Higher Education and Teaching Commons^™

Volume 12, Number 02, Don Forrester Editor

Reaching Through Teaching

Full text of Volume 12, Number 02 of Reaching Through Teaching.

Nefdc Exchange, Volume 9, Number 2, Spring 1999, New England Faculty Development Consortium

New England Faculty Development Consortium Exchange

Contents

Developing New and Junior Faculty Careers - Mary Deane Sorcinelli. University of Massachusetts, Amherst

From the President - Susan J. Pasquale, Harvard Medical School

2nd Annual NEFDC Faculty Development Roundup May 26, 1999 Keene State College, Keene, New Hampshire

Review: Two very different books of teaching cases - Jeffrey Halprin, Nichols College

Board of Directors

Volume 12, Number 01, Don Forrester Editor

Reaching Through Teaching

Full text of Volume 12, Number 01 of Reaching Through Teaching.

Board Of Trustees Minutes, 1998-1999, Indiana State University Board Of Trustees

Board of Trustees

No abstract provided.

Volume 11, Number 02, Lana Wachniak Editor

Reaching Through Teaching

Full text of Volume 11, Number 02 of Reaching Through Teaching.

Promoting Science Teacher Education Through Dissonance And Discrepancy, Nelofer Halai, Alan E. Wheeler

Institute for Educational Development, Karachi

While inquiry in science teaching has found a great deal of acceptance (Colletet and Chiapetta, 1989), there is a growing recognition that educators need a wider repertoire of inquiry strategies applicable to various situations. One promising approach is through the use of so-called ‘dissonant’ or ‘discrepant events’. This concept of discrepancy can be traced to the early work of Festinger (1975) and his Theory of Cognitive Dissonance in which he stated that the creation of dissonance is psychologically very uncomfortable and motivates individuals to actively reduce the level of dissonance and thereby return to a state of greater equilibrium or …

Volume 11, Number 01, Lana Wachniak Editor

Reaching Through Teaching

Full text of Volume 11, Number 01 of Reaching Through Teaching.

Teachers' Understanding Of Word Problems, Mir Afzal Tajik

Book Chapters / Conference Papers

No abstract provided.

The Status Of Faculty Professional Service And Academic Outreach In New England, Sharon Singleton, Cathy Burack, Deborah Hirsch

New England Resource Center for Higher Education Publications

In 1994 the New England Resource Center for Higher Education surveyed New England colleges and universities about the professional service faculty are engaging in, and the policies and structures that support such activities. Information was obtained from 120 institutions. As seen through a wide lens, there is considerable institutional commitment to faculty professional service. A majority of respondents reported that service is both a stated part of their institutional mission and that faculty, administrators and staff supported that commitment. However, a sharper focus reveals a gap between statements and practice: only a third of the respondents were able to demonstrate …

Volume 10, Number 02, Lana Wachniak Editor

Reaching Through Teaching

Full text of Volume 10, Number 02 of Reaching Through Teaching.

Rewarding Faculty Professional Service, Kerryann O’Meara

New England Resource Center for Higher Education Publications

Scholars of higher education have long recognized that existing reward systems and structures in academic communities do not weight faculty professional service as they do teaching and research. In the past five years, however, many colleges and universities have found innovative ways to define, document, and evaluate faculty professional service in traditional promotion and tenure systems. Other institutions have created or expanded alternate faculty reward systems, including faculty profiles in service, merit pay, and post-tenure reviews emphasizing service. Based on data from a nation-wide sample, this paper discusses innovations in rewarding faculty professional service and offers conclusions and recommendations.

Volume 10, Number 01, Lana Wachniak Editor

Reaching Through Teaching

Full text of Volume 10, Number 01 of Reaching Through Teaching.

Volume 09, Number 02, Richard F. Welch Editor

Reaching Through Teaching

Full text of Volume 09, Number 02 of Reaching Through Teaching.

Volume 09, Number 01, Richard F. Welch Editor

Reaching Through Teaching

Full text of Volume 09, Number 01 of Reaching Through Teaching.

Bridging Two Worlds: Professional Service And Service Learning, Deborah Hirsch, Ernest Lynton

New England Resource Center for Higher Education Publications

Authors of this essay, also published in the NSEE Quarterly, argue that proponents of service-learning and faculty professional service should join forces to pursue a common agenda of community outreach. At a time when colleges and universities are being urged to help solve society's problems, the faculty represents a virtually untapped resource. Certainly, there are presently - and always have been - individual faculty working in the community as consultants or as supervisors and guides for students. If the campus is to make a significant impact, however, the institution must be able to deploy departments, divisions, interdisciplinary centers and …

Board Of Trustees Minutes, 1995-1996, Indiana State University Board Of Trustees

Board of Trustees

No abstract provided.

Volume 08, Number 03, Richard F. Welch Editor

Reaching Through Teaching

Full text of Volume 08, Number 03 of Reaching Through Teaching.

Does Service-Learning Have A Future?, Edward Zlotkowski

New England Resource Center for Higher Education Publications

Until very recently the service-learning movement has had an "ideological" bias; i.e., it has tended to prioritize moral and/or civic questions related to the service experience. Such a focus reflects well the movement's past but will not guarantee its future. What is needed now is a broad-based adjustment that invests far more intellectual energy in specifically academic concerns. Only by paying careful attention to the needs of individual disciplines and by allying itself with other academic interest groups, will the service-learning movement succeed in becoming an established feature of American higher education.

Volume 08, Number 02, Richard F. Welch Editor

Reaching Through Teaching

Full text of Volume 08, Number 02 of Reaching Through Teaching.

Volume 08, Number 01, Richard F. Welch Editor

Reaching Through Teaching

Full text of Volume 08, Number 01 of Reaching Through Teaching.

Board Of Trustees Minutes, 1994-1995, Indiana State University Board Of Trustees

Board of Trustees

No abstract provided.

Volume 07, Number 03, Richard F. Welch Editor

Reaching Through Teaching

Full text of Volume 07, Number 03 of Reaching Through Teaching.

Volume 07, Number 02, Richard F. Welch Editor

Reaching Through Teaching

Full text of Volume 07, Number 02 of Reaching Through Teaching.

Volume 07, Number 01, Don Forrester Editor

Reaching Through Teaching

Full text of Volume 07, Number 01 of Reaching Through Teaching.

Board Of Trustees Minutes, 1993-1994, Indiana State University Board Of Trustees

Board of Trustees

No abstract provided.

Volume 06, Number 03, Don Forrester Editor

Reaching Through Teaching

Full text of Volume 06, Number 03 of Reaching Through Teaching.

Volume 06, Number 02, Don Forrester Editor

Reaching Through Teaching

Full text of Volume 06, Number 02 of Reaching Through Teaching.

Volume 06, Number 01, Don Forrester Editor

Reaching Through Teaching

Full text of Volume 06, Number 01 of Reaching Through Teaching.

Volume 05, Number 03, Don Forrester Editor

Reaching Through Teaching

Full text of Volume 05, Number 03 of Reaching Through Teaching.

Exhibit 4 - Center For Industry & Technology Documentation, Wku Board Of Regents

Board of Regents Documents

Documentation regarding the Center for Industry & Technology name change:

• Memorandum from Ken Mussnug to Thomas Meredith re: Name Change
• Meeting notes
• Center for Industry & Technology Projected Annual Budget
• Summary of Requests CIT Budget
• Comments from Trainers
• Memorandum from Ken Mussnug to David Sloss re: Supervisory Training