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Full-Text Articles in Social and Behavioral Sciences
Building A Magnet School Network In Rural Communities, Linda Moody, Susan Fritz, Lloyd C. Bell, Valerie Egger
Building A Magnet School Network In Rural Communities, Linda Moody, Susan Fritz, Lloyd C. Bell, Valerie Egger
Nebraska Network 21: Publications
Maintaining rural community economic viability, schools, and retaining youth are concerns for many rural areas. The current population shift from rural to urban areas is compounding the issue. One means of keeping young people and adults in rural communities and encouraging people to move from urban to rural communities is to provide high quality, relevant, affordable educational programs on demand. The Mead Agricultural Sciences Magnet School, the first rural magnet school, was created to fill such a void. Now in its third year of operation, the rural agricultural sciences magnet school concept is being incorporated into three other communities.
The …
Nebraska’S Preferred Future
Nebraska Network 21: Publications
It is timely and important that we Nebraskans begin more holistic thinking about the connections and interdependencies of the issues which affect the future of our communities.
Discussion Document:
Purpose: This initiative and document are intended to “seed” discussion by a wide range of groups and individuals at policy making levels of state, county and communities that can influence decisions that affect directions for Nebraska’s future.
Content:
Nebraska’s Megatrends — suggested discussion questions
Summary of Nebraska Preferred Future Characteristics — including cherished values
Nebraska Preferred Future and New Seeds for Nebraska — relationships
Accomplishments 1997 - 2000, Nebraska Network 21
Accomplishments 1997 - 2000, Nebraska Network 21
Nebraska Network 21: Publications
NN21 wants to help education in Nebraska not only survive, but thrive in the changes ahead. Nebraska Network 21's accomplishments are the result of partnerships between Nebraska higher education institutions and their constituents. This report gives us a chance to share a few of our success stories. Now we are ready to take the next step. We're working to build on our successes and continue influencing the lives of Nebraskans across the state.
Looking To The Future ... Distance Education Issues In Nebraska, Nn21 Distance Education/Outreach Action Team
Looking To The Future ... Distance Education Issues In Nebraska, Nn21 Distance Education/Outreach Action Team
Nebraska Network 21: Publications
The Nebraska Network 21 (NN21) Action Team on Distance Education/Outreach has studied a variety of issues related to distance education in order to better serve the people of Nebraska. Distance education has grown rapidly in Nebraska, but is clearly in its infancy. Many important issues still are being identified and are far from understood. The possibilities of distance education are yet to be fully realized. But in a state with a small, spread-out population such as ours -- perhaps in any state -- it would seem that distance education holds great promise for making many forms of education accessible to …
Accomplishments As Of March 13, 2000; Nebraska Network 21, Nebraska Network 21
Accomplishments As Of March 13, 2000; Nebraska Network 21, Nebraska Network 21
Nebraska Network 21: Publications
This report is not all inclusive, but does contain several exemplars exemplars of accomplishments of Nebraska Network 21 to date. Virtually all of the accomplishments in this report are the result of partnerships and collaboration between and among Nebraska higher education institutions and their constituents. NN21 teams and projects are engaging higher education with the public in new and innovative ways. Exemplars described in this report are listed under four major themes: 1) Changing the Campus Culture / Redefining Scholarship and Faculty Rewards 2) Partnerships and Collaboration 3) Engagement and Public Involvement A. New Programs B. New Curricula C. New …
Nn 21 - Scholarship, Evaluation And Rewards Report, Nebraska Network 21
Nn 21 - Scholarship, Evaluation And Rewards Report, Nebraska Network 21
Nebraska Network 21: Publications
Action Team on Scholarship, Evaluation and Rewards: The Action Team on Scholarship, Evaluation and Rewards was a component of the Nebraska Network 21 project, one of 13 projects on the future role of higher education in American society funded by the W. K. Kellogg Foundation. Given its mission, the W. K. Kellogg Foundation focused its initiative on the land-grant mission of higher education and on food systems, broadly defined to range from the communities that produce the food to the communities that consume it. At the University of Nebraska-Lincoln (UNL), the NN21 project has been centered in the Institute of …
My Work And Welcome To It, Stephen Hillard
My Work And Welcome To It, Stephen Hillard
Nebraska Network 21: Publications
“I want to go to graduate school in English," said my student Peter, then blurted out, "and be a professor, like you." I bit my lip not to say something deflating--at the end of the semester I didn't feel my life should be anyone's goal. I knew that he pictured the life of a professor as reading interesting books, talking about them with enthusiastic students like himself, doing research one loves, and serving on a few committees. And being paid for doing this! I didn't warn Peter that the scholarly life he aspires to is seen as a scam by …
New Ag Sciences Magnet School, Valerie Egger
New Ag Sciences Magnet School, Valerie Egger
Nebraska Network 21: Publications
Soon, high school students in Mead, Nebraska will conduct experiments at the nearby 9,500-acre University of Nebraska Agricultural Research and Development Center (ARDC). Students will work directly with local agriculture businesses gaining experiences in applying agricultural techniques.
The agriculture program at Mead High School in Mead, Nebraska has been very successful in teaching agriculture production and agriculture leadership through FFA for many years. They have produced graduates that are highly successful in agriculture production and agribusiness. It is with this tradition in mind that the school reinvented their agriculture education program. The agriculture teachers for the M.E.A.D. program are Joe …
Nebraska Network 21 (Nn21) Visionary Food Systems Curricula Action Team, Lloyd C. Bell, Dick Fleming, Richard Katt
Nebraska Network 21 (Nn21) Visionary Food Systems Curricula Action Team, Lloyd C. Bell, Dick Fleming, Richard Katt
Nebraska Network 21: Publications
What started as two initiatives involving public and private entities in Nebraska has resulted in the development of the Governor’s Task Force on Agriculture and Natural Resources Education. Both initiatives were funded by grants from the W. K. Kellogg Foundation of Battle Creek, Michigan. One went to The Reinventing Agriculture Education for the Year 2020 Project which was coordinated by the Nebraska Department of Education. The other went to the Institute of Agriculture and Natural Resources at the University of Nebraska-Lincoln to establish the Nebraska Network21 (NN21), a group of people working together to creatively meet the learning needs of …
The Contexts Of Scholarship, Evaluation And Rewards: A Report Of The Nebraska Network 21 Action Team On Scholarship, Evaluation And Rewards, Stephen S. Hilliard, Gary D. Lynne, Dick Fleming
The Contexts Of Scholarship, Evaluation And Rewards: A Report Of The Nebraska Network 21 Action Team On Scholarship, Evaluation And Rewards, Stephen S. Hilliard, Gary D. Lynne, Dick Fleming
Nebraska Network 21: Publications
Institutions of higher education need to rethink the ways they recognize, support, evaluate and reward academic work in order to make their formal systems receptive to change and to ensure equitable treatment of faculty and staff. This should be linked with a return to collaborative governance structures and leadership practices that set priorities and assign work with the active participation of the concerned members of the academic community. Better ways of setting priorities and assigning work are basic to effective evaluation and reward systems.
These general propositions can be divided into seven recommendations:
1. Higher education institutions should evaluate and …
Research And Evaluation Priorities For Distance Education In Nebraska: A Delphi Study, S. Kay Rockwell
Research And Evaluation Priorities For Distance Education In Nebraska: A Delphi Study, S. Kay Rockwell
Nebraska Network 21: Publications
To provide a strong philosophical and policy basis for developing distance education opportunities, distance educators across Nebraska identified and ranked future research and evaluation needs/issues for distance education. In the area of planning, major interests focused on identifying ways to promote better cooperation among institutions so both technology utilization and distance education programming can be coordinated more effectively. As the coordination and cooperation for programming and technology use improve, it is important to identify the impact the improved strategy has on learners. In the area of structuring, major interests appear to concentrate on effective strategies for successful distance learning experiences; …
Philosophy And Purposes Of Distance Education, Dr. Janet K. Poley, Mr. Erik France
Philosophy And Purposes Of Distance Education, Dr. Janet K. Poley, Mr. Erik France
Nebraska Network 21: Publications
In considering how best to tackle this topic, I ultimately decided that in Nebraska the "best" approach is usually the "most straight forward" one. Given that much of the conversation about distance education is filled with myth and marketing hype, I decided what we could best contribute to the conversation would be the facts. While some of the other authors may have a better in-depth grasp of distance education opportunities and realities in Nebraska, Erik and I come as native Nebraskans with a good understanding of the history, economy, communities and cultures in our home state. My early faculty career …
Distance Education In Nebraska: Access And Strategies, Sarah Cunningham, S. Kay Rockwell, David W. Brooks
Distance Education In Nebraska: Access And Strategies, Sarah Cunningham, S. Kay Rockwell, David W. Brooks
Nebraska Network 21: Publications
As the fifteenth largest state, geographically, with the tenth smallest population, Nebraska faces many unique challenges. Sixty percent of the population resides in the eastern-third of the state while 33 of the 93 counties in Nebraska have a population of less than 5,000. One of the challenges facing such a geographi-cally dispersed state is how to support educational and technological efforts that benefit all of its citizens. Nebraska has been a leader in distance education. Nebraska became the first state to own its own satellite transponder in 1990. It supports public television and radio transmitters with digital transmission providing 28 …
The Policy Perspective In Distance Education: A Futures Landscape/Panorama, James W. King, Dara Lacy, John Mcmillian, Keith Bartels, Michelle Fredilino
The Policy Perspective In Distance Education: A Futures Landscape/Panorama, James W. King, Dara Lacy, John Mcmillian, Keith Bartels, Michelle Fredilino
Nebraska Network 21: Publications
This paper discusses distance education policy, specifically for Nebraska postsecondary institutions. Examples come from the Nebraska Community College System, Nebraska private colleges and universities, the Nebraska State College System, and the University of Nebraska system. While the pre-K to 12 educational system is not our objective, we will make some comments regarding linkages between them and the postsecondary institutions. 2 This draft paper includes a preliminary assessment of existing postsecondary distance education policies. We provide a general identification and analysis of policies and some initial conclusions and recommendations. Several useful tools for distance education policy development will be presented. We …
A Report On Priorities For The University Of Nebraska–Lincoln, As Identified By Stakeholders At A November 11, 1998, Symposium, Richard K. Perrin
A Report On Priorities For The University Of Nebraska–Lincoln, As Identified By Stakeholders At A November 11, 1998, Symposium, Richard K. Perrin
Nebraska Network 21: Publications
November 11, 1998, Symposium Program • Summary of Results • Table 1: Summary of Priorities Identified • Table 2: Stakeholders' Priority Statements • Appendix 1. January, 1998, Symposium Program
Nebraskans' Educational Needs, Access To Technology, J.W. Furgason, S.K. Rockwell
Nebraskans' Educational Needs, Access To Technology, J.W. Furgason, S.K. Rockwell
Nebraska Network 21: Publications
The Nebraska Annual Social Indicators Surveys (NASIS) produce current, topical information about Nebraskans and monitor change in quality of life. The 1997 NASIS included questions that addressed four broad areas of public input: • Perceptions of higher education institutions and educational needs • Perceptions of the University of Nebraska and its programs • Awareness and perceptions of University of Nebraska Cooperative Extension and its programs • Use of electronic and communications technology in the home and workplace Data were collected via telephone surveys. Data addressing perceptions about higher education were collected November 1997 through January 1998 from a random sample …
A Report On Priorities For The University Of Nebraska-Lincoln, As Identified By Stakeholders At A November 11, 1998, Symposium, Richard K. Perrin
A Report On Priorities For The University Of Nebraska-Lincoln, As Identified By Stakeholders At A November 11, 1998, Symposium, Richard K. Perrin
Nebraska Network 21: Publications
During 1998 the NN21 Food Systems in 2020 Action Team at the University of Nebraska sponsored two symposiums to stimulate thinking and discussion about the nature of the food system that will evolve by the year 2020, and the potential role of the University of Nebraska in shaping that system and educating people to participate effectively in it. The first symposium, "The Food System for 2020: Nebraska's Opportunities", was held on January 14, with approximately 185 in attendance. The program (attached as Appendix 1) was intended to bring to bear some of the best thinking in the country about how …
Nn21 Food Systems Inventory, Nebraska Network 21
Nn21 Food Systems Inventory, Nebraska Network 21
Nebraska Network 21: Publications
This questionnaire serves a guideline for gathering information that will produce a community inventory. First, you are asked to define your area of study, how many people live there and how many people are directly involved in food related activities. Then you are asked to gather information about the food system in your area. Important: please keep a record of your sources of information. This questionnaire is organized according to five components of the food system: production, processing, distribution, consumption, and waste management. Some of the information in each part relates to information in the other parts. The food that …
Student Services In Distant Learning Environments, Nancy Aden, Ward Sybouts, Roger Wess
Student Services In Distant Learning Environments, Nancy Aden, Ward Sybouts, Roger Wess
Nebraska Network 21: Publications
At the end of the millennium in which the idea of the university has blossomed, population growth is outpacing the world’s capacity to give people access to universities. A sizable new university would now be needed every week merely to sustain current participation rates in higher education....Sir John S. Daniel, Vice Chancellor of The Open University; 6; p. 1 Traditional higher education institutions will probably be successful in the distance learning market if these two services are carefully developed and maintained: 1. provide quality learning experiences for students. 2. provide quality STUDENT SUPPORT SERVICES.
Nebraska Network 21 (Nn21)
Nebraska Network 21: Publications
What will Nebraska’s communities, educational institutions, and programs of study look like in the year 2020? What is the ideal vision of food systems and food systems education in Nebraska for the 21st century? With support of the W.K. Kellogg Foundation and with leadership from the University of Nebraska, a process is in place to discover and create the vision.
Since Nebraska Network 21 is relatively new, questions about the project are the usual case. Here are some of the most frequently asked questions.
A Vision For 2020: Communities Of Learning For Food Systems Education In Nebraska, Nn21 Project Team
A Vision For 2020: Communities Of Learning For Food Systems Education In Nebraska, Nn21 Project Team
Nebraska Network 21: Publications
What do we want Nebraska's communities, educational institutions, and programs of study to look like in the year 2020? What is the ideal vision of food systems and food systems education in Nebraska for the twenty-first century? In 1994, with the support of the W. K. Kellogg Foundation and with leadership from the University of Nebraska, we initiated a process in Nebraska to discover our individual and collective dreams and aspirations for the future.
Over 800 Nebraskans attended workshops in Scottsbluff, North Platte, Grand Island, Norfolk, Omaha, and Lincoln. Business people, educators, producers, and students--people of diverse ages, ethnicity, and …