Higher Education and Teaching Commons^™

The Academic Workplace (Spring 2005): Learning A New Kind Of Leadership For The Academic Workplace, New England Resource Center For Higher Education At The University Of Massachusetts Boston, Joe Raelin, Gerry Lorentz, Sharon Singleton, Dwight Giles

The Academic Workplace

No abstract provided.

Nefdc Exchange, Volume 16, Number 1, Spring 2005, New England Faculty Development Consortium

New England Faculty Development Consortium Exchange

Contents

From the NEFDC President: The Heart of the Matter - Thomas S. Edwards, Thomas College

Transforming Your Good Idea into a Compelling Conference Proposal - Judith E. Miller, Clark University

Learning the Infield Fly Rule: Limits of the “Silver Platter” Method - Rob Schadt, Boston University School of Public Health

Discovering New Ways to Teach: Our Experience in an Instructional Skills Workshop Facilitators Training Program - Patricia Cook and James M. Gentile, Manchester Community College

The Bad and the Good About Improving Student Retention in Online Learning - Elaine Garofoli

Connecting with others

Learning Disabilities in Higher Education: An …

Online Vs. Face-To-Face Instruction: Similarities, Differences, And Efficacy, David Barnett, Lola Aagaard

Faculty Research at Morehead State University

Developing leadership skills within graduate students who aspire to be school administrators requires that these students be involved in authentic experiences similar to those faced by today’s school leaders. While conventional graduate training has relied heavily on face-to-face instruction, the proliferation and availability of technology within today’s society has more and more students seeking training in an online setting. Professors make an effort to provide authentic experiences online, but sometimes are unsure of their effectiveness. What are the perceptions of graduate students pursuing leadership certification who are involved in online classes versus face-to-face instruction? Participants in this study indicated that …

Validity, Research, And Reality: Student Ratings Of Instruction At The Crossroads, Jennifer Franklin

Professional and Organizational Development Network in Higher Education: Archives

This essay explores how student ratings of instruction can address the rise of new paradigms of instruction such as active learning strategies and web-based delivery modes.

A Roadmap To Part-Time Faculty Success, Terri A. Tarr

Professional and Organizational Development Network in Higher Education: Archives

This essay offers practical strategies to help part-time faculty navigate the twists and turns of teaching part-time, enhance their teaching effectiveness, and make their roles more personally satisfying.

Teaching Bioethics Through Participation And Policy-Making, Karey A. Harwood

Professional and Organizational Development Network in Higher Education: Archives

The teaching of bioethics calls for a balance between conceptual analysis and the use of concrete cases in order to further students’ ability to reason critically and develop the traits of engaged citizens.

Why Knowing About Disciplinary Differences Can Mean More Effective Teaching, Michele Marinkovich, Jack Prostko

Professional and Organizational Development Network in Higher Education: Archives

This essay explores some of the latest research on how disciplinary differences affect faculty’s teaching in subtle and often unconscious ways.

Exploring The Relationship Between Espoused Philosophies Of Teaching And Practice, Roisin Donnelly, Marian Fitzmaurice

Papers, presentations and other resources

No abstract provided.

The Power Of Student Stories: Connections That Enhance Learning, Peter Frederick

Professional and Organizational Development Network in Higher Education: Archives

Telling and listening to student stories connects our students’ prior experiences and knowledge and their hopes and fears with the core learning goals teachers value and thereby furthers deeper learning.

Powerpoint: What Is The Point, Eugene V. Gallagher, Michael Reder

Professional and Organizational Development Network in Higher Education: Archives

This essay summarizes the literature on PowerPoint as a tool for learning, addresses both its potential problems as well as its possibilities, and offers guidelines on its effective use in teaching.

Transitions: What’S Love Got To Do With It?, Kathleen T. Brinko

Professional and Organizational Development Network in Higher Education: Archives

This essay addresses strategies for managing the transition of new faculty into the academy in order to avoid disenchantment and leaving the academy before tenure.

Teaching For Diversity And Inclusiveness In Science, Technology, Engineering And Math (Stem), Angela Linse, Wayne Jacobson, Lois Reddick

Professional and Organizational Development Network in Higher Education: Archives

This essay explores the challenges STEM faculty face in recognizing, developing and implementing classroom practices that support diverse students.

The Effects Of School Location On Math And Science Achievement Trends: A Primer On Growth Modeling In Education Policy Research, Edward B. Reeves

Faculty Research at Morehead State University

The effect of school location on math and science learning is currently an important policy issue in the United States and in other countries, such as Australia. The present paper uses a 5-year series of math and science achievement data from the state of Kentucky to determine the effects of school location on learning in these subject areas. Adopting an organizational assessment approach, I show how growth models may be used to estimate achievement trends. I also demonstrate methods for discovering two important sources of invalidity in growth models: regression artifacts and spuriousness. Failure to account for these sources of …

The Effects Of School Location On Math And Science Achievement Trends: A Primer On Growth Modeling In Education Policy Research, Edward B. Reeves

Faculty Research at Morehead State University

The effect of school location on math and science learning is currently an important policy issue in the United States and in other countries, such as Australia. The present paper uses a 5-year series of math and science achievement data from the state of Kentucky to determine the effects of school location on learning in these subject areas. Adopting an organizational assessment approach, I show how growth models may be used to estimate achievement trends. I also demonstrate methods for discovering two important sources of invalidity in growth models: regression artifacts and spuriousness. Failure to account for these sources of …

Higher Education In And For The Workplace: Models And Methods, Ray Coughlan

Theses

This dissertation reports on research and development work, undertaken from 2000 to 2005, to develop and apply innovative models and methods to the establishment of a provision, within higher education in Ireland, tuned to the identified needs of diverse groups of learners in the workplace and in society at large.

Initial research identified, from the workplace perspective, the characteristics required of such provision and the topics it should address. The role of higher education in establishing such provision is reviewed in supporting learner development through the continuum; competence, capability, creativity. Relevant models and methods are identified as existing along a …

Fighting For Freedom: The 1649 War Between The Cossacks And The Polish-Lithuanian Commonwealth, Adrian Mandzy

Faculty Research at Morehead State University

To most westerners, the Cossacks remain a mysterious and romanticized people. Nineteenth century writers and artists depict the Cossacks as extraordinary horsemen. This image is often reinforced by descriptions of Cossacks immune to the vigour of the Russian winter as they continued to nip at the heels of Napoleon’s Grand Army in 1812. Novels, like Gogol’ s Taras Bulba, and the opera Mazepa, suggests the Cossacks were both cruel and crafty, while others highlight their barbarity and backwardness.

The Gender Gap In Naep Fourth-, Eighth-, And Twelfth-Grade Reading Scores Across The Years 1992-2003, Beverly M. Klecker

Faculty Research at Morehead State University

This paper presents a secondary analysis of the National Assessment of Educational Progress (NAEP) dataset. The study explores differences in the NAEP fourth, eighth, and twelfth grade reading scores by students' gender across the years 1992, 1994, 1998, 2000, 2002, and 2003. The study used the NAEP National Public School data. The statistically significant (p.<.01 with effect size measured by Cohen's d) differences in reading scores by gender were consistent across grade level and years with females scoring higher than males. A discussion of the calculation and reporting of effect size with NAEP data is included as well as implications for the No Child Left Behind goals of "closing the gap." This paper presents the argument that the 'child left behind' in reading is very likely to be male--from elementary school through university.

Schooling Expectations, James Boyd White

Journal of Legal Education

No abstract provided.

Teaching Harbeson, David K. Dewolf

Journal of Legal Education

No abstract provided.

Taking Back The Law School Classroom: Using Technology To Foster Active Student Learning, Paul L. Caron, Rafael Gely

Journal of Legal Education

No abstract provided.

Mathematics Placement Test: Helping Students Succeed, Norma Rueda, Carole Sokolowski

Mathematics Faculty Publications

A study was conducted at Merrimack College in Massachusetts to compare the grades of students who took the recommended course as determined by their mathematics placement exam score and those who did not follow this recommendation. The goal was to decide whether the mathematics placement exam used at Merrimack College was effective in placing students in the appropriate mathematics class. During five years, first-year students who took a mathematics course in the fall semester were categorized into four groups: those who took the recommended course, those who took an easier course than recommended, those who took a course more difficult …

Volume 16, Number 01, G. William Hill Editor, Linda M. Noble Editor

Reaching Through Teaching

Full text of Volume 16, Number 01 of Reaching Through Teaching.

Nefdc Exchange, Volume 15, Number 2, Fall 2004, New England Faculty Development Consortium

New England Faculty Development Consortium Exchange

Contents

Message from the President: The College is My Classroom - Thomas Edwards, Thomas College

Review of Robert Boice: Advice for New Faculty Members—Nihil nimus - Eric Kristensen, University of Ottawa

From the editors, Sue Barrett, Boston College, and Susan Pasquale, UMass Medical School

From Nepal to Iceland and Back Distance Learning Characteristics of Two Cultures - Karen A. Lemone, Worcester Polytechnic Institute

Building Community with Technology - Elise Martin, Middlesex Community College, and Charles Kaminski, Berkshire Community College

Two Hours and Fifteen Minutes - Tom Thibodeau, New England Institute of Technology

Elections to NEFDC Board

Learning Disabilities in Higher …

The Effects Of Rural High School On Attending College And Earning A Bachelor’S Degree? A Multivariate Longitudinal Analysis Of A National Cohort Of High School Seniors, Christopher S. Snyder

Faculty Research at Morehead State University

This study examines the effects of attending a rural high school on postsecondary education outcomes. Besides rural high school attendance, other school, family, and individual characteristics are examined to determine if they moderate the effects of high school location upon entering a four-year college or not and graduating with a B.A. degree or higher. Using data for the 1992 cohort of high school seniors gleaned from the National Educational Longitudinal Survey (NELS 88/2000), the results indicate that the long-term effects of receiving a rural high school education are not as detrimental as some previous research has suggested. The disadvantages of …

The Academic Workplace (Spring 2004): Class In The Academy, New England Resource Center For Higher Education At The University Of Massachusetts Boston, Susan E. Borrego, Sharon Singleton, James A. Stakenas

The Academic Workplace

No abstract provided.

Nefdc Exchange, Volume 15, Number 1, Spring 2004, New England Faculty Development Consortium

New England Faculty Development Consortium Exchange

Contents

Message from the President: Things We Value - Tom Edwards, Thomas College

Metaphors for Teaching - Polly Parker and Bill Searle

Significant Learning Experiences: Integrated Course Design Designing the Learning We Want into the Learning Experiences - L. Dee Fink

NEFDC Fall Conference Keynote Speaker: L. Dee Fink

NEFDC Spring Roundup, June 4, 2004; theme: Building Community and Collaboration Through Technology

UNH To Offer Online Certificate in College Teaching - Michael Lee, University of New Hampshire

Assessment in New England: Announcing Discipline-Based Workshops

Conference: Faculty-Student Partnerships in Teaching and Learning

Board of Directors

Lights, Camera, Begin Final Exam: Testing What We Teach In Negotiation Courses, Michael Moffitt

Journal of Legal Education

No abstract provided.

Expenditures Streams And School Improvement In Kentucky: Does Money Matter?, Edward B. Reeves

Faculty Research at Morehead State University

Every Kentucky public school is expected to achieve the goal of proficiency on the State's Accountability Index by the year 2014. Many schools may not reach the proficiency goal in time without a broad, multifaceted approach to enhance educational outcomes. A strategy to optimize the allocation of school district funds may contribute to this goal. Previous studies have attempted to answer the question "does money matter?" for raising school performance, but to date the findings have proven inconsistent. One reason for this might be that most of these studies have used a global measure of monetary resources, such as total …

Promoting Learning Through Inquiry, Virginia S. Lee

Professional and Organizational Development Network in Higher Education: Archives

Inquiry-guided learning promotes learning through students’ active, and increasingly independent, investigation of complex questions, problems, and issues. This essay explores its theoretical rationale and the varied classroom practices of this exciting constellation of learning strategies.

Great Expectations And Challenges For Learning Objects, Anne H. Moore

Professional and Organizational Development Network in Higher Education: Archives

Learning objects may be important building blocks in the future of instruction in higher education. This essay explores the importance of emerging standards and practices that invite widespread use of relatively stable “chunks” of information.