Other Education Commons^™

Rita Hamilton, Rita Hamilton, Institute Of Child Nutrition. Child Nutrition Archives.

Oral History Project (all interviews)

Rita Hamilton comes from a family with a history in child nutrition. Hamilton’s mother worked at the food service manager at Hamilton’s elementary school in rural Arkansas. After majoring in Home Economics at the University of Arkansas and working as an Arkansas Home Economics extension agent, Rita went on to serve as a state supervisor in the school nutrition programs at the Arkansas Department of Education.

Sandra Fisher, Sandra Fisher, Institute Of Child Nutrition. Child Nutrition Archives.

Oral History Project (all interviews)

Sandra Fisher, a graduate of Penn State and Hood College, has spent her career working in Pennsylvania and Maryland. She started out as a hospital dietitian before getting involved with the development of the NET Program in Pennsylvania. She later spent twenty years in Maryland as a Processing Specialist for the Commodity Program.

Kathy Talley, Kathy Talley, Institute Of Child Nutrition. Child Nutrition Archives.

Oral History Project (all interviews)

Kathy Talley spent twenty years teaching Home Economics in West Virginia. Since then she has served for nearly another twenty years in the Nutrition Education and Training position at the West Virginia Department of Education. She is proud that her state was the first in the nation to mandate the School Breakfast Program.

Barbara Smith, Barbara Smith, Institute Of Child Nutrition. Child Nutrition Archives.

Oral History Project (all interviews)

Barbara Smith taught Home Economics for six years before becoming Food Service Director in Russellville, Arkansas, for four years. She then worked for the Arkansas Department of Education until her retirement is early 2008.

Josephine Martin - Chapter 1, Josephine Martin, Institute Of Child Nutrition. Child Nutrition Archives.

Oral History Project (all interviews)

Josephine Martin has been an area school nutrition consultant, a USDA regional nutritionist in the Southeast, and Georgia’s state child nutrition director. Prior to her retirement from the Georgia Department of Education in 1991, she was an Associate State Superintendent of Schools. She then served as the first Executive Director of the National Food Service Management Institute, The University of Mississippi.

Since retirement from the National Food Service Management in 1996, she has taught courses in food service management at Georgia State University and in child nutrition management at the University of Georgia. She is actively involved as a consultant …

Josephine Martin - Chapter 4, Josephine Martin, Institute Of Child Nutrition. Child Nutrition Archives.

Oral History Project (all interviews)

Josephine Martin has been an area school nutrition consultant, a USDA regional nutritionist in the Southeast, and Georgia’s state child nutrition director. Prior to her retirement from the Georgia Department of Education in 1991, she was an Associate State Superintendent of Schools. She then served as the first Executive Director of the National Food Service Management Institute, The University of Mississippi.

Since retirement from the National Food Service Management in 1996, she has taught courses in food service management at Georgia State University and in child nutrition management at the University of Georgia. She is actively involved as a consultant …

Josephine Martin - Chapter 3, Josephine Martin, Institute Of Child Nutrition. Child Nutrition Archives.

Oral History Project (all interviews)

Josephine Martin has been an area school nutrition consultant, a USDA regional nutritionist in the Southeast, and Georgia’s state child nutrition director. Prior to her retirement from the Georgia Department of Education in 1991, she was an Associate State Superintendent of Schools. She then served as the first Executive Director of the National Food Service Management Institute, The University of Mississippi.

Since retirement from the National Food Service Management in 1996, she has taught courses in food service management at Georgia State University and in child nutrition management at the University of Georgia. She is actively involved as a consultant …

Josephine Martin - Chapter 2, Josephine Martin, Institute Of Child Nutrition. Child Nutrition Archives.

Oral History Project (all interviews)

Josephine Martin has been an area school nutrition consultant, a USDA regional nutritionist in the Southeast, and Georgia’s state child nutrition director. Prior to her retirement from the Georgia Department of Education in 1991, she was an Associate State Superintendent of Schools. She then served as the first Executive Director of the National Food Service Management Institute, The University of Mississippi.

Since retirement from the National Food Service Management in 1996, she has taught courses in food service management at Georgia State University and in child nutrition management at the University of Georgia. She is actively involved as a consultant …

Virginia Webb, Virginia Webb, Institute Of Child Nutrition. Child Nutrition Archives.

Oral History Project (all interviews)

Virginia Webb is currently working as an independent consultant. Her previous employment includes several positions at the National Food Service Management Institute, culminating as director of education and training in 2007. A registered dietitian, Virginia has worked as food service director at Rapides Regional Medical Center and Natchitoches Parish Hospital in Louisiana. Virginia completed her bachelor’s degree in dietetics at Louisiana Tech University and her master’s in food service management from Colorado State University. She is a certified ServSafe instructor, certified director Level III with the School Nutrition Association, and has numerous training experiences. She served on the School Meals …

Shelia Brown And Mike Harris Oral History, Shelia Brown, Mike Harris, Institute Of Child Nutrition. Child Nutrition Archives

Oral History Project (all interviews)

Shelia Brown and Mike Harris have worked in school nutrition at the Maryland School for the Blind since the 1960s. Shelia is now a supervisor and Mike is an assistant supervisor.

Ed Cooney, Ed Cooney, Institute Of Child Nutrition. Child Nutrition Archives.

Oral History Project (all interviews)

Ed Cooney is the Executive Director of the Congressional Hunger Center, which operates the Bill Emerson National Hunger Fellowship Program and the Mickey Leland International Hunger Fellowship Program. The Fellows who participate in these programs gain both with hands-on experience and policy experience. Before coming to the Congressional Hunger Center, Ed spent eighteen years with the Food Research and Action Center, as their lobbyist on school nutrition programs.

Jim Weill, Jim Weill, Institute Of Child Nutrition. Child Nutrition Archives.

Oral History Project (all interviews)

For the past decade, Jim Weill has led the Food Research and Action Center as its President. The FRAC’s mission is to end hunger in the United States. The Center works toward this noble goal primarily through its support of public policy, federal nutrition programs, food stamps, school meals and summer food programs.

Lynn Parker, Lynn Parker, Institute Of Child Nutrition. Child Nutrition Archives.

Oral History Project (all interviews)

Lynn Parker recently retired from Food Research and Action Center, FRAC, after thirty years of dedicated service to improving the nutrition of the nation’s children. She has now moved to the Institute of Medicine, where she is heading up a standing committee on childhood obesity prevention.

Inside Unlv, Shane Bevell, Mamie Peers, David Ashley, Diane Russell, Michelle Mouton, Grace Russell

Inside UNLV

No abstract provided.

Sue Tettleton, Sue Tettleton, Institute Of Child Nutrition. Child Nutrition Archives.

Oral History Project (all interviews)

Sue Tettleton worked in the Nutrition and Education Training Program at the University of Mississippi, beginning in the 1960s, training state school lunch personnel. Sue is now retired from the North Mississippi Regional Center, a former member of the faculty at the University of Mississippi in the Department of Home Economics, Family and Consumer Sciences, and a member of the NET Program in Mississippi.

Teaching Advanced Life Sciences In An Animal Context: Agricultural Science Teacher Voices, Mark Balschweid, Alexandria Huerta

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

The purpose of this qualitative study was to determine agricultural science teacher comfort with a new high school Advanced Life Science: Animal course and determine their perceptions of student impact. The advanced science course is eligible for college credit. The teachers revealed they felt confident of their science background in preparation for teaching the course and they emphasized their intensive science background in preparing to become agricultural science teachers. Teachers indicated they had significant background in advanced science concepts, but they hadn’t used the previous knowledge and it required effort to review the concepts related to the new course. Teachers …

Introduction, Volume 26 (2008), Douglas Reimondo Robertson

To Improve the Academy: A Journal of Educational Development

Introduction to volume 26 (2008) of To Improve the Academy: A Journal of Educational Development, by Douglas Reimondo Robertson of Northern Kentucky University.

Investigating Indicators Of The Scholarship Of Teaching: Teaching Awards In Research Universities, Stacie Badran

To Improve the Academy: A Journal of Educational Development

Results from a nationwide study of teaching awards programs in mathematics departments of U.S. research universities show that only a small percentage even offers such awards. Those that do either use ad hoc procedures and criteria for making awards or prioritize curricular contributions over instructional and pedagogical knowledge in selecting award winners. In addition, mathematics faculty reserve the term scholarship for research in the discipline rather than research on teaching of the discipline.

Points Without Limits: Individual Inquiry, Collaborative Investigation, And Collective Scholarship, Richard A. Gale

To Improve the Academy: A Journal of Educational Development

This chapter proposes that a scholarship of teaching and learning focused on collaborative and collective inquiry can be more effective and have greater impact on student learning and the advancement of knowledge than investigations accomplished by individual faculty and students working in isolation. This conclusion is arrived at as a result of examining the work of Carnegie Scholars and the Carnegie Academy for the Scholarship of Teaching and Learning Campus Program participants since 1998.

Assessment Of A Faculty Learning Community Program: Do Faculty Members Really Change?, Susan Polich

To Improve the Academy: A Journal of Educational Development

In this study, participants in a faculty learning community (FLC) program were followed to see if they had really changed their epistemological beliefs and teaching methods. Of the 39 FLC participants, 87% reported a change in their epistemological beliefs and 79% reported a change in their teaching methods. Seven participants were followed in-depth to determine if their reported changes actually occurred. Observations suggest that none of the seven appeared to have changed epistemological beliefs although all changed teaching methods. More importantly, the participants adopted their new pedagogy only when the pedagogy was aligned with their beliefs.

Easing Entry Into The Scholarship Of Teaching And Learning Through Focused Assessments: The “Decoding The Disciplines” Approach, Joan K. Middendorf, David Pace

To Improve the Academy: A Journal of Educational Development

Students’ difficulty in mastering material can motivate faculty toward the scholarship of teaching and learning (SoTL) if instructors’ frustration can be framed as a researchable question, and they have practical models for assessing learning outcomes. The “decoding the disciplines” approach supports this shift from reflective teaching to SoTL. By focusing on narrowly defined bottlenecks to learning, faculty define researchable questions convincing to their disciplines. The specificity of these inquiries makes the assessment of learning much easier through the application of existing tools, such as those provided in Angelo and Cross’s Classroom Assessment Techniques (1993). Example of specific assessments are provided.

Preface, Volume 26 (2008), Douglas Reimondo Robertson

To Improve the Academy: A Journal of Educational Development

Preface to volume 26 (2008) of To Improve the Academy: A Journal of Educational Development, by Douglas Reimondo Robertson of Northern Kentucky University.

About The Authors, Volume 26 (2008)

To Improve the Academy: A Journal of Educational Development

About the editors and authors of volume 26 (2008) of To Improve the Academy: A Journal of Educational Development.

Stereotype Threat And Ten Things We Can Do To Remove The Threat In The Air, Franklin A. Tuitt, Lois Reddick

To Improve the Academy: A Journal of Educational Development

The purpose of this chapter is to present an overview of the literature related to stereotype threat in an effort to provide faculty members and instructional developers with a better understanding of what the phenomenon is and what can be done about it in college classroom settings. To this end, we reviewed several of the major studies published on the subject between 1995 and 2005 and compiled a list of strategies that reflected both the major empirical findings on stereotype threat and our own research and experiences with faculty and students in college settings. Given the enormity of the subject, …

Faculty Development At Small And Liberal Arts Colleges, Kim M. Mooney, Michael Reder

To Improve the Academy: A Journal of Educational Development

The notable growth of faculty development programs and centers at small institutions warrants attention before their next stages of growth. We aim to capture and convey the central issues coalescing around the professionalization of teaching and learning activities and the work of faculty developers at small colleges. While this descriptive review draws direct comparisons to other types of institutions, particularly large research and comprehensive universities that serve as the norm for our profession’s faculty development practices, its main purpose is to address the distinctive characteristics of professional development at small colleges in general and liberal arts colleges in particular. Toward …

Credibility And Effectiveness In Context: An Exploration Of The Importance Of Faculty Status For Faculty Developers, Bonnie B. Mullinix

To Improve the Academy: A Journal of Educational Development

This study documents an emerging profile of the faculty status of faculty developers as solicited, compiled, and interactively interpreted with faculty developer practitioners. It used integrated (mixed) methodology and participatory research strategies to gather data and it shares descriptive statistical information on the various positions held by faculty developer respondents; qualitatively analyzed impressions of the importance of faculty status to their credibility and effectiveness as faculty developers; and information regarding respondents’ institutional contexts. Findings are further disaggregated across institutional contexts and sex to explore trends, differential perceptions, and other emergent issues as identified by participant researchers.

Team Mentoring: An Alternative Way To Mentor New Faculty, Tara Gray, A. Jane Birch

To Improve the Academy: A Journal of Educational Development

Traditional mentoring programs usually have no mechanism for Protégés to learn from each other, and they often match protégés with mentors sight unseen. Team mentoring is a less hierarchical program in which protégés mentor each other in a group while searching for more permanent and personal mentors. In this program, protégés and mentors are arguably better matched because mentors are chosen by the Protégé. In addition, Protégés benefit by tapping into the wisdom of their peers. As a result, team mentoring is a viable alternative to traditional mentoring programs.

A Research–Based Rubric For Developing Statements Of Teaching Philosophy, Matthew Kaplan, Deborah S. Meizlish, Christopher O'Neal, Mary C. Wright

To Improve the Academy: A Journal of Educational Development

Despite its ubiquity as the way that instructors represent their views on teaching and learning, the statement of teaching philosophy can be a frustrating document to write and the results are often uneven. This chapter describes a rubric created at the University of Michigan’s Center for Research on Learning and Teaching to help faculty and graduate students craft teaching statements. We describe the research that informed the creation of the rubric, talk about how we use the rubric in our consultations and workshops, and present an assessment that validates the use of the rubric to improve instructors’ teaching statements.

Meeting The Challenges Of Integrative Learning: The Nexia Concept, Jane Love

To Improve the Academy: A Journal of Educational Development

Integrative learning challenges faculty developers to facilitate integrative and connective experiences not only for students, but for faculty as well. For many faculty, curricular requirements impede connective teaching, and the widespread assumption that connectivity must be taught on the course level also limits their ability to enrich students’ learning through diverse perspectives and interactions. Nexia is an approach to this problem based on the concept of ad hoc connectivity, or small-scale, focused, short-term connections that allow students from two or more courses to interact around points of interest to both classes. By releasing connective teaching from expensive curricular constraints, the …

The Teaching Resource Portfolio: A Tool Kit For Future Professoriate And A Resource Guide For Current Teachers, Dieter J. Schönwetter

To Improve the Academy: A Journal of Educational Development

Extensive annotated bibliographies have guided academic researchers over several years and in various disciplines, providing key resources to assist in the development of new ideas. However, less common are published annotated bibliographies on effective teaching resources, both general to teaching across various disciplines as well as specific to each discipline, that guide the academic in the teaching enterprise. This chapter focuses on a tool, the teaching resource portfolio, that helps the graduate student preparing for an academic career including teaching, the new faculty member desiring additional teaching resources, the academic wishing to have resources that support discipline-specific scholarship of teaching …