Higher Education Commons^™

Jomc 486: Mass Media Law—A Peer Review Of Teaching Project Benchmark Portfolio, John R. Bender

UNL Faculty Course Portfolios

Mass Media Law, JOMC 486, is a required course for all majors in the College of Journalism and Mass Communications. This includes majors in journalism (traditional print journalism and online journalism), broadcasting and advertising-public relations. The purpose of this portfolio is to assess whether the learning objectives of the course are achieved. The evidence compiled for this portfolio suggests that the students are learning basic information about mass media law. Further, analysis of the tests shows that they are also learning how to apply the principles of media law to situations they have not encountered, thus preparing them for dealing …

Metr 200: Weather And Climate—A Peer Review Of Teaching Project Benchmark Portfolio, Matthew S. Van Den Broeke

UNL Faculty Course Portfolios

This benchmark portfolio is meant to be an assessment of how well the objectives of METR 200 (Weather and Climate) are being attained by students in several classifications of academic major. Students from a wide range of backgrounds enroll in this course as a general science elective, and for many, it will be the only science course taken in college. Thus, it is important that course material be sufficiently accessible for all students, while providing meaningful information which will be applicable by students of all backgrounds once they leave the course. In this portfolio, an analysis will be presented showing …

Law 799: Clinical Practice-Criminal—A Peer Review Of Teaching Project Benchmark Portfolio, Steven Schmidt

UNL Faculty Course Portfolios

This portfolio provides a broad overview of my teaching of Law 799. It not only gives the reader an understanding of the goals I have for the course, but also how I endeavor to reach those goals. Finally, through the use of student assessment, this portfolio provides insight as to whether my goals were reached and to what degree. Thus, the portfolio serves to inform me of areas needing improvement.

Chme 223: Chemical Engineering Thermodynamics I—A Peer Review Of Teaching Project Benchmark Portfolio, Hossein Noureddini

UNL Faculty Course Portfolios

This portfolio was intended to provide a broad overview of the course. Initially, when I decided to write this portfolio my intention was for it to help me in the student's outcome assessment of teaching for the course and in a broader scope, for my department's effort in establishing a systematic student outcome assessment process. However, as I became more familiar with the program I realized other aspects of the course could also benefit from this portfolio. My goal for this portfolio is to be broad with emphasis on course objectives, delivery methods and their assessment. I like for this …

Geog 140: Human Geography—A Peer Review Of Teaching Project Benchmark Portfolio, Katherine Nashleanas

UNL Faculty Course Portfolios

This benchmark portfolio will systematically evaluate my course in relation to ACE and Advanced Placement Human Geography standards and objectives. It will enable me to evaluate ways of increasing student engagement in large lecture classes, student retention, and organization that supports student mental health. As a result of writing this portfolio, I will be able to evaluate the internal consistency and coherence of my course. This portfolio provides a conceptual structure and physical place to put observations and notes about course improvement from semester to semester, which will enable me to become even more secure about the intellectual and pedagogical …

Geol 106: Environmental Geology—A Peer Review Of Teaching Project Benchmark Portfolio, Leilani Arthurs

UNL Faculty Course Portfolios

The Peer Review of Teaching (PRT) program provides faculty members the environment, support, structure, and time to carefully think about how they teach a particular course. PRT benchmark portfolios are prepared as a part of this program to assist faculty members in reflecting on and documenting their instructional practices and the potential impact they have on student learning.

This benchmark portfolio targets the Spring 2013 semester of GEOL 106: Environmental Geology. It documents the course objectives that provided the foundation for the instructional approach, the course-level learning goals that defined what students should be able to do by the end …

Metr 323: Physical Meteorology—A Peer Review Of Teaching Project Benchmark Portfolio, Jun Wang

UNL Faculty Course Portfolios

Hands-on out-door activities are added into a course that is designed to teach students atmospheric physics ranging form solar light transfer to cloud and precipitation formation in the atmosphere. Statistical analysis and anonymous survey are conducted to benchmark the improvement in students' learning. Results show that these hands-on activities increase the student's interest and understanding in the course materials, and also improve the overall students' satisfaction for the course.

Cive 489: Senior Design—A Peer Review Of Teaching Project Benchmark Portfolio, Karen Schurr

UNL Faculty Course Portfolios

Course Background: Over recent years, the careers of professional civil engineers have become increasingly collaborative, multidisciplinary, entrepreneurial and focused on sustainability. With that comes an expectation from the profession to adequately prepare work force entrants for such challenges. In addition to traditional foundations in math, science, engineering fundamentals and an understanding of professional ethics, graduates now need interdisciplinary depth, critical thinking ability, ingenuity, creativity, leadership, multifaceted communication skills, flexibility and a broad understanding of civil systems in global economic, environmental and societal contexts. The UNL Civil Engineering Department strives to meet the profession's expectation with the capstone design course, CIVE …

Competition In Higher Education: Build It And They Will Come Or You Have To Spend Money To Make Money, Matthew R. Sharp

Humanities & Communication - Daytona Beach

The Global Perspectives Program was developed to provide Virginia Tech graduate students with an opportunity to gain knowledge and understanding of global higher education, especially in Europe. This article deals with enrollment management and competition for students.

Using A Cohort Approach To Convert Edd Students Into Critical Friends, Edmund T. Hamann, Susan Wunder

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Exploring the role of critical collegiality and a cohort approach to doctoral education, this chapter considers the higher education design issues that have supported education doctorate candidates' pursuit of learning and degrees buoyed by the support—emotional, logistic, and content-based—of their graduate student colleagues.

A steadfast but not previously examined feature of our department’s six-year (and counting) experience with a Carnegie Project for the Education Doctorate (CPED)-influenced Doctor of Education (EdD) program is the successful implementation of a cohort model and, in turn, the utilization of practitioners’ sense of belonging and familiarity to become each other’s Critical Friends. Looking across the …

The National Security Education Program And Its Service Requirement: An Exploratory Study Of What Areas Of Government And For What Duration National Security Education Program Recipients Have Worked, David J. Comp

Dissertations

The National Security Education Program, established under the National Security Education Act of 1991, has had a post-funding service requirement in the Federal Government for undergraduate scholarship and graduate fellowship recipients since its inception. The service requirement, along with the concern that the National Security Education Program was and remains funded by the United States Department of Defense, was very controversial in the early years of the program and remains a concern for some faculty and scholarly organizations to this day. Questions arise about whether the National Security Education Program is successfully achieving government objectives of employing National Security Education …

Sayre: Undergraduate Catalog 2013-2014, Southwestern Oklahoma State University

Undergraduate Catalogs

No abstract provided.

Weatherford: Undergraduate Catalog 2013-2014, Southwestern Oklahoma State University

Undergraduate Catalogs

No abstract provided.

Organizational Sense-Making And Enactment: Public Policy And Change-Making Of Private Professional College Administrations In Kerala, India, Biju A. Chittuparamban

Seton Hall University Dissertations and Theses (ETDs)

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0803: Roy Hatton Collection, 1935-1966, Marshall University Special Collections

Guides to Manuscript Collections

This collection consists of a 1935 diploma from Huntington High School, an appointment certificate as the Acting Postmaster dated 1965, and one appointment certificate as Postmaster for 1966, certified by President Lyndon B. Johnson.

Fact Sheet, Yale University Office Of Institutional Research

Fact Sheets

No abstract provided.

0800: Chris Greene Collection, 2000-2009, Marshall University Special Collections

Guides to Manuscript Collections

The Chris Greene Collection includes essays submitted for the MLK, Jr. Symposium Essay Competition, the winners chosen for the competition in 2007, and the winning entries booklets for 2005-2007. This collection also includes information about the Marshall University and Appalachian Studies Association NEH Challenge Grant Application. Along with this, you will find newspaper clippings, letters and emails to and from Chris Greene, and notes taken by Greene.

Testing Misconceptions And Building Excitement In A Psychology And The Law Course, Emily Stark

Psychology Department Publications

Did you know that there is no evidence that verifies that each person's fingerprints are truly unique, or that even trained dental examiners cannot accurately match bite marks to the teeth of a suspect? Thinking about our misconceptions can make us excited to learn more about a topic, so that we understand why we were wrong. This article discusses a method that I developed to address misconceptions about psychology and the legal system and to get students excited to learn more about these topics.

A Brief Examination Of Predictors Of E-Learning Success For Novice And Expert Learners, Emily Stark, Andrea L. Lassiter, Ashley Kuemper

Psychology Department Publications

As the prevalence of e-learning continues to grow in higher education settings, so too does the need for empirical research examining the antecedents of success in this environment. Previous research has suggested some characteristics that may determine success in an online course; however, little empirical evidence exists relating potential predictors of e-learning success with actual performance outcomes, particularly for different levels of learners. Students new to college may need different kinds of support to succeed in an online course compared to students with more experience in taking college-level courses, whether online or in-class, and navigating institutional resources. A primary goal …

Unf Journal Winter 2013, University Of North Florida

UNF Journal

A university periodical for alumni and friends of the University of North Florida.

The Relationship Of Teacher, Student, And Content In The Clinical Psychology Classroom, Hannah Lord

Antioch University Dissertations & Theses

The field of clinical psychology is in the midst of redefining graduate school education with a push for competency-based approaches and measurable learning outcomes. This dissertation explores the best-practice knowledge regarding the education of professional clinical psychology graduate students and uses cooperative inquiry to richly detail the educational approach of a thus far “silent stakeholder,” Dr. Colborn W. Smith, a long-time teacher and training director. This inquiry is intended to help me [Hannah Lord] understand an important personal educational experience, to explore the tangible art of teaching that made such an experience possible, and to contribute to the evolving discourse …

I'Ll Choose Which Hill I'M Going To Die On: African American Women Scholar-Activists In The White Academy, Muriel Elizabeth Shockley

Antioch University Dissertations & Theses

This study explored the complexities of African American women scholar-activists' lived experiences in predominately white institutions of higher education. Existing scholarship on African American women's experiences in the academy locates these academicians in predominately white research universities and liberal arts colleges (PWI's) as well as historically Black colleges and universities (HBCU's) and focuses on the tenure process, recruitment and retention, evaluation, student relationships, career satisfaction, mentoring, survival strategies, and administrative leadership. Overwhelmingly the foci of the research are the challenges African American women scholars face and the concomitant strategies employed to militate the consequences. Less apparent are the ways African …

Returning The Self To Professional Psychology, Scott Alan Markham

Antioch University Dissertations & Theses

The following theoretical dissertation used an object relational approach to consider integrating the self and professional psychology training. Professional psychology training once valued the emerging and diverse experiences of the trainee's self. However, the recent shift to competency based education models in professional psychology has emphasized self-competency rather than the processes that foster the integration of trainees' emerging identities. This paper argued that the competency-based education models based on positivistic science frameworks limited further dialogues of self-discovery, the processes of on-going self-reflection, and meaning making processes of self. The purpose of this dissertation was to continue the dialogue of self …

Moving Away From Understanding: Personal Therapy In Contemporary Doctoral Education, Michael Paul Tartaglia

Antioch University Dissertations & Theses

Personal therapy has never been a training requirement for clinical psychology in the American Psychological Association (APA). This became more evident when the field of Clinical Psychology at the Boulder Conference over 30 years ago in which personal therapy was omitted as a requirement of doctoral education because there was a lack of sufficient empirical evidence to support such a mandate in the United States. While there has been research in the field of psychodynamic theory on personal therapy, the stance taken during the Boulder Conference (and to some extent the Chicago and Vail Conferences thereafter) continues to be the …

Applying A Leadership Framework To Historically Black Colleges And Universities (Hbcus) Post Fordice, Armenta Hinton

Antioch University Dissertations & Theses

Historically Black Colleges and Universities (HBCUs) have a list of outstanding accomplishments that span over a century; however, this segment of higher education continues to be underfunded and remains in a position of justifying its existence in a postracial America. The issues facing HBCUs are significant. Race-based legislation has created a dual system of American higher education that adversely affects these minority serving institutions, impacting the quality of education they dispense and producing potentially negative effects on vulnerable and under-served collegians. Supreme Court Justice Thomas’s opinion in the U.S. v. Fordice (1992) case opposed the creation of HBCUs as “enclaves …

Exploring Tribal College And University (Tcu) Faculty Collegiality, Nora Antoine

Antioch University Dissertations & Theses

This dissertation study explores Tribal College and University (TCU) faculty collegiality utilizing qualitative and indigenous research methodology approaches. Since collegiality is a multidimensional construct, a Rolling Survey process was developed to provide a vehicle for discussion. Within focus group settings, TCU faculty participants created a composite about their relationships, communications, and professional development. Dialogue affirmed important professional relationships and explored issues that contribute or detract from TCU faculty work experiences. The results of this study further suggest wider applications for leadership and businesses in general, affirming the importance of and the need to support professional working relationships. The electronic version …

Measuring Normlessness In The Workplace: A Study Of Organizational Anomie In The Academic Setting, Tayo Glenn Switzer

Antioch University Dissertations & Theses

The dissertation explores leadership and change by examining normlessness in the workplace through a multi-layered study of anomie theory, anomie research in the workplace, and organizational and business management theory. The research validates a quantitative survey designed to measure the level of normlessness experienced by workgroups within an organizational context. The survey reflects a set of six normative aspects that when disrupted produce organizational anomie—a state of normlessness that leads to an increase in worker resistance and a reduction in worker consent. The audience studied in this dissertation is associate professors at a large Midwestern research university. Data were gathered …

2013 January, Office Of Communications & Marketing, Morehead State University.

Morehead State Press Release Archive, 1961 to the Present

Press releases for January of 2013.

2013 Web Features, Office Of Communications & Marketing, Morehead State University.

Morehead State Press Release Archive, 1961 to the Present

Web features for 2013.

Reflector Magazine, Georgia Southern University, Student Media

Reflector Magazine

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