Scholarship of Teaching and Learning Commons^™

An Investigation Into The Preferred Learning Styles Of Accounting, Management, Marketing, And General Business Majors, Adel M. Novin, Lari H. Arjomand, Louis Jourdan

Teaching and Learning: The Journal of Natural Inquiry & Reflective Practice

No abstract provided.

Autobiography In Multicultural, Anti-Racist Education: Three Case Studies, Anita E. Fernandez

Teaching and Learning: The Journal of Natural Inquiry & Reflective Practice

No abstract provided.

Leaarning To Teach Elementary Science, Debra Zinicola, Roberta Devlin-Scherer

Teaching and Learning: The Journal of Natural Inquiry & Reflective Practice

No abstract provided.

Writing Intensive Courses In Theatre, Alisa Roost

Publications and Research

Most professors believe writing matters. Through writing our students are better able to synthesize ideas, communicate those ideas, and make connections across fields. While it can take significant time to grade all the assignments, it can threaten coverage of material, and our students rarely appreciate it, writing assignments can be crafted to reduce grading, add depth to coverage, and spark interest. What follows is an overview of how I incorporate writing into my theatre courses and some ways of crafting engaging writing-intensive courses.

Comparison Of Grade Point Average Of Honor Senior Students And College Of Liberal Arts Senior Students At A Florida University, Iwasan D. Kejawa

Department of Teaching, Learning, and Teacher Education: Theses and Other Student Research

Attrition rates in theHonor College program division of Florida Atlantic University have risen in recent years. It has been determined that even though a higher high school grade point average is required for admission into the honor program of the university, many applicants to the program were under-prepared to asumme the workload demanded of the students by the Honor College. The requirements for admission into the honor program of the Florida Atlantic University is an overall high school grade point average of 3.5 and a score of 1000 points on the SAT examination while the requirement into the College of …

The Relevance Of Authorial Presence In Creating And Understanding Qualitative Writing, Karen W. Scott, Mark L. Mccaslin, Gary C. Alexander

Teaching and Learning: The Journal of Natural Inquiry & Reflective Practice

No abstract provided.

Wellness And Wisdom: Is It All A Matter Of Learning?, Joy Murray

Teaching and Learning: The Journal of Natural Inquiry & Reflective Practice

No abstract provided.

Embedded Co-Mentoring: Inside The National Standards For Professional Development Schools, Jane Neapolitan

Teaching and Learning: The Journal of Natural Inquiry & Reflective Practice

No abstract provided.

Specified Ignorance: A Pedagogical And Cognitive Tool For Learning The Nature And Process Of Science, Robbie V. Mccarty

Teaching and Learning: The Journal of Natural Inquiry & Reflective Practice

No abstract provided.

Enseigner La Littérature Francophone : À La Recherche De La Banalisation, Cilas Kemedjio

Présence Francophone: Revue internationale de langue et de littérature

The emergence of francophone literatures as a field that is increasingly taught in departments of French has led to the creation of numerous positions dedicated to this area. The natural question that specialists face is how to devise strategies to develop and entrench this new discipline in American universities, concerned as they are with budgetary issues. The present study argues that only the constant search for cooperation between Francophonie and related academic fields will facilitate its institutionalization.

Variations Sur La Langue De Molière; L’Enseignementdu Français Aux États-Unis, Thomas C. Spear

Présence Francophone: Revue internationale de langue et de littérature

French has always been among the top foreign languages taught in the American university, even if Spanish occupies the first place. As a result of the social transformations of the 1960s and 1970s and the development of new fields of learning, changes were also introduced gradually into French department programs to include francophone literatures, although in a manner that some have deemed disturbing.

This openness, which is not found in France, has brought about the creation of new faculty positions, some of which are occupied by teachers and writers from Africa and the Caribbean who are making a significant contribution …

La « Littérature Francophone » En Question, Roberta Hatcher

Présence Francophone: Revue internationale de langue et de littérature

While literatures from Africa, the Caribbean and Québec have been taught in U.S French programs since at least the 1970s, the widespread incorporation of «francophone» literature and culture into all levels of the curriculum is a relatively recent phenomenon. Yet the organization of these heterogeneous fields under the umbrella of Francophone Studies has generated little discussion concerning the field’s definition and its relation to French Studies as a whole. This essay examines the category of Francophone Literature, arguing that it is no longer adequate for understanding today’s complex literary and cultural terrain.

Parcours De L’Enseignement Des Littératures Francophones Au Canada Fernando Lambert Et, Fernando Lambert, Josias Semujanga

Présence Francophone: Revue internationale de langue et de littérature

If francophone literatures were introduced as early as the 1970s principally at the Universities of Laval and Sherbrooke in Québec and at the Universities of Toronto, York and British Columbia in anglophone Canada, today, they enjoy a significant presence in all the large universities of the country. Paradoxically, in the Canadian university system as a whole, francophone literatures are taught more in anglophone Canada than in the francophone province of Québec. Two unrelated factors help to explain this situation. Early in the 1990s, under the influence of American universities, Canadian anglophone universities experienced an exponential growth of francophone literature, while …

9th Annual Governors State University Student Research Conference Proceedings, Shailendra Kumar Ph.D., Editor

Student Research Conference Proceedings

No abstract provided.

Volume 15, Number 01, G. William Hill Editor

Reaching Through Teaching

Full text of Volume 15, Number 01 of Reaching Through Teaching.

Nefdc Exchange, Volume 14, Number 1, Spring 2003, New England Faculty Development Consortium

New England Faculty Development Consortium Exchange

Contents

Message from the President - Jeff Halprin, Nichols College

Keynote speaker, fall conference 2003: Parker Palmer, American Association of Higher Education; theme: The Courage to Teach

Teaching In Community at Northern Essex Community College - Judith Kamber, Northern Essex Community College

6th Annual Faculty Development Roundup, June 6, 2003. Nichols College

Universal design - Lisa Isleb, Worcester Polytechnic Institute

Board of Directors

Intellectual Engagement And Achievement At Unl: Report From The Blue Sky Committee

University of Nebraska-Lincoln Administration: Reports, Papers, Publications, and Presentations

Contents

Executive Summary

Introduction and Guiding Framework

A Vision for UNL

The Datasets

The Undergraduate Experience

What We Learned

Quantitative Measures

Overall Student Satisfaction

Academic and Social Support

Academic Challenge

What Are the Implications?

Increased Focus on Academics during Orientation

A Reexamination of Course Offerings

Development of Graduate Teaching Assistant Skills

Expanded Involvement of Undergraduates in Research and Other Activities

Comments on the Undergraduate Data

Letters From Home: With Graduate Students?, Kimberly Hill Campbell, Ruth Shagoury Hubbard

Teaching and Learning: The Journal of Natural Inquiry & Reflective Practice

No abstract provided.

Self- And Sociocultural Representations Of Future Teachers, Michael Sanders, Nicole Carignan

Teaching and Learning: The Journal of Natural Inquiry & Reflective Practice

No abstract provided.

The Face Of The Future: Engaging In Diversity At Laguardia Community College, Gail O. Mellow, Phyllis E. Vanslyck, Bret Eynon

Publications and Research

Non-traditional, first generation, college students are changing the face of higher education in the United States. More than one third of today's students are minorities, eighty percent of those are employed and attending school part-time and more than one quarter are single parents. Diversity at LaGuardia means many things besides culture, ethnicity or nationality.It also refers to age, social background, fluency in English, academic expectations, learning styles and academic preparation. We argue here that we need to rethink curriculum in relation to this new understanding of diversity.

Immigrant Chinese Students' Use Of Silence In The Language Arts Classroom: Perceptions, Reflections, And Actions, Yang Hu, Stacey Fell-Eisenkraft

Teaching and Learning: The Journal of Natural Inquiry & Reflective Practice

No abstract provided.

'Rapid Writing ... Is My Cup Of Tea': Adult High School Students' Use Of Writing Strategies, Pamela Young

Teaching and Learning: The Journal of Natural Inquiry & Reflective Practice

No abstract provided.

Liberman And Wood's Inside The National Writing Project, Katrina Meyer

Teaching and Learning: The Journal of Natural Inquiry & Reflective Practice

No abstract provided.

Service Learning: Information, Examples, And Advantages, Nicholas P. Varien

Honors Capstones

Capstone submitted as a graduation requirement for the BSU Honors Program.

Natural Product Education In Schools Of Pharmacy In The United States, Kelly M. Shields, Cydney E. Mcqueen

Pharmacy Faculty Scholarship

Objective. The purpose of this study was to describe pharmacy school curriculum offerings in the areas of natural products and complementary/alternative medicine. Methods. Eighty-one schools of pharmacy in the United States were surveyed to determine the extent to which coursework addressing natural product or complementary/alternative medicine had been incorporated into their curriculum. Results. Usable responses were obtained from 64 schools (79 percent). Of these, 51 schools offered some exposure to these topics, while 40 offered courses exclusively on these topics. Most of these schools offered this instruction as an elective course focused primarily on natural products. Conclusion. These results indicate …

Education In Costa Rica: Best Practices And Beyond, Trey Fitch

Perspectives In Learning

Costa Rica is considered to be the most developed of the Central American countries because it has a relatively high Gross Domestic Product per capita as well as best indicators of life expectancy at birth, infant mortality rate, and adult literacy rate (United Nations Development Program, 1999). Much of this success has been attributed to its progressive education system. Costa Rica is one of the few countries in the world to exist without a national military system, consequently, more money can be diverted into educational programs. The adult literacy rate is near 95% and rivals the United States where the …

Improving Teaching Through Classroom Action Research, Gwynn Mettetal

Professional and Organizational Development Network in Higher Education: Archives

This essay discusses how to conduct small, in-class research projects on student learning in order to document teaching effectiveness and select appropriate teaching strategies.

Helping Students Help Each Other: Making Peer Feedback More Valuable, Linda B. Nilson

Professional and Organizational Development Network in Higher Education: Archives

Student peer feedback can be emotionally biased, misinformed, and/or superficial. This essay discusses two types of feedback that yield neutral, valid, and detailed information and enhance students’ audience awareness.

Teaching Circles: Making Inquiry Safe For Faculty, Laurel Black, Mary Ann Cessna

Professional and Organizational Development Network in Higher Education: Archives

How can I improve my teaching? Pressured by a need for high student ratings and administrative demands for excellence in teaching, faculty find a haven and room to learn in teaching circles.

Creating A Culture Of Co-Learners With Problem-Based Learning, Kristi L. Arndt

Professional and Organizational Development Network in Higher Education: Archives

Problem-based learning requires a significant shift in the roles and responsibilities traditionally assigned to teachers and students. This essay examines the challenge of truly empowering students as self-directed learners.