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- Biology, Chemistry, and Environmental Sciences Faculty Articles and Research (1)
- Department of Educational Administration: Dissertations, Theses, and Student Research (1)
- Faculty and Staff - Articles & Papers (1)
- NEFDC Exchange (1)
- University of Nebraska-Lincoln Administration: Papers, Publications, and Presentations (1)
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Full-Text Articles in Scholarship of Teaching and Learning
Nefdc Exchange, Volume 29, Fall 2016, New England Faculty Development Consortium
Nefdc Exchange, Volume 29, Fall 2016, New England Faculty Development Consortium
NEFDC Exchange
Contents
President’s Message -Dakin Burdick, Mount Ida College
Save the date, spring conference - Student-Faculty Research Collaborations, keynote speaker, Alan November, founder of November Learning; keynote address: Helping Students Build a Global Network for Lifelong Learning
Exploring the Universe Through a Cultural Lens - Kristine Larsen, Central Connecticut State University
Scientific Literacy Skills for the 21st Century - Cynthia Brandenburg, Champlain College
Using Celebrity to Discuss Diversity - Kellie Deys, Nichols College
Reacting to the Past: Learning Diversity of Perspectives Through Role Playing - Frances Alexakos, Roger Williams University
Mindsets Matter in Education - Cheryl Williams, Salem State University
The …
Critical College Experiences Of The Middle Third Of The High School Graduating Class, Nathan Kaoru Keikiokamakua Hanamaikai
Critical College Experiences Of The Middle Third Of The High School Graduating Class, Nathan Kaoru Keikiokamakua Hanamaikai
Department of Educational Administration: Dissertations, Theses, and Student Research
Seven recent graduates from a large, open access university in the Western United States who also graduated from high school in the middle third of their graduating class were interviewed to examine what they considered critical decisions during college and what effect those decisions had on their progress towards graduation. More than 45 critical incidents were identified by the participants. All incidents involved interaction with another person to some degree. All but 11 of the incidents were with people outside of institutional employees. Of the 11 incidents, the majority involved faculty members in either positive or negative situations. Upon further …
The Explorations Program: Benefits Of Single-Session, Research- Focused Classes For Students And Postdoctoral Instructors, Jeremy L. Hsu, Anna M. Wrona, Sarah E. Brownell, Waheeda Khalfan
The Explorations Program: Benefits Of Single-Session, Research- Focused Classes For Students And Postdoctoral Instructors, Jeremy L. Hsu, Anna M. Wrona, Sarah E. Brownell, Waheeda Khalfan
Biology, Chemistry, and Environmental Sciences Faculty Articles and Research
We present an update to Explorations, a program at Stanford University that allows undergraduates in an introductory biology course to explore specialized topics in the biological sciences while providing graduate students and postdoctoral scholars the unique opportunity to develop and teach single-session, research-focused classes. We provide an assessment of eight iterations of the program, using program attendance, student and instructor evaluations, senior exit surveys, course grades, and completion of undergraduate honors theses to assess the impact of our program on students and instructors. Students rated their experiences highly, and most reported that the program had a positive impact on their …
Internships: Experiential Learning, Academic Connection And Assessment, Arlene J. Nicholas
Internships: Experiential Learning, Academic Connection And Assessment, Arlene J. Nicholas
Faculty and Staff - Articles & Papers
This paper reviews the current literature on internships and the impact internships have for students. For example, according to Gault, Leach, and Duey (2010) interns who exceeded employers' expectations were offered a 9.2% higher salary than other non-intern alumni counterparts. Employers of students who complete credit internships are required to respond to a questionnaire about the students work. However, like many other universities and colleges, students were not required to complete formal surveys of their internship. Overview of student surveys regarding their experiences and academic associations is discussed. The benefits of electronic documentation for outcomes and assessment is explained.
University Of Nebraska- Lincoln: Fact 2015-2016
University Of Nebraska- Lincoln: Fact 2015-2016
University of Nebraska-Lincoln Administration: Papers, Publications, and Presentations
Table of Contents
Front Cover.................................................................. 1
Introduction.......................................................................... 2
Table of Contents ....................................................... 3
General Information
University of Nebraska-Lincoln Core Values (LEADERS) ................................... 6
University of Nebraska-Lincoln Mission ............................................................. 7
The Missions of the University of Nebraska-Lincoln ........................................... 7
Teaching......................................................................................................... 8
Research................................................................................................... 8
Service....................................................................................................... 9
Institutional and Professional Accreditations .................................................... 10
University of Nebraska-Lincoln Administrative Organization Chart .................. 14
Student Credit Hours (SCH)
Total SCH: Fall Semester Since 1979 ................................................................ 15
Total SCH: Spring Semester Since 1993 .......................................................... 16
SCH by College and Course Level, Fall and Spring Semester, 5 Year Trend ..... 17
SCH by College and Course Level, Fall …