Mccarron

Graduate Research Papers

The educational leaders of today have the potential to be a vital part of some of the greatest transformations of education in history. The new information that we are learning about the brain and how we learn, combined with ever-changing technological advances and political mandates, will cause us to reconsider all of our school structures and methods. That reform will not occur by initiating any single program, strategy or mandate. Instead, we must extend our picture of reality by finding powerful and all-embracing ways to perceive and describe trends and patterns over time.

Unopa Notes 2004

UNOPA: Newsletters

No abstract provided.

Do Maternal/Paternal Child Relationships Have A Similar Pattern When The Child Has Tourette's Syndrome? A Case Study, Judy Olson Ph.D.

Electronic Journal for Inclusive Education

Although I did not realize it at the time, my first experiences in parenting evolved around a child who was diagnosed with onset pervasive developmental disorder by age five. Due to his hyperactivity, he was prescribed Ritalin. Within two weeks after being given this medication, he developed motor and vocal tics and was diagnosed with Tourette’s syndrome (TS) by the time he reached nine years of age. Subsequently, I began a teaching career in special education. During this time, I had guidance by a psychologist and two physicians who taught me a great deal about Tourette’s syndrome (TS). In the …

Call For Proposals: Culture, Communication, Créativité

Professional and Organizational Development Network in Higher Education: Conference Materials

No abstract provided.

Registration Information

Professional and Organizational Development Network in Higher Education: Conference Materials

Conference Schedule

Keynote Speaker

Plenary Speaker

Conference Workshops and Sessions

New this year

Sites and Excursions

Register Early!

Conference Program: Culture, Communication, Créativité

Professional and Organizational Development Network in Higher Education: Conference Materials

My Conference Session Planner

Welcome, by L. Dee Fink (President)

Core Committee 2004

Conference Overview

POD Presidents and Conference Sites

Acknowledgements

Conference Events for Administrators

POD Honored Presentation Awards in Recognition of Robert J. Menges

Schedule

2005 STLHE Conference

Conference Notes

POD Conference Evaluation

Graduate Catalog, 2004-2006, Marshall University

Marshall University Catalogs 2000-2009

Marshall University Graduate Catalog for the 2004-2006 academic year.

Office Of Research And Graduate Studies -- Annual Report 2003-2004

Office of Research and Economic Development: Publications

Contents
Science and Engineering page
Recombinant Bandage 02
Advanced Computing, Everyday Life 04
Software Engineering 05
Silicon Nanotubes. 06
Nutritional Genomics and Nanomaterials. 08
Genetics of Virulence 09
Rapid PCR Device. 10
Selenium, Cancer and Aging 12
Education
Math in the Middle Institute. 14
Project Fulcrum 16
School Readiness for Parents 17
Behavioral Science
Assessing Threatening Behavior 18
Family Dynamics of Infertility 19
Arts & Humanities
Encyclopedia of the Great Plains 20
Global Politics 22
Sculpture Conservation. 22
Commission with Philip Glass 23
Rising Stars page
Luminescence. 24
Giant Thunderstorms 24
Debugging Software 25
Technology Development
Robotic Traffic Barrels 26 …

Behavior Management Guide For Auburn Riverside High School, Will H. Sarett

All Graduate Projects

This project examined preventative and proactive behavior models and strategies that effect positive school climate and minimized misbehavior. The review of current research found that schools were more successful in reducing or eliminating violent behavior when a positive school-wide behavior program was developed with input from staff, students, community and parents and was frequently monitored and assessed over time. Included is a High School (9-12) Behavior Manual that focused on teaching good behavior and expectations and support for students using an in-school suspension model for students that need remediation. The overall purpose of this guide was to assist teachers and …

Designing An Outcomes-Based Student Affairs Assessment Program, Lynn D. Akey, Rene Hersrud

Academic Affairs Publications

No abstract provided.

Teachers' Sense Of Self-Efficacy When Managed Courseware Programs Are Implemented In Their Classrooms, Timothy J. Frederiks

Seton Hall University Dissertations and Theses (ETDs)

.

School Schedules And How They Impact Student Perceptions Of Stress, David C. Flocco

Seton Hall University Dissertations and Theses (ETDs)

.

Speech-Language Pathologists' Opinions On Communication Disorders And Violence, Dixie Sanger, Barbara J. Moore-Brown, Judith Montgomery, Susan Hellerich

Communication Sciences and Disorders Faculty Articles and Research

Purpose: This study investigated the opinions of speech-language pathologists (SLPs) regarding their role, education, and training in serving students with communication disorders who have been involved in violence.

Method: A survey consisting of 26 items was given to 598 SLPs from eight states representing geographic regions of the United States.

Results: Participants acknowledged that violence is an increasing concern. They also recognized the valuable role they have in planning prevention programs and serving on multidisciplinary teams. In contrast, SLPs' opinions suggested that they did not feel well trained to deal with violence, nor did they feel that …

Preface, Volume 22 (2004), Catherine M. Wehlberg

To Improve the Academy: A Journal of Educational Development

Preface to volume 22 (2004) of To Improve the Academy: A Journal of Educational Development, by Catherine M. Wehlberg of Texas Christian University.

Introduction, Volume 22 (2004)

To Improve the Academy: A Journal of Educational Development

Introduction to volume 22 (2004) of To Improve the Academy: A Journal of Educational Development.

From Sgid And Gift To Bbq: Streamlining Midterm Student Evaluations To Improve Teaching And Learning, Margaret K. Snooks, Sue E. Neeley, Kathleen M. Williamson

To Improve the Academy: A Journal of Educational Development

Faculty members want feedback about ways to improve learning. Midterm assessments are more useful than end-of-term student evaluations. Not all institutions provide faculty development consultants. This chapter presents an innovative process appropriate for institutions currently without teaching enhancement centers. The Bare Bones Questions (BBQ) process consists of empathic trained colleagues facilitating students’ evaluative discussions. Students and faculty members are overwhelmingly positive about the process piloted for the past three years. Students’ suggestions can include simple changes in classroom environment or enhanced sensitivity to cultural diversity. BBQ may build intra-institutional collegiality by reducing the isolation of teaching.

A Versatile Interactive Focus Group Protocol For Qualitative Assessments, Barbara J. Millis

To Improve the Academy: A Journal of Educational Development

A highly flexible focus group protocol captures efficiently and economically useful data for immediate and longitudinal course and program assessment. Special features include an index card activity that deals with satisfactions levels and a Roundtable/Ranking activity that allows participant-generated judgments about the most positive and the most negative features of a course or program. These latter activities, with data displayed in an Excel histogram and in a colored-coded Word table, can be used for what is called a “Quick Course Diagnosis” (QCD).

A Transformative Model For Designing Professional Development Activities, David J. Langley, Terence W. O'Connor, Michele M. Welkener

To Improve the Academy: A Journal of Educational Development

A new model for professional and organizational development is presented based on concepts derived from Wilber (2000) and Astin (2001). The model consists of an individual/public dimension and a reflection/performance dimension. Four quadrants that result from connecting these dimensions are formed: 1) individual reflection, 2) public reflection, 3) individual performance, and 4) public performance. We believe this model offers faculty developers a framework for designing thoughtful programs to aid faculty in meeting the wide range of internal and external demands that confront higher education institutions.

Problem–Based Service–Learning: Rewards And Challenges With Undergraduates, Kenneth France

To Improve the Academy: A Journal of Educational Development

Students in three Abnormal Psychology sections participated in problem-based service learning (PBSL). Desired learning outcomes included humanizing persons diagnosed with mental health disorders and more fully appreciating challenges experienced by such individuals. Students completing the PBSL projects evidenced decreased negative feelings and increased positive feelings toward consumers of mental health services. According to the community partners, students made valuable contributions to both the organizations and the mental health consumers served by those organizations. Students saw the activity as being challenging and rewarding.

Effective Peer Evaluation In Learning Teams, Debbie Williams, Doug Foster, Bo Green, Paul Lakey, Raye Lakey

To Improve the Academy: A Journal of Educational Development

Evaluating student performance in learning teams is challenging. This chapter reviews the student learning team and peer evaluation literature. The authors share the results of their experience using four rubrics for peer evaluation in student learning teams. Student learning teams involve forming students into teams for the semester to enhance their active learning. A portion of the course grade is dedicated to team quizzes, activities, and projects. The authors conclude that peer evaluation data should be used both formatively and summatively to enhance team cohesion and accountability and provide their preferred rubric for the peer evaluation process. Usage of forced …

An International Perspective On Assessing Group Projects, Deborah Willis, Barbara J. Millis

To Improve the Academy: A Journal of Educational Development

The value of group work for enhancing learning is well documented. However, to maximize the impact of group work on student learning, faculty should carefally consider course design and assessment. This chapter draws on research, policy, and practice from the US, Canada, Australia, and New Zealand to emphasize the importance of adopting an integrated approach to group work through careful planning. Guidelines emphasize ways to provide for the responsive, responsible assessment of group projects.

The Hesburgh Certificate And Portland State University's Faculty Development Approach To Supporting Service Learning And Community–University Partnerships, Kevin Kecskes, Amy Spring, Devorah Lieberman

To Improve the Academy: A Journal of Educational Development

Service learning now has a prominent home in hundreds of diverse campuses across the nation. Developing service-learning expertise and other community-campus partnership enhancement strategies for faculty requires innovation. Recently, Portland State University’s Center for Academic Excellence received the Theodore M. Hesburgh Certificate of Excellence for Community-University Partnerships. This chapter outlines the center’s three-tiered approach to supporting and sustaining civic engagement practices that are sensitive to individual needs on campus and in the community, while also working toward ongoing departmental and institutional transformation.

Making Adjunct Faculty Part Of The Academic Community, Karen R. Krupar

To Improve the Academy: A Journal of Educational Development

Hundreds of adjunct faculty in four-year colleges and universities teach over 45% of the courses, especially in the general education programs, but few institutions have chosen to construct adjunct faculty development programs that integrate these faculty into the instructional community. Metropolitan State College of Denver, recipient ofa Title III grant to build an adjunct development program received a TIA-CREF Hesburgh Award of Excellence in 2001 for its innovative adjunct support activities. This chapter articulates the features of this successful program and its effect on the adjunct faculty cohort at the college.

Bibliography, Volume 22 (2004)

To Improve the Academy: A Journal of Educational Development

Bibliography for volume 22 (2004) of To Improve the Academy: A Journal of Educational Development.

doi: 10.3998/tia.17063888.0022.023

Preface, Volume 23 (2004), Sandra Chadwick-Blossey

To Improve the Academy: A Journal of Educational Development

Preface to volume 23 (2004) of To Improve the Academy: A Journal of Educational Development, by Sandra Chadwisk-Blossey of Rollins College.

About The Authors, Volume 23 (2004)

To Improve the Academy: A Journal of Educational Development

About the authors of articles in volume 23 (2004) of To Improve the Academy: A Journal of Educational Development.

Introduction, Volume 23 (2004)

To Improve the Academy: A Journal of Educational Development

Introduction to volume 23 (2004) of To Improve the Academy: A Journal of Educational Development.