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2001

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Full-Text Articles in Other Education

Nebline, February 2001 Feb 2001

Nebline, February 2001

NEBLINE Newsletter Archive from Nebraska Extension in Lancaster County

We’re Here When You May Need Us Most! http://lancaster.unl.edu
It's a Hit!
“But I don’t have a computer”
What Does the Future Hold for This Web Site?
Pruning Mature Deciduous Shrubs
2001 All America Selection
Basil for Your Garden
We need your help!
Beginning Beekeeping Classes: Kearney and Omaha
Editors Comment
Prevent Rabbit Damage to Trees and Shrubs
Computerized Financial Recordkeeping
What is Organic? Now We Know
New EPA Regulations
Display Tips for Farmers Markets
Egg Eating by Chickens
Lawn Care Management Focus of March UNL Workshop
It’s Garden Seed Catalog Time
Top Ten List
Healthy Eating
Helping of Holiday …

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Social Skills, Thomas Lee, Glen Jenson Jan 2001

Social Skills, Thomas Lee, Glen Jenson

All Archived Publications

No abstract provided.

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Expectations, Thomas Lee, Glen Jenson Jan 2001

Expectations, Thomas Lee, Glen Jenson

All Archived Publications

No abstract provided.

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Weatherford: Undergraduate Catalog 2001-2003, Southwestern Oklahoma State University Jan 2001

Weatherford: Undergraduate Catalog 2001-2003, Southwestern Oklahoma State University

Undergraduate Catalogs

No abstract provided.

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Well Begun Is Half Done: Preparing For The Start Of A New Class, Stephanie C. Downey Jan 2001

Well Begun Is Half Done: Preparing For The Start Of A New Class, Stephanie C. Downey

MA TESOL Collection

This paper explores the critical learning moment that occurs on the first day in a new language class as the individual students, group and teacher interact for the first time. It states that the first day can influence the entire direction a course takes and asserts that the learner, the group, the teacher and the cultural context are key variables that determine how the first day turns out. It argues that by being aware of the impact each of these variables has on learning, the teacher can direct the emotional, mental and social energy of the group positively and create …

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Gen Ms 10 Harriet Sweetser Letters, John D. Knowlton Jan 2001

Gen Ms 10 Harriet Sweetser Letters, John D. Knowlton

Search the General Manuscript Collection Finding Aids

Provenance: Donated by Elizabeth Sweetser Baxter in 1999. Ownership & Literary Rights: The Harriet Sweetser Letters are the physical property of the University of Southern Maine Library. Literary rights, including copyright, belong to the creator or his legal heirs and assigns. For further information, consult the Head of Special Collections. Cite as: Harriet Sweetser Letters, Special Collections, University of Southern Maine Libraries. Restrictions on access: This collection is open for research.

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Graduate Catalog 2001-2003, Southwestern Oklahoma State University Jan 2001

Graduate Catalog 2001-2003, Southwestern Oklahoma State University

Graduate Catalogs

No abstract provided.

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Positive Values, Thomas Lee, Glen Jenson Jan 2001

Positive Values, Thomas Lee, Glen Jenson

All Archived Publications

No abstract provided.

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Support, Thomas Lee, Glen Jenson Jan 2001

Support, Thomas Lee, Glen Jenson

All Archived Publications

No abstract provided.

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Valuing Youth, Thomas Lee, Glen Jenson Jan 2001

Valuing Youth, Thomas Lee, Glen Jenson

All Archived Publications

No abstract provided.

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Use Of Time, Thomas Lee, Glen Jenson Jan 2001

Use Of Time, Thomas Lee, Glen Jenson

All Archived Publications

No abstract provided.

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School Success, Thomas Lee, Glen Jenson Jan 2001

School Success, Thomas Lee, Glen Jenson

All Archived Publications

No abstract provided.

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Child Care Needs Survey Report Jan 2001

Child Care Needs Survey Report

ADVANCE Library Collection

No abstract provided.

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Project Summary, Anthony Chen Jan 2001

Project Summary, Anthony Chen

ADVANCE Library Collection

No abstract provided.

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Sayre: Undergraduate Catalog 2001-2003, Southwestern Oklahoma State University Jan 2001

Sayre: Undergraduate Catalog 2001-2003, Southwestern Oklahoma State University

Undergraduate Catalogs

This catalog describes courses offered at Southwestern Oklahoma State University at Sayre, Oklahoma during the 2001-2003 academic year.

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Aboriginal Students In Canada, Deborah A. Lee Jan 2001

Aboriginal Students In Canada, Deborah A. Lee

Aboriginal Policy Research Consortium International (APRCi)

This study involved the use of personal interviews of six Aboriginal students at the University of Alberta in the fall of 1999. This article includes a brief literature review of other articles that consider adult Aboriginal people as library patrons and a section on Indigenous knowledge and values. Findings include three main concerns: a lack of Indigenous resources in the library system; a lack of resource or research development concerning Indigenous issues; and a lack of services recognizing the Indigenous values of “being in relationship” and reciprocity.

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Self Worth, Thomas Lee, Glen Jenson Jan 2001

Self Worth, Thomas Lee, Glen Jenson

All Archived Publications

No abstract provided.

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Is There An Organization That Can Help My Youth Develop Leadership?, Becky Mitchell Jan 2001

Is There An Organization That Can Help My Youth Develop Leadership?, Becky Mitchell

All Archived Publications

No abstract provided.

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Introduction, Volume 19 (2001), Devorah Lieberman Jan 2001

Introduction, Volume 19 (2001), Devorah Lieberman

To Improve the Academy: A Journal of Educational Development

Introduction to volume 19 (2001) of To Improve the Academy: A Journal of Educational Development, written by Devorah Lieberman of Portland State University.

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Ethical Guidelines For Educational Developers Jan 2001

Ethical Guidelines For Educational Developers

To Improve the Academy: A Journal of Educational Development

Ethical guidelinesfor educational developers prepared by Mintz, Smith, and Warren, January 1999, revised March 1999, September 1999, and March 2000.

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Transitions And Transformations: The Making Of Department Chairs, Irene W. D. Hecht Jan 2001

Transitions And Transformations: The Making Of Department Chairs, Irene W. D. Hecht

To Improve the Academy: A Journal of Educational Development

When we talk about a need for leadership in higher education, we are in fact demanding that chairs be leaders. Is there then another level of transition that is required today of those who become chairs? Is task mastery a guarantee of being a leader? If there are other adaptations needed, what might they be? That is the focus of this exploration. This chapter examines the theory behind leadership and applies to it models that are aligned with the leadership skills needed for successful chair leadership. This article specifically addresses the role of faculty developers in supporting department chairs in …

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Education For Responsible Citizenship: A Challenge For Faculty Developers, Thomas Ehrlich Jan 2001

Education For Responsible Citizenship: A Challenge For Faculty Developers, Thomas Ehrlich

To Improve the Academy: A Journal of Educational Development

Higher education professionals need clearer, stronger frameworks for the integration of both civic and moral learning and the more common cognitive learning that occurs in traditional classrooms. This article addresses when and why this author chose to focus on community service-learning as a way to reengage in direct work with students and other civic responsibilities. His discussion focuses on student acquisition of academic knowledge and skills through service-learning and the study of ethical dilemmas facing professionals in different fields. He proffers in-depth discussion on service-learning programs championed by the Carnegie Foundation and addresses how these programs working with faculty across …

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A Prophet In Your Own Land? Using Faculty And Student Focus Groups To Address Issues Of Race, Ethnicity, And Gender In The Classroom, James Francisco Bonnilla, Patricia R. Palmerton Jan 2001

A Prophet In Your Own Land? Using Faculty And Student Focus Groups To Address Issues Of Race, Ethnicity, And Gender In The Classroom, James Francisco Bonnilla, Patricia R. Palmerton

To Improve the Academy: A Journal of Educational Development

In this study, six focus groups of faculty and students addressed issues of how race, ethnicity, and gender affected their classroom experiences. Consistent themes emerged across all groups, including feeling unsafe and vulnerable, concerns about equity, power, and role modeling. As importantly, the research process itself became a vehicle for growth and change in the community at large, both inside and outside the classroom. Six recommendations are offered for those who seek innovative approaches to addressing race and gender in the classroom.

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Faculty Learning Communities: Change Agents For Transforming Institutions Into Learning Organizations, Milton D. Cox Jan 2001

Faculty Learning Communities: Change Agents For Transforming Institutions Into Learning Organizations, Milton D. Cox

To Improve the Academy: A Journal of Educational Development

In my 20 years of faculty development, I have found faculty learning communities to be the most effective programs for achieving faculty learning and development. In addition, these communities build communication across disciplines, increase faculty interest in teaching and learning, initiate excursions into the scholarship of teaching, and foster civic responsibility. They provide a multifaceted, flexible, and holistic approach to faculty development. They change individuals, and, over time, they change institutional culture. Faculty learning communities and their “graduates” are change agents who can enable an institution to become a learning organization. In this article I introduce faculty learning communities and …

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Doing Faculty Development As If We Value Learning Most: Transformative Guidelines From Research To Practice, Thomas Anthony Angelo Jan 2001

Doing Faculty Development As If We Value Learning Most: Transformative Guidelines From Research To Practice, Thomas Anthony Angelo

To Improve the Academy: A Journal of Educational Development

If producing high-quality student learning is American higher education’s defining goal, how can faculty development best contribute to its realization? In response to that question, this essay synthesizes theories, findings, and strategies from a variety of literatures into seven transformative ideas which, taken together, have the potential to make our mental models of and approaches to faculty development more effective. It also offers seven guidelines based on these ideas, as well as related, practical strategies for doing faculty development as if student learning matters most.

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Clarity In Teaching In Higher Education: Dimensions And Classroom Strategies, Nira Hativa Jan 2001

Clarity In Teaching In Higher Education: Dimensions And Classroom Strategies, Nira Hativa

To Improve the Academy: A Journal of Educational Development

This essay presents research knowledge regarding the main dimensions of effective teaching in higher education, concentrating on clarity in teaching and its components—classroom behaviors and strategies that promote clear teaching. On this basis, I suggest arranging all dimensions and classroom strategies of effective teaching within a logical structure of interconnected teaching behaviors whose contribution to student learning is based on theory and research. The model organizes all dimensions and strategies of effective teaching in three hierarchical levels and is illustrated by successively breaking down clarity in teaching into intermediate dimensions and classroom behaviors and strategies. The model may help faculty …

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Preparing Today's Faculty For Tomorrow's Students: One College's Faculty Development Solution, Patrick Nellis, Helen Clarke, Jacalyn Dimartino, David K. Hosman Jan 2001

Preparing Today's Faculty For Tomorrow's Students: One College's Faculty Development Solution, Patrick Nellis, Helen Clarke, Jacalyn Dimartino, David K. Hosman

To Improve the Academy: A Journal of Educational Development

Valencia Community College in Orlando, Florida, has created a faculty development program underwritten for the past five years by a US Department of Education Title III Strengthening Institutions Grant. Our program rose from a deliberate desire to build active, collaborative faculty teams that would, in turn, build active, collaborative classrooms; our results demonstrate that faculty development programs based on observable and measurable outcomes can positively affect student academic performance and persistence. This essay details this faculty development project.

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The Role Of A Teaching Center In Curricular Reform, Constance Ewing Cook Jan 2001

The Role Of A Teaching Center In Curricular Reform, Constance Ewing Cook

To Improve the Academy: A Journal of Educational Development

Instructional consultants can play a crucial role in curricular reform. They gather evaluation and assessment data about the current curriculum so that faculty decisions about improvements are based on empirical evidence. They organize and facilitate meetings and retreats at which faculty make curricular decisions, and they provide pedagogical expertise and resources to help with course design and enhancement. They also provide ongoing data for formative evaluation of the new curriculum. Examples from the University of Michigan’s Center for Research on Learning and Teaching illustrate instructional consultants’ contributions to the curricular reform process.

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Technology And The Culture Of Teaching And Learning, Sean Courtney Jan 2001

Technology And The Culture Of Teaching And Learning, Sean Courtney

To Improve the Academy: A Journal of Educational Development

Faculty development professionals in postsecondary institutions face many challenges helping faculty adapt to the new forms of information technology. Chief among them is understanding how technology is forcing us to rethink current classroom practices. To aid this effort, this essay identifies and analyzes six key dimensions of traditional cultures of teaching and learning and attempts to show how technology, particularly computer-mediated forms, is transforming their meaning and potential impact.

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Developing New Faculty: An Evolving Program, Gloria Pierce Jan 2001

Developing New Faculty: An Evolving Program, Gloria Pierce

To Improve the Academy: A Journal of Educational Development

This essay describes the evolution of a program for the development of new faculty at a public teaching university. The year-long process of orienting the newest professors to the campus and assisting them with their scholarship and teaching results in additional (albeit unplanned and unexpected) benefits, such as professional renewal of senior faculty who serve as advisors and enhanced functioning of the university itself. Vital to the program’s success is the productive involvement of key campus constituencies and responsiveness to feedback.

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