Other Education Commons^™

The Effects Of Static Stretching On Vertical Jump Performance, Tom Evans

Theses, Dissertations and Capstones

The vertical jump can play a significant role for many athletes in various competitive sports. The purpose of this study was to determine the effect that passive static stretching has on various athletes from various sports. The athletes were asked to perform a certain amount of jumps with no stretching routine and a set of jumps with a stretching routine. The results calculated for this study did show to have a statistically significant difference between jumping with stretching and jumping without stretching.

Better Health Sciences Collections With Oclc’S Worldcat, Carol Watwood

DLPS Faculty Publications

As the world's largest bibliographic database. OCLC's WorldCat has unique value in identifying materials for building a high-quality health sciences collection. WorldCat on FirstSearch is a valuable addition to the librarian's collection development toolbox to help compensate for the cessation of the Brandon/Hill lists. The database's large size, powerful keyword search feature, currency, and the ability to highlight important information through its interface all contribute to its usefulness in collection development. Several pilot projects and ongoing research in open access, "work-based" record design hold much promise for increased versatility.

Weatherford: Undergraduate Catalog 2006-2007, Southwestern Oklahoma State University

Undergraduate Catalogs

No abstract provided.

Emerging Opportunities For Income Growth At The University Of Dar-Es-Salaam: Private Public Partnership Development Projects, A S. Chungu

EDU-COM International Conference

Tanzania in 1986 went through a reform programme of shifting from central planned to a marketeconomy in that, trade, exchange and interest rates were liberalized and more than half of the 400 parastatals were closed down and/or privatised. In the second round of reforms that took in 1996 included institutional and structural reforms, at this time further transformation to a market economy, public administration and investment in key development sectors (education, health, agriculture, water, roads) took place. Such transformations resulted in increased macroeconomic stability and growth levels averaging 6 percent last year. In line with national reform programme, the University …

Spring 2006, Issue No.2

ADVANCE Library Collection

No abstract provided.

Nebline, January 2006

NEBLINE Newsletter Archive from Nebraska Extension in Lancaster County

30 MyPyramid Steps to a Healthier You
Guide to Growing Amaryllis
Winter Care of Houseplants
Managing Dust Mites
Urban Pest Management Conference
You Caught Your Mouse — How About Cleanup?
Beginning Beekeeping 2-Day Workshop
Private Pesticide Applicator Certification
Is Burning Wood an Economically Feasible Option?
Crop Protection Clinic, Jan. 23
Acreage-Tough Plants
The Physical Resources of the Acreage—Part 1
Upcoming Acreage Insights Clinics
Meet the Grain Group
Mock Frozen “Peach” Daiquiri Recipe
Sit Less, Move More!
Low-Cost Indoor Avenues to Fitness
Home Energy Checkup
Household Hints: Cleaning silver by electrolysis
President’s Notes — Janet’s Jargon
FCE News & Events
Rokeby …

An Adventure On Pod's High Cs: Culture, Creativity, And Communication In The Academy: A Humanist Perspective, James Downey

To Improve the Academy: A Journal of Educational Development

Keynote address given at the November 2004 POD Conference in Montreal, Quebec.

The Advantages Of A Reciprocal Relationship Between Faculty Development And Organizational Development In Higher Education, Leora Baron

To Improve the Academy: A Journal of Educational Development

No campus organization exists in a vacuum, nor can it afford to be an island unto itself. Thus, the functions of faculty development need to be viewed in the context of the entire institution. The effectiveness of faculty development, and sometimes its very survival, are dependent to a large extent on its ability to influence and participate in organizational development outside of its own confines. This chapter suggests practical ways in which faculty development can contribute to, and indeed benefit from, a reciprocal relationship with institutional organizational development.

The New Demand For Heterogeneity In College Teaching, George Keller

To Improve the Academy: A Journal of Educational Development

The past half century has brought an astounding increase in U.S. college and university enrollments. The rapid rise of mass higher education has forced major changes at every institution and is reshaping the U.S. higher education enterprise. Each college needs to ask itself what the huge expansion means for future faculty hires, programs, and modes of teaching.

Not Making Or Shaping: Finding Authenticity In Faculty Development, Patricia Cranton

To Improve the Academy: A Journal of Educational Development

Authenticity is defined as a multifaceted concept that includes self-awareness, awareness of others, genuine relationships, awareness of contextual constraints, and living a critical life. Authenticity develops over time and with experience; a developmental continuum for authenticity is discussed. Drawing on a three-year research project on authenticity in teaching in higher education, this chapter suggests ways in which faculty developers can help foster authentic practice.

Tailoring Faculty Development Programs To Faculty Career Stages, Peter Seldin

To Improve the Academy: A Journal of Educational Development

College faculty progress through a series of sequential career stages. Each is characterized by different motivations and professional development needs. Yet, too often, faculty developers rely on hunches rather than empirical data to guide programming decisions. This chapter describes the important research findings of a just completed national study to determine the different programming interests and needs of more than 500 beginning, mid-career, and senior-level faculty in the United States.

Creating Engaged Departments: A Program For Organizational And Faculty Development, Kevin J. Kecskes, Sherril B. Gelmon, Amy Spring

To Improve the Academy: A Journal of Educational Development

Portland State University encourages faculty participation in service-learning by providing faculty with individual incentives to support and reward them. Now, in recognition of this central role of the department in higher education, administrators interested in creating sustained civic engagement initiatives on campus are looking to the department as a strategic leverage point for change. This chapter investigates a yearlong engaged department initiative and finds that a collective approach can (re)connect individual faculty to their initial motivations for engaging in the profession, to a community of scholars, to their students, and also to their surrounding community.

Promoting Intellectual Community And Professional Growth For A Diverse Faculty, Dorothe J. Bach, Marva A. Barnett, José D. Fuentes, Sherwood C. Frey

To Improve the Academy: A Journal of Educational Development

Minority faculty retention is key to increasing faculty diversity at most colleges and universities. Because retention depends on individual faculty choice and administrative tenure decisions, institutions need to help junior faculty develop a tenurable profile and enhance their desire to remain at their institution. This chapter examines a fellows program that supports beginning faculty in developing successful long-term careers, taking into account research on helping diverse faculty members thrive. It also presents strategies for establishing viable peer support networks and partnerships with senior consultants and for creating programming that ensures new faculty successfully transition into teaching, research, and the university …

Helping Faculty Learn To Teach Better And “Smarter” Through Sequenced Activities, Barbara J. Millis

To Improve the Academy: A Journal of Educational Development

Faculty developers can help faculty learn to intentionally sequence assignments and activities to promote greater learning when they understand the convergent research—with its practical implications for teaching—on how people learn, on deep learning, and on cooperative learning. Such a sequence includes a motivating out-of-class assignment (homework), in-class “processing” that includes active learning and student interactions, and feedback and assessment, often given in multiple ways. This approach is modeled through two examples using graphic organizers.

Exploring The Application Of Best Practices To Ta Awards: One University's Approach, Laurel Willingham-Mclain, Deborah L. Pollack

To Improve the Academy: A Journal of Educational Development

This chapter explores how to adapt best practices from the general literature on teaching awards in higher education to graduate student teaching assistant (TA) awards. Although most criteria apply, they must be fitted to the career stage and aspirations of TAs. The Duquesne University Graduate Student Award for Excellence in Teaching serves as a case study demonstrating how these practices can be modified to both recognize excellent teaching and promote the professional development of graduate student instructors.

Expeditionary Learning: A Low–Risk, Low–Cost, High–Impact Professional Development Model, Chris Carlson-Dakes, Alice Pawley

To Improve the Academy: A Journal of Educational Development

We describe a low-risk, low-cost, high-impact professional development program to help faculty, instructional staff, postdoctoral fellows, and graduate students create space in their lives to explore the diversity of their campus community and reflect on beliefs about teaching and learning in higher education. Along with small group discussions, participants have “expeditions” onto campus to explore learning situations and academic life in ways that they have never before experienced. We describe our theoretical model, programmatic and evaluation structure, and some participants’ insights into why they participated and what they learned from our first implementation.

Learning Communities For First–Year Faculty: Transition, Acculturation, And Transformation, Harriet Fayne, Alice Ortquist-Ahrens

To Improve the Academy: A Journal of Educational Development

To enhance new faculty members’ chances for teaching and career success, Otterbein College piloted a yearlong learning community program and encouraged first-year faculty to participate. Four new faculty members took part in opportunities designed to enhance their teaching, to orient them more fully to a new institution and student body, to foster collegial community, to encourage reflective practice, and to introduce them to the scholarship of teaching and learning. This qualitative case study tracks their developmental trajectory, which led them from an initial concern with self and survival to an eventual focus on student learning.

Building It For Them: Faculty–Centered Program Development And Emanagement, Bonnie B. Mullinix

To Improve the Academy: A Journal of Educational Development

This article documents the effectiveness of a responsive, multilevel, web-based system for identifying and responding to faculty interest and needs for training and development. A case-based description illustrates the advantages of using a web-facilitated approach to schedule sessions according to faculty interest and availability. From needs assessment survey, to session design and scheduling, to registration, communication, and monitoring of participation, to evaluation and feedback, this integrated system has proven effective in engaging faculty. Data collected over two years of program implementation is shared and implications for the design, facilitation, and evaluation of such approaches are considered.

Introduction. Volume 24 (2006), Sandra Chadwick Blossey

To Improve the Academy: A Journal of Educational Development

Introduction to volume 24 (2006) of To Improve the Academy: A Journal of Educational Development, by Sandra Chadwick Blossey of Rollins College.

A Theory–Based Integrative Model For Learning And Motivation In Higher Education, Chantal S. Levesque, G. Roger Sell, James A. Zimmerman

To Improve the Academy: A Journal of Educational Development

The shared mission of higher education institutions is to develop educated persons who are able to make connections and build on knowledge acquired across disciplines and fields and through various life experiences. This chapter offers a theory-based model that can be used by researchers and practitioners to enhance academic learning and motivation. Educators can create learning environments that move students from external regulation to self-determined forms of motivation. This model is used to describe conditions that enhance/restrict learning. It also has the potential to be used to interpret research on teaching and learning in higher education.

Deficiency Of Communication In English A Major Hindrance For Tourist Police In Thailand, Pat K-Romya

EDU-COM International Conference

This paper describes a qualitative and quantitative study that sought to investigate the problems Tourist Police officers encounter whilst communicating with foreign tourists in English language in their work. Foreign tourists‘ perceptions of Tourist Police officers' English language competency were explored. Moreover, the language learning strategies that Tourist Police officers usually use were examined, and the administrators and Tourist Police officers‘ requirements for a suitable training program were identified. The findings are discussed and analysed. The outcomes from this study will be considered in the review and development of the professional development programme for Tourist Police.

Anti-Ethnography?, Ian Barnard

English Faculty Articles and Research

"Many of the ongoing difficulties teachers face revolve around the 'translation' of disciplinary knowledge—especially critical theory—into pedagogical praxis. It often seems that our teaching lags behind our theoretical knowledge by about two decades, and sometimes we wonder if it will ever catch up. This sense of disjunction has been compounded by the difficulty of teaching postmodern understandings of subjectivity, truth, and epistemology in an increasingly commodified teaching context, where consumers expect to purchase a clear, identifiable, and literally usable product, and where 'knowledge' often means easily digestible and repeatable content rather than analytic skills, critical understandings, or complex world views. …

Jaepl, Vol. 12, Winter 2006-2007, Kristie S. Fleckenstein, Linda T. Calendrillo

The Journal of the Assembly for Expanded Perspectives on Learning

Essays

Lynn Z. Bloom and Carla Hill. High Stakes Gambling in the Master Class

High Stakes Gambling in the Master Class explores some of the unarticulated intangibles in a relationship between Master Teacher and Honors Student (who collaborated in writing this essay), calculated to produce a distinguished honors thesis, sometimes out of thin air, gambling, playing the hunches that will allow a gleam in the eye to metamorphose into gold on the page.

Judith Beth Cohen. The Missing Body—Yoga and Higher Education.

Using her own yoga practice as a basis, this author argues for more bodily involvement in learning …

Writing Aphrodite: Imagining A Rhetoric Of Desire For A Feminist Writing Course, Hildy Miller

The Journal of the Assembly for Expanded Perspectives on Learning

Reaching back to the post-Jungian goddess feminism of decades past, this essay shows how the mythical figure Aphrodite can serve as an image for an alternative rhetoric of desire in a contemporary feminist writing class.

Mcluhan’S Warning, Frye’S Strategy, Emerson’S Dream, Rich Murphy

The Journal of the Assembly for Expanded Perspectives on Learning

McLuhan's Warning, Frye's Strategy, Emerson's Dream argues the vital function of literary writing in the academy. The essay maps a road from the warnings of catastrophe by Marshall McLuhan to Emerson's dream of all American citizens being poets through the writing strategies of Northrop Frye. It is argued that what one learns through literary writing is especially important during the crises that are ongoing in the West.

Reviews, Mary Pettice, Kerrie R. H. Farkas, Edward Sullivan, Brad Lucas

The Journal of the Assembly for Expanded Perspectives on Learning

Reviews

Mary Pettice. Writing New Media: Theory and Applications for Expanding the Teaching of Composition. (Ed. Anne Frances Wysocki, Johndan Johnson-Eilola, Cynthia L. Selfe, and Geoffrey Sirc, 2004).

Kerrie R. H. Farkas. Writing at the End of the World . (Richard Miller, 2005).

Edward Sullivan. Field Notes on the Compassionate Life: A Search for the Soul of Kindness. (Marc Ian Barasch, 2005).

Brad Lucas. (Re)Writing Craft: Composition, Creative Writing, and the Future of English Studies. (Tim Mayers, 2005).

Connecting, Helen Walker, Darina Garcia, Ryan Skinnell, Lee Roecher, Louise Morgan

The Journal of the Assembly for Expanded Perspectives on Learning

Helen Walker. Connecting.

Danina Garcia —Message from a Student Writer.

Libby Falk Jones—Anger in the Teaching Life

Ryan Skinnell —Connections of a First-Year Teacher

Lee Roecher —Guiding the Passion.

Louise Morgan —Emails to Blow Off Steam

High Stakes Gambling In The Master Class, Lynn Z. Bloom, Carla Hill

The Journal of the Assembly for Expanded Perspectives on Learning

High Stakes Gambling in the Master Class explores some of the unarticulated intangibles in a relationship between Master Teacher and Honors Student (who collaborated in writing this essay), calculated to produce a distinguished honors thesis, sometimes out of thin air, gambling, playing the hunches that will allow a gleam in the eye to metamorphose into gold on the page.

Bodies In The Classroom: Integrating Physical Literacy, Carolina Mancuso

The Journal of the Assembly for Expanded Perspectives on Learning

This essay, based on research in Masters level classrooms for education students enrolled in a Graduate Literacy Program, addresses issues of mind-body-spirit teaching and learning..

“Lashing Out At ‘Intellectuals’”: Facing Fear On Both Sides Of The Desk, Stephanie Paterson

The Journal of the Assembly for Expanded Perspectives on Learning

The author identifies stages in working through a personal attack in a student's composition. Turning toward conflict in a teacher researcher stance is a creative, self-renewing way to conduct the ongoing (often unexplored) intellectual-emotional work of writing teachers.