Scholarship of Teaching and Learning Commons^™

General Report Of The Committee On Academic Freedom And Academic Tenure

Indiana Law Journal

The safeguarding of a proper measure of academic freedom in American universities requires both a clear understanding of the principles which bear upon the matter, and the adoption by the universities of such arrangements and regulations as may effectually prevent any infringement of that freedom and deprive of plausibility all charges of such infringement. This report is therefore divided into two parts, the first constituting a general declaration of principles relating to academic freedom, the second presenting a group of practical proposals, the adoption of which is deemed necessary in order to place the rules and procedure of the American …

Foreword, Steve Sanders

Indiana Law Journal

One hundred years ago this year, a group of prominent American professors came together to form the American Association of University Professors (AAUP). As a crucial part of this endeavor, they drafted a manifesto on academic freedom and tenure that set forth what must have been viewed, at the time, as revolutionary propositions about the role of the scholar vis-à-vis the university and the role of the scholar and the university together vis-à-vis the larger society

The Social Value Of Academic Freedom Defended, J. Peter Byrne

Indiana Law Journal

In his recent book, Versions of Academic Freedom: From Professionalism to Revolution, Stanley Fish renewed his arguments for an “it’s just a job” account of academic freedom, begun in his 2008 book, Save the World on Your Own Time. He claims that academic freedom consists of nothing more than the conditions necessary to follow the established criteria for scholarship and teaching within each discipline. He complains chiefly against the invocation of academic freedom to protect or glorify political advocacy by academics. There is a lot in Fish’s account to admire and agree with. The appropriate sphere of academic freedom needs …

Academic Duty And Academic Freedom, Amy Gadja

Indiana Law Journal

On December 31, 1915, the newly formed American Association of University Professors (AAUP) and its Committee on Academic Freedom and Academic Tenure accepted a set of guidelines designed to shape the organization and its work to protect academics against the termination power of their employer-universities. The “General Declaration of Principles,” drafted by approximately a dozen educators who were called from universities across the country, begins with a decided focus on the rights of individuals within the academy: “The term ‘academic freedom’ has traditionally had two applications,” the language reads at the start, “to the freedom of the teacher and to …

The Regrettable Underenforcement Of Incompetence As Cause To Dismiss Tenured Faculty, David M. Rabban

Indiana Law Journal

Universities are extremely reluctant to dismiss tenured professors for incompetence. This reluctance compromises the convincing and broadly accepted justification for the protection of academic freedom through tenure set forth in the 1915 Declaration of Principles of the American Association of University Professors (AAUP). After asserting that society benefits from the academic freedom of professors to express their professional views without fear of dismissal, the 1915 Declaration maintained that the grant of permanent tenure following a probationary period of employment protects academic freedom. Yet the 1915 Declaration also stressed that academic freedom does not extend to expression that fails to meet …

Educating For Complexity In Nursing Practice: A Baccalaureate Curriculum Innovation, Patricia Rosenau, Lorraine Watson, Leianne Vye-Rogers, Martie Dobbs

Quality Advancement in Nursing Education - Avancées en formation infirmière

This expository article describes an overview of salient changes made to a baccalaureate curriculum to meet the ever changing demands of health care, professional nursing practice, and post-secondary education. The innovations were embedded in the tenets of complexity science, mandates of our professional practice, the contextual relevance of the curriculum and the scholarship of integrative learning. The curriculum is present and future oriented, evidence-based and relevant. The curricular structure shifts content and pedagogy from the traditional stance. The planned and integrative semester course design is greater than the sum of its parts; course content is carefully chosen to illustrate the …

Phd Students At Jefferson's College Of Population Health Advance The Population Health Agenda Through Courses They Design And Deliver, Juan Leon Phd

Population Health Matters (Formerly Health Policy Newsletter)

No abstract provided.

Deaf Children’S Science Content Learning In Direct Instruction Versus Interpreted Instruction, Kim B. Kurz, Brenda Schick, Peter C. Hauser

Journal of Science Education for Students with Disabilities

This research study compared learning of 6-9th grade deaf students under two modes of educational delivery – interpreted vs. direct instruction using science lessons. Nineteen deaf students participated in the study in which they were taught six science lessons in American Sign Language. In one condition, the lessons were taught by a hearing teacher in English and were translated in ASL via a professional and certified interpreter. In the second condition, the lessons were taught to the students in ASL by a deaf teacher. All students saw three lessons delivered via an interpreter and three different lessons in direct ASL; …

What I Taught My Stem Instructor About Teaching: What A Deaf Student Hears That Others Cannot, Annemarie Ross, Randy K. Yerrick

Journal of Science Education for Students with Disabilities

Overall, science teaching at the university level has remained in a relatively static state. There is much research and debate among university faculty regarding the most effective methods of teaching science. But it remains largely rhetoric. The traditional lecture model in STEM higher education is limping along in its march toward inclusion and equity. The NGSS and Common Core reform efforts do little to help university science teachers to change their orientation from largely lecture-driven practice with laboratory supplements. While it is impossible to address all diverse student groups, the need for accommodations tend to be overlooked. As a Deaf …

From The Co-Editors, Todd Pagano

Journal of Science Education for Students with Disabilities

We continue to work diligently to improve JSESD. One of the largest challenges to the journal remains the solicitation of manuscript submissions. As such, we are asking the journal’s readership to assist us in advertising the journal. If you are familiar with individuals who might be interested in submitting a manuscript, please pass along the JSESD author link provided above. We are especially interested in articles on science education for students with varying types of disabilities and at a full range of grade levels (K-12 and postsecondary).

A Historical Perspective On The Revolution Of Science Education For Students Who Are Blind Or Visually Impaired In The United States, Cary A. Supalo Dr.

Journal of Science Education for Students with Disabilities

The following was an invited presentation given by Dr. Cary A. Supalo to the National Federation of the Blind of Illinois annual state convention that was held in Chicago, Illinois on Saturday, October 28, 2011. These remarks were slightly modified for the Journal of Science Education for Students with Disabilities.

Cary A. Supalo

What does the term Revolution mean? To some it can simply mean change. To others, it can mean drastic change, and still to others, revolution is no more than a descriptor for something else. In this context, I believe revolution refers to a time of significant change.1 …

Editor's Introduction, Michael M. Grant

Interdisciplinary Journal of Problem-Based Learning

No abstract provided.

Analysis Of Learning Assignments Applying Erp-Systems In Textbooks For Commercial Colleges In Austria, Daniel Kombacher

International Journal for Business Education

Enterprise-Resource-Planning-Systems (ERP-Systems) – such as SAP, BaaN, Infor LN, MS Dynamics, WinLine and BMD – are becoming increasingly important for private and public enterprises and NGOs around the globe. The use of ERP-Systems leads to changing (vocational) working routines. ERP-Systems are therefore an important subject for vocational education and – from a scientific viewpoint – a research topic of high interest. However, only a very limited number of journal articles are available that address the use of ERP-systems in the context of business education. This article contributes to this field of research with an analysis of learning assignments applying ERP-Systems. …

Service Learning In Business Education: What Perceptions And Expectations Do Undergraduate And Graduate Students Have Of Service-Learning Courses?, Karl-Heinz Gerholz, Ph.D., Peter Slepcevic-Zach, Ph.D.

International Journal for Business Education

Service Learning is a modern teaching-learning concept, which combines curricular content with supporting charitable organizations. The effects of courses using this concept on the students’ competences development has already been described in empirical studies. Within these studies the aspects regarding the instructional design were less emphasized unlike in this paper in which they are focused on. In addition to a conceptual foundation of service-learning and a literature review on the impact of service-learning, two didactic prototypes will be presented in the form of empirical case studies. The focus of this research is to describe the attitudes and perceptions of undergraduate …

Promoting Online Students’ Engagement And Learning In Science And Sustainability Preservice Teacher Education, Louisa Tomas, Michelle Lasen, Ellen Field, Keith Skamp

Australian Journal of Teacher Education

At James Cook University, a core first-year subject within the Bachelor of Education, Foundations of Sustainability in Education (FSE), sees students investigate the underlying science and complexity of socioecological challenges through inquiry, place-based learning, experimentation and consideration of classroom practice. Given that this subject is delivered across modes, a blended learning approach that encompasses an innovative use of learning technologies and careful consideration of pedagogy provides opportunity for both on-campus and online students to engage in active, learner-centred, collaborative, experiential and praxis-oriented learning experiences (Wals & Jickling, 2002). In this paper, we draw upon Pittaway’s (2012) engagement framework and Herrington, …