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Articles 61 - 90 of 127
Full-Text Articles in Other Education
The Effects Of Static Stretching On Vertical Jump Performance, Tom Evans
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
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
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 …
Anti-Ethnography?, Ian Barnard
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. …
Monster At The Foot Of The Bed: Surviving The Challenge Of Marketplace Forces On Higher Education, Raoul A. Arreola
Monster At The Foot Of The Bed: Surviving The Challenge Of Marketplace Forces On Higher Education, Raoul A. Arreola
To Improve the Academy: A Journal of Educational Development
The impact of technology on society has caused a paradigm shift in the basic support for higher education. Where higher education was traditionally supported as a function of government, the knowledge explosion and global economy resulting from the impact of computer and other technologies is moving the underlying support of higher education to the marketplace. There is evidence that traditional academic strategies and practices that were successful under the old paradigm may no longer be working. Twelve suggestions are offered for revolutionary changes that the academy must make in order to survive, even thrive, in the new paradigm.
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.
Introduction. Volume 24 (2006), Sandra Chadwick Blossey
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.
Preparing Faculty For Pedagogical Change: Helping Faculty Deal With Fear, Linda C. Hodges
Preparing Faculty For Pedagogical Change: Helping Faculty Deal With Fear, Linda C. Hodges
To Improve the Academy: A Journal of Educational Development
How receptive faculty are to changing their pedagogical approach is a complex issue, but one factor that impedes change is the fear of taking a risk. Underlying this fear may be the fear of loss, fear of embarrassment, or fear of failure. Addressing these issues can empower faculty to be more innovative in their teaching. Drawing on research literature, personal teaching narratives, and my own work in faculty development, I discuss some of these underlying fears. I then offer concrete strategies for working with faculty to enable them to overcome these emotional barriers and embrace change.
Tailoring Faculty Development Programs To Faculty Career Stages, Peter Seldin
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.
Promoting Intellectual Community And Professional Growth For A Diverse Faculty, Dorothe J. Bach, Marva A. Barnett, José D. Fuentes, Sherwood C. Frey
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 …
Building It For Them: Faculty–Centered Program Development And Emanagement, Bonnie B. Mullinix
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.
Expeditionary Learning: A Low–Risk, Low–Cost, High–Impact Professional Development Model, Chris Carlson-Dakes, Alice Pawley
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
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.
The New Demand For Heterogeneity In College Teaching, George Keller
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
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.
Practicing What We Preach: Transforming The Ta Orientation, Patricia Armstrong, Peter Felten, Jeffrey Johnston, Allison Pingree
Practicing What We Preach: Transforming The Ta Orientation, Patricia Armstrong, Peter Felten, Jeffrey Johnston, Allison Pingree
To Improve the Academy: A Journal of Educational Development
Brookfield (1995), Schön (1983), and others articulate the necessity and complexity of being critically reflective in our work. Indeed, the value of critical reflection is inherent to educational development as a field in that we frequently encourage such thinking in our consultations with instructors. But practicing what we preach can be difficult. This chapter reflects on an experiment in the transformation of a teaching assistant orientation, a central event of our teaching center. We not only describe and assess the process of revising this orientation, but we also reflect on the implicatiom of this case for broader programming issues in …
Helping Faculty Learn To Teach Better And “Smarter” Through Sequenced Activities, Barbara J. Millis
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.
A Theory–Based Integrative Model For Learning And Motivation In Higher Education, Chantal S. Levesque, G. Roger Sell, James A. Zimmerman
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.
Bibliography, Volume 24 (2006)
Bibliography, Volume 24 (2006)
To Improve the Academy: A Journal of Educational Development
Bibliography for volume 24 (2006) of To Improve the Academy: A Journal of Educational Development.
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 …
Career Aspirations Of Selected Ffa Members, B. Allen Talbert, Mark Balschweid
Career Aspirations Of Selected Ffa Members, B. Allen Talbert, Mark Balschweid
Department of Agricultural Leadership, Education, and Communication: Faculty Publications
This descriptive study conducted in 2003 utilized random sampling techniques for accessing the 450,000 members of the National FFA Organization. The purpose of the study was to describe career aspirations of FFA members within, and related to, USDE career clusters, Supervised Agricultural Experiences, Career Development Event participation and career related demographic indicators. The study compared results to a similar study conducted in 1999. The data revealed that FFA members are busy with involvement in multiple sports and multiple clubs within their school and that a majority hold a job. FFA members across the nation consistently connect to agriculture with over …
Preface, Volume 24 (2006), Sandra Chadwick Blossey
Preface, Volume 24 (2006), Sandra Chadwick Blossey
To Improve the Academy: A Journal of Educational Development
Preface to volume 24 (2006) of To Improve the Academy: A Journal of Educational Development, by Sandra Chadwick Blossey of Rollins College.
A Different Way To Approach The Future: Using Chaos Theory To Improve Planning, Marc Cutright
A Different Way To Approach The Future: Using Chaos Theory To Improve Planning, Marc Cutright
To Improve the Academy: A Journal of Educational Development
Strategic planning is a good idea that gets a bad name from dubious efforts carrying the title. Much of this rap comes from half-hearted exercises, but some of it comes from efforts that founder due to faulty or limited conceptions of how the future “works.” Chaos theory is an alternative approach and metaphor with potential to let us see the future and its dynamics in new ways. Cognizance of chaos’s nature and underlying structure might help us do planning in new, nonintuitive, and more successful ways.
An Adventure On Pod's High Cs: Culture, Creativity, And Communication In The Academy: A Humanist Perspective, James Downey
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.
Perceptions Of Faculty Developers About The Present And Future Of Faculty Development At Historically Black Colleges And Universities, Phyllis Worthy Dawkins, Andrea L. Beach, Stephen L. Rozman
Perceptions Of Faculty Developers About The Present And Future Of Faculty Development At Historically Black Colleges And Universities, Phyllis Worthy Dawkins, Andrea L. Beach, Stephen L. Rozman
To Improve the Academy: A Journal of Educational Development
The development of faculty at Historically Black Colleges and Universities (HBCUs) has been a challenge and commitment since their inception before and after the civil war. Historically, faculty have assumed many roles, but they primarily sought to address the needs of black students. The HBCU Faculty Development Network, founded in 1994, has been instrumental in providing a platform to showcase accomplishments and challenges in education at this unique group of colleges and universities. To address future needs, we surveyed the membership to explore current program goals and influences, practices, and new directions. The results are compared with data for the …
An Electronic Advice Column To Foster Teaching Culture Change, Donna M. Qualters, Thomas C. Sheahan, Jacqueline A. Isaacs
An Electronic Advice Column To Foster Teaching Culture Change, Donna M. Qualters, Thomas C. Sheahan, Jacqueline A. Isaacs
To Improve the Academy: A Journal of Educational Development
First-year engineering students receive most of their teaching from instructors outside of engineering. As a result, these instructors are typically not a teaching community with a shared commitment to engineering student learning. Retention of engineering students is strongly tied to the quality of teaching, thus addressing collective teaching quality is important. This chapter describes the development of a carefully crafted, electronically distributed advice column on teaching developed by an interdisciplinary editorial team, written under the pseudonym Jonas Chalk. Surveys of Chalk Talk readers indicate that this is an effective means to promote teaching culture change.
Exploring The Application Of Best Practices To Ta Awards: One University's Approach, Laurel Willingham-Mclain, Deborah L. Pollack
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.
About The Authors, Volume 24 (2006)
About The Authors, Volume 24 (2006)
To Improve the Academy: A Journal of Educational Development
About the editors and authors of volume 24 (2006) of To Improve the Academy: A Journal of Educational Development.