bluuebunny/crossref_metadata_2025 huggingface dataset:
William Perry's theory of intellectual and ethical development
Authors: King Patricia M.
Published: October 2006

The ways in which people come to think about and take responsibility for what they know, believe, and value changes dramatically between adolescence and adulthood. Perry's scheme of intellectual and ethical development, grounded in cognitive development, theory, charts the process of this developmental sequence.
Selecting competent residence hall staff
Authors: Ostroth D. David
Published: October 2006

Competent staff are vital in achieving the goals of residential education. To get good staff, administrators must learn how to wisely choose among applicants.
Critical issues in the assessment of student development
Authors: Hanson Gary R.
Published: October 2006

Student affairs professionals talk about student development a great deal but do very little to document that the programs we devise actually help students grow and change. Explanations for this interesting paradox are reviewed and some possible solutions are presented.
Student development assessment techniques
Authors: Mines Robert A.
Published: October 2006

Existing student development assessment techniques are reviewed and evaluated in terms of developmental assessment issues, measurement methods, and costs.
Concluding remarks and additional resources
Authors: Hanson Gary R.
Published: October 2006

The assessment of student development is at an exciting period in its history. With a solid theoretical foundation, the assessment process can be examined for ways to make it more viable for those who work directly with students.
Facility use policies: Reducing litigation risks
Authors: Barr Margaret J.
Published: October 2006

Requests by individuals and groups to have access to and use the facilities of public colleges and universities are increasing. Under what conditions must an institution open its doors to nonaffiliated individuals?.
Guiding assumptions about student affairs organizations
Authors: Kuh George D.
Published: October 2006

Student affairs units often do not work the way we want. Instead of trying to fix them, we may want to re‐examine our expectations.
Alternative perspectives on student affairs organizations
Authors: Hull David F. , Hunter Deborah E. , Kuh George D.
Published: October 2006

Using multiple perspectives on organizational behavior can result in different and potentially more helpful interpretations of what actually occurs in student affairs units.
Planning as a self‐fulfilling prophecy
Authors: Bean John P.
Published: October 2006

Student affairs planners usually rely on rational planning models. Other approaches to the planning process allow new possibilities for planning and practice to emerge.
Exploring the rain forest: Testing assumptions and taking risks
Authors: Schroeder Charles C. , Nicholls Glenn E. , Kuh Ceorge D.
Published: October 2006

Are we blinded and subsequently disadvantaged by our unwavering belief in the sanctity of certain policies? Questioning the usefulness of traditional practices in student affairs can point to ways in which we can increase our effectiveness.
Tactics for understanding and improving student affairs organizations
Authors: Kuh George D.
Published: October 2006

Individual staff members, middle managers, and the CSAO can energize student affairs units and further student development goals through organizational sense making and purposeful action.
Theories of organizations
Authors: Kelley Robert E.
Published: October 2006

Formal organizational theory helps us to understand the structure, function, and dynamics of student affairs organizations. A comparison of the major theories can help student affairs staff to look at what they do from several perspectives.
Organizing for commuter student services
Authors: Rue Penny , Ludt Jeanne
Published: October 2006

An analysis of current practices yields pragmatic advice and working wisdom for those who wish to develop or expand commuter student services.
Toward a new conceptualization of commuter students: The developmental perspective
Authors: Knefelkamp L. Lee , Stewart Sylvia S.
Published: October 2006

The successful application of development theory to commuter students requires challenging some long‐held assumptions.
The future: Creating the vision
Authors: Pyle K. Richard
Published: October 2006

How effective student development educators are in the high‐technology age of the future will largely depend upon our vision.
Recommendations for the future
Authors: Ender Steven C.
Published: October 2006

As this sourcebook shows, student paraprofessional programming has seen widespread and significant changes since the early 1970s. However, much work needs to be done if this programming effort is to continue to have a positive impact on institutions of higher education and divisions of student affairs.
Proactive efforts and selected alcohol education programs
Authors: Gonzalez Gerardo M.
Published: October 2006

Development of alcohol education programs point up concerns about institutional commitment and the need for a data base for funding and evaluation.
Advising and counseling the international student
Authors: Cadieux Ron A. J. , Wehrly Bea
Published: October 2006

Advising and counseling international students require awareness of the adaptation period experienced by sojourners in a foreign country, sensitivity to the powerful impact of culture on behavior, and willingness to empathize with the value systems of international students.
Expanding graduate education
Authors: Penn J. Roger , Trow Jo Anne J.
Published: October 2006

Graduate programs have been reluctant to meet the expanded educational needs of practitioners. As those needs increase, a solution will lie in the design of curricular offerings and instructional methodology that are both adaptable to practitioner needs and responsive to the needs of traditional graduate students.
American Indian students in college
Authors: Lacounte Deborah Wetsit
Published: October 2006

American Indians do not strive to assimilate into the white culture. Higher education must recognize Indian college students' perspective to effectively meet their needs.
Some faculty leaders are born women
Authors: Moore Kathryn M. , Amey Marilyn J.
Published: October 2006

Encouraging women students and faculty to aspire to leadership could be a common activity on most campuses.
Leadership issues for nontraditional‐aged women students
Authors: King Patricia M. , Bauer Barbara A.
Published: October 2006

A model is presented t o help administrators and faculty understand nontraditional‐aged students and enhance their leadership skills.
Stress among students
Authors: Dunkel‐Schetter Christine , Lobel Marci
Published: October 2006

College students today experience high levels of stress in many areas of life. This is an important realm for further research and a potent avenue of intervention for college mental health professionals.
The problem of substance abuse
Authors: Brown Vivian B.
Published: October 2006

We often do not see a student with drug and alcohol problems until he or she meets a crisis or “hits bottom”.
Service learning in the residence halls: A fertile ground for student development
Authors: Slepitza Ronald A.
Published: October 2006

Given the communal nature of residence halls, community service can be integrated easily into the overall expectations of resident advisers, hall government, and resident activities through six enabling conditions.
Grounded in justice: Service learning from a faith perspective
Authors: Swezey Erin D.
Published: October 2006

The Service Learning Model is complemented by Parks's, Westerhoff's, and Fowler's faith‐development models, as well as by the social‐justice activities of campus ministries' staffs.
From isolation to commitment the role of the community in values education
Authors: Schultz Steven K.
Published: October 2006

The community can play a significant role in defining students' values. Through combining rigor with relevance, encountering new cultures, learning about power, and discovering what it means to be a member of a society, students can find their communities to be a powerful source of their education.
Student survivors of alcoholic families
Authors: Heryla Kelly , Haberman Shirley
Published: October 2006

Increased recognition of the Adult Children of Alcoholics' movement by higher education professionals has prompted them to establish programs for college students affected by parental alcoholism.
Student affairs administrators react
Authors: Newton Fred B. , Krause Robert S.
Published: October 2006

This chapter discusses the issues and implications of higher education's responses to the concerns of students from dysfunctional backgrounds.
Key academic values and issues
Authors: Bloland Paul A.
Published: October 2006

In this chapter, key faculty values, issues, and concerns are identified as they may affect the college or university political environment and, consequently, the work of the student affairs staff.
Racial differences in student experiences and attitudes
Authors: Harris Shanette M. , Nettles Michael T.
Published: October 2006

Precollege characteristics and college experiences affect student performance and satisfaction, as reported in this study of African American and white students on a predominantly white campus.
A model for designing peer‐initiated activities to promote racial awareness and an appreciation of differences
Authors: Mann Barbara A. , Moser Rita M.
Published: October 2006

A theoretical framework is presented to suggest ways of designing peer intervention programs and of grouping existing programs.
Evaluating peer interventions
Authors: Healy Margaret A. , Cooper Diane L. , Fygetakis Elaine C.
Published: October 2006

Although little research is available on the evaluation of peer intervention programs, several strategies and approaches can be used by educators to determine the effectiveness of prejudice reduction efforts.
Resources
Authors: Christie Roberta , Borns Renée
Published: October 2006

This chapter contains information about resources that may be valuable for those working to understand and counteract racism on college campuses. The references at the end of each chapter provide other useful resources.
Freedom in the classroom
Authors: Benjamin Ernst
Published: October 2006

Faculty have a special responsibility to encourage student freedom of expression. This responsibility requires care in teaching and evaluation to ensure student freedom in discussion, inquiry, expression, and academic achievement.
Student records
Authors: Hollander Patricia A.
Published: October 2006

Students clearly have a legal right to access to and privacy of their education records; but not so clear is public access to campus crime reports and AIDS‐related records. Computerized records and the use of Social Security numbers as identifiers create other legal concerns.
Student affairs
Authors: Bryan William A.
Published: October 2006

In student affairs, certain standards regarding freedom of association, freedom of inquiry and expression, student participation in institutional government, and student publications must be maintained if the freedom of the student to learn is to be preserved.
Truth, freedom, justice: Academic tradition and the essential values
Authors: Richard Scott T.
Published: October 2006

Although truth, freedom, and justice are the traditional values of the academy, their definitions and applications are changing and student affairs professionals should be involved in these changes.
Contemporary career services: Theory defines practice
Authors: Rayman Jack R.
Published: October 2006

This chapter provides an introduction to the forces that have thus jar shaped the environment of college and university career centers in the 1990s. It then outlines a career development paradigm based on extant career development theory and specifies the individual programs and services that such a paradigm suggests for the contemporary career center.
Placement services
Authors: Stewart Richard A.
Published: October 2006

This chapter describes the important elements of a comprehensive placement service and discusses a range of practical issues currently confronted by the placement profession.
Turning students into alumni donors
Authors: Nayman Robbie L. , Gianneschi Harry R. , Mandel Judy M.
Published: October 2006

Co1laboration between student affairs and institutional advancement professionals can greatly enhance efforts to involve current students in institutional advancement activities and thereby produce future donors.
Students with learning disabilities
Authors: Block Lydia S.
Published: October 2006

Postsecondary education bas become an option for increasing numbers of individuals with learning disabilities. College personnel must be prepared to provide academic adjustments and accommodations for the members of this growing population.
Disabled students of color
Authors: Ball‐Brown Brenda , Frank Zelma Lloyd
Published: October 2006

Disabled students of color face the stigma of double labels: disabled and minority. Service providers must improve their understanding of multicultural experiences if service to these populations is to improve.
Research on men and rape: Methodological problems and future directions
Authors: Burkhart Barry R. , Bourg Susan E. , Berkowitz Alan D.
Published: October 2006

Methodological problems of previous research on male perpetrators are reviewed and a new research agenda that examines men's prosocial behavior is proposed.
Assessing ethnic minority student leadership and involvement in student governance
Authors: Lavant Bruce D. , Terrell Melvin C.
Published: October 2006

Student affairs professionals must continue to encourage ethnic minority students to become widely involved in student governance activities. This involvement will help to foster an environment that promotes human growth and development and also aid the institution in retaining these students.
Sources of current and future funding
Authors: Levy Stanley R.
Published: October 2006

As the financial picture for higher education continues to shift, colleges and universities need to develop new sources of funding if they are to sustain viable programs of student services.
Annotated bibliography
Authors: Woodard Dudley B.
Published: October 2006

This annotated bibliography lists additional sources of information for understanding the current restructuring initiatives.
Admissions recruitment: The first step
Authors: Wright B. Ann
Published: October 2006

An increase in the college‐age cohort in the next fifteen years will bring a very different ethnic and academic mix of students, thereby creating new challenges for enrollment managers.
The landscape of graduate education
Authors: Isaac Paul D. , Pruitt‐Logan Anne S. , Upcraft M. Lee
Published: October 2006

We present a context for addressing services for the changing graduate student population.
Helping graduate students: A graduate adviser's view
Authors: Baird Leonard L.
Published: October 2006

The adviser's role changes with the stages of a graduate student's career, from laying out the structure and language of the field to inspiring enthusiasm for the life of the mind.
Counseling graduate students
Authors: Caple Richard B.
Published: October 2006

Counseling graduate students is enhanced by understanding their special needs and circumstances. In the therapeutic dialogue, a meaningful narrative is developed.
Women in graduate education: Reviewing the past, looking to the future
Authors: Johnsrud Linda K.
Published: October 2006

The integration of admissions and financial aid operations with the rest of the campus is a key element in the success of the college or university.
Promoting the development of graduate students of color
Authors: Cheatham Harold E. , Phelps Christine E.
Published: October 2006

Multicultural coursework, pedagogy, and support services that honor diverse needs and voices can enhance the environment for graduate students of color.
Handling sexual assault and relationships with law enforcement officials
Authors: Waryold Diane M.
Published: October 2006

Forming positive working relationships with the legal and law enforcement communities early in one's campus judicial affairs career can prevent difficulties in handling cases of a sensitive nature such as cases of sexual assault.
Telling stories: Students and administrators talk about retention
Authors: White Carolyne J. , Shelley Clarence
Published: October 2006

This chapter uses autobiographical narratives by the authors and their student collaborators to construct a criticism of retention programs and their promotion of institutional racism. It concludes with suggestions for establishing the credibility of retention initiatives.
Summary and additional resources
Authors: Ottens Allen J. , Johnson Irene Harris , Green Joan
Published: October 2006

Retention of academically able students of color requires an environment that encourages talent development and provides enriching opportunities. A traditional remedially‐oriented approach jails to address the strengths and talents these students bring to campuses.
Contributions to learning: Present realities
Authors: Ender Steven C. , Newton Fred B. , Caple Richard B.
Published: October 2006

Student affairs contributes daily to student learning, academic success, and the learning environment.
Principles and strategies for enhancing student learning
Authors: Newton Fred B.
Published: October 2006

This chapter provides a summary of key propositions on how college students may optimize their learning experience through programs and interventions offered by those in student affairs positions.
Student affairs in the community college: Promoting student success and learning
Authors: Ender Kenneth L. , Chand Sunil , Thornton Jerry Sue
Published: October 2006

Within the context of the community college, student affairs programs designed to support student success and learning are explored. Ten expectations for a comprehensive, learning‐oriented student affairs program are suggested.
Orientation programs: A foundation for student learning and success
Authors: Robinson Debra A. G. , Burns Carl F , Gaw Kevin F
Published: October 2006

Orientation programs facilitate the transition and integration of students into the college learning environment. Examples are given to demonstrate the varied aspects of high‐quality orientation programs.
Strategies for enhancing student learning in residence halls
Authors: Johnson W Garry
Published: October 2006

The research related to the impact of residence hall programs on student learning is discussed. Nineteen existing programs focusing on student learning are presented for review.
TQM: Finding a place in student affairs
Authors: Holmes Tyrone A.
Published: October 2006

If total quality management is to become a significant paradigm for student affairs, we must seek a more consistent connection between total quality concepts and the student learning mission.
Some final thoughts on achieving quality
Authors: Bryan William A.
Published: October 2006

Most educators would acknowledge that there is significant room for quality improvement in higher education. Quality should be approached through continuous improvement aimed at seeking better ways of meeting or exceeding the demands placed on the educational system by customers.
The teaching of values in colleges and universities
Authors: Carter Albert Howard
Published: October 2006

In teaching values or morals, colleges and universities may use any of several explicit traditions. Perhaps even more powerful, however, are the implicit forces and forms that shape the values of professors and students.
Teaching values for adults: Graduate programs in liberal studies
Authors: O'Callaghan Phyllis
Published: October 2006

When adults enter graduate programs after establishing their careers, it is often to confront, in an interdisciplinary and deeply personal way, questions of meaning and value.
The stockdale course
Authors: Brennan Joseph Gerard
Published: October 2006

What happens when an ex‐POW of Hanoi determines to teach a course in moral philosophy?
Conclusion and additional sources
Authors: Collins Michael J.
Published: October 2006

The editor concludes the sourcebook and offers some suggestions for further reading.
Student engagement and teacher power in large classes
Authors: Monk G. Stephen
Published: October 2006

Active student engagement in a large lecture course seems to be a contradiction in terms. How can the power of the teacher in this setting be used to remove the apparent conflict?
Developing student skills and abilities
Authors: Bouton Clark , Rice Beryl
Published: October 2006

Teachers do not have to choose between emphasizing course content and developing students skills. Both are integral parts of a cooperative learning process.
Conclusion and resources
Authors: Bouton Clark , Garth Russell Y.
Published: October 2006

Like students in learning groups, teachers can benefit from communication with and support from colleagues interested in similar topics. Here are colleagues who are interested in learning groups.
Teaching, research, and service: The academic library's role
Authors: Stoffle Carla J. , Guskin Alan E. , Boisse Joseph A.
Published: October 2006

Bibliographic instruction is a significant service offered by the teaching library.
Library use and the development of critical thought
Authors: Plum Stephen H.
Published: October 2006

Library use instruction, when viewed as a discipline, encourages the development of patterns of critical through in the independent inquirer.
Patterns for research
Authors: Oberman Cerise
Published: October 2006

A basic element of bibliographic instruction is the teaching of search strategy.
The faculty/librarian partnership
Authors: Simon Rose Ann
Published: October 2006

Librarians can promote and improve their programs of bibliographic instruction through a faculty development effort on appropriate undergraduate use of the college library.
Concluding comments
Authors: Kirk Thomas G.
Published: October 2006

Why incorporate a bibliographic instruction program into the liberal arts curriculum?
What should introductory courses do?
Authors: Gregory Marshall W.
Published: October 2006

The proper aims and character of introductory courses can only be discovered within the context of discussion about the proper aims and character of education as a whole.
Teaching as relational development
Authors: DeVito Joseph A.
Published: October 2006

Teaching involves a process of relational deoelopment.
Its ejjectiueness depends on apfilication of relevant
interpersonal compebncies.
How might i teach problem solving?
Authors: Woods Donald R.
Published: October 2006

Options for the teaching of thinking and problem‐solving skills are contrasted, and practical suggestions about ways of developing our students' problem‐solving skills are presented.
Teaching analytical reasoning through thinking aloud pair problem solving
Authors: Lochhead Jack , Whimbey Arthur
Published: October 2006

The TAPPS technique is a useful device for the teaching of problem solving because it causes learners to pay attention to basic reasoning skills.
A faculty evaluation model for community and junior colleges
Authors: Arreola Raoul A.
Published: October 2006

A successful comprehensive faculty evaluation program may serve as a model for community and junior colleges.
Concluding comments
Authors: Aleamoni Lawrence M.
Published: October 2006

Unifying elements of the preceding chapters point the way to stronger efforts for the evaluation and development of faculty as teachers.
Evaluating college teaching
Authors: Seldin Peter
Published: October 2006

Just as students need guidance as learners, professors are entitled to helpful direction to improve teaching performance.
Assessing critical thinking across the curriculum
Authors: Carpenter C. Blaine , Doig James C.
Published: October 2006

The assessment of critical thinking can be greatly improved as faculty identify needs, goals, and a conception of critical thinking and integrate this information with known assessment strategies.
Self‐assessment: Essential skills for adult learners
Authors: Justice David O. , Marienau Catherine
Published: October 2006

Through self‐assessment, students take increasing responsibility for their own learning and move toward more integrated, complex forms of knowledge and ability.
Translating enthusiasm into curricular change
Authors: McLeod Susan H.
Published: October 2006

The enthusiasm generated by initial writing across the curriculum workshops can be translated into lasting curricular change.
Real science in the introductory course
Authors: McNeal Ann P.
Published: October 2006

Introductory science courses can demonstrate the excitement and rewards of science by involving students directly in scientific research, rather than in its watered‐down results.
Assessing and improving students' learning strategies
Authors: Pintrich Paul R. , Johnson Glenn Ross
Published: October 2006

Teaching is only half of the story in the college classroom. Helping students understand and more efficiently use their learning strategies recognizes the importance of this other half of the equation.
Bringing research into practice
Authors: Cohen Peter A.
Published: October 2006

Student ratings have been studied exhaustively. Why has the research not found its way into everyday practice?.
The lower end of higher education: Freshmen, sophomores, the research university, and the community college
Authors: Bywater Timothy R.
Published: October 2006

The community college succeeds at educating students and provides a humane environment in which to teach and to learn.
What good are computers in the writing classroom?
Authors: Dobberstein Michael
Published: October 2006

The computer may always be with us, but in spite of its manifold usefulness, there is no consistent objective evidence showing that it can help students become better writers.
How practice is shaped by personal theories
Authors: Rando William C. , Menges Robert J.
Published: October 2006

Personal theories about teaching and learning are often implicit and likely to be inaccurate. When implicit theories become explicit, they can blend with formal theories to improve the practice of teaching.
Cognitive learning strategies and college teaching
Authors: Weinstein Claire E. , Meyer Debra K.
Published: October 2006

College instructors should focus their teaching not only on content but also on how to learn content in the context of particular courses.
Practical implications of cognitive theories
Authors: Svinicki Marilla D.
Published: October 2006

The precepts of cognitive psychology provide highly practical suggestions for teachers and learners. These suggestions make learning more efficient in the present and produce learners who will be more self‐sufficient in the future.
Research findings on the seven principles
Authors: Sorcinelli Mary Deane
Published: October 2006

The research support for the Seven Principles for Good Practice in Undergraduate Education is encouraging, although the findings raise a number of questions still to be answered.
Gathering data for the improvement of teaching: What do i need and how do i get it?
Authors: Lewis Karron G.
Published: October 2006

The success of teaching improvement efforts often depends on the quality of the information collected by both the faculty member and the instructional/faculty development practitioner. What kinds of information are most usable in teaching improvement and what are some effective ways to collect these data?.
Quick starters: New faculty who succeed
Authors: Boice Robert
Published: October 2006

Some faculty find their working situations and their careers to be energizing and productive. Others are frustrated, unproductive, and will “burn out” quickly, leaving behind a trail of effort without success and ill feelings toward their institutions and the professoriate. What are the differences between these two types and can we capitalize on the skills and working styles of the “quick starters” to help those less fortunate?
Developing mentoring programs: Major themes and issues
Authors: Wunsch Marie A.
Published: October 2006

A comprehensive institutional mentoring program must consider
all the components of the mentoring process to ensure personal
and organizational outcomes.
Mentoring undergraduate minority students: An overview, survey, and model program
Authors: Terrell Melvin C. , Hassell R. Kipp
Published: October 2006

Mentoring minority students plays an important role in their
acclimation to academic lije and retention, but the search for
conclusive evidence of what program design is most eflective
continues.
Mentoring new faculty for teaching and research
Authors: Jackson William K. , Simpson Ronald D.
Published: October 2006

Three mentoring programs, twofor teaching development and one
for research development, for new faculty at the University of
Georgia are described.
Taking a cultural journey through mentorship: A personal story
Authors: Chattergy Virgie O.
Published: October 2006

Foreign students in American universities can acquire cultural
understanding and increase self‐discovery through the support of
mentors and cultural guides.
Finding interdisciplinary knowledge and information
Authors: Klein Julie Thompson
Published: October 2006

By combining new and traditional approaches to the locating of
interdisciplinary knowledge and infomation, educators can utilize
thefull range of existing resources while periodically updating
their personal and institutional collections.
Group dynamics: Understanding group success and failure in collaborative learning
Authors: Miller Judith E. , Trimbur John , Wilkes John M.
Published: October 2006

This chapter describes an experimental course in introductory
biology and its relation to individual learning styles and raises
issues of group dynamics in collaborative learning..
So what is the problem? Difficulties at the gate
Authors: Willemsen Eleanor W.
Published: October 2006

This chapter examines the role of metacognition in fostering or inhibiting success in first‐level courses in quantitative subjects. The author describes her efforts to build an I‐can‐do‐it attitude in an elementary statistics course in psychology and identifies unresolved problems of student resistance to active learning methods.
Increasing minority students' success in calculus
Authors: Bonsangue Martin Vern , Drew David Eli
Published: October 2006

The Academic Excellence Workship demonstrates that achievement of underrepresented minority students in mathematics and subsequent persistence in SME majors may be associated less with precollege ability than with in‐college academic experiences and expectations.
Real‐world problem solving in freshman‐sophomore engineering
Authors: Pavelich Michael J. , Olds Barbara M. , Miller Ronald L.
Published: October 2006

Faculty at the Colorado School of Mines have developed a program that introduces freshman and sophomore engineering and science students to open‐ended problem solving, to teamwork, and to communication.
Formal methods, design, and collaborative learning in the first computer science course
Authors: Troeger Douglas R.
Published: October 2006

This chapter presents an overview of the first course in computer science offered at City College of New York. The course is a strong departure from conventional introductory programming courses, offering students a logic‐based introduction to program design.
Critical thinking and design: Evolution of a freshman engineering graphics course
Authors: Sanchez Lilia A. , Hight Timothy K. , Gainen Joanne
Published: October 2006

Mechanical engineering students learn to solve ill‐structured design problems using graphic communication skills in the freshman engineering graphics course. Integration of a critical thinking component has guided our own iterative, interactive process of designing a more effective teaching methodology.
Introductory accounting: Changing the first course
Authors: Pincus Karen V.
Published: October 2006

A new approach to introductory accounting teaches students to view issues from a variety of perspectives, broadens their exposure to unstructured problems with more than one possible solution approach, and places accounting measurement in a real‐world context.
Educating the whole person
Authors: Berdahl Robert M.
Published: October 2006

In this chapter the president of a major research university offen his thoughts on academic advising from an administrator's perspective.
Advising women considering nontraditional fields of study
Authors: Pope Leodocia M.
Published: October 2006

This chapter provides advice to faculty members just entering the ranks of academic advisers. It offers some insights into common perceptions and problems encountered in advising female students who are pursuing majors in science and engineering.
Achievement goals, self‐regulated learning, and the role of classroom context
Authors: Hagen Anastasia S. , Weinstein Claire Ellen
Published: October 2006

Mastery and performance goals can dramatically influence students' self‐regulated learning. These goals are shaped in important ways by how college faculty organize and structure their classrooms for learning.
The relationship of disciplinary differences and the value of class preparation time to student ratings of teaching
Authors: Franklin Jennifer , Theall Michael
Published: October 2006

Disciplinary differences and the value students place on the time they spend preparing for class are correlated with students' evaluations of teaching and may offer clues to how faculty can improve instructional outcomes and thus their own ratings.
Discipline‐specific pedagogical knowledge in Linguistics and Spanish
Authors: Lenze Lisa Firing
Published: October 2006

Faculty's pedagogical knowledge centers on discipline‐specific core issues that foster distinct ways of thinking about, talking about, and acting upon teaching.
Disciplinary differences in what is taught and in students' perceptions of what they learn and of how they are taught
Authors: Cashin William E. , Downey Ronald G.
Published: October 2006

Although students rate different academic fields differently, the Biglan clusters seem not to explain these differences.
Awards to groups: The university of Wisconsin system's departmental teaching award
Authors: Kahn Susan
Published: October 2006

The rationale, history, and guidelines of the University of Wisconsin System's teaching award for academic departments and programs serves as a model for other institutions seeking ways to reward group teaching achievements.
Identifying exemplary teaching: Using data from course and teacher evaluations
Authors: Feldman Kenneth A.
Published: October 2006

A review of the data on the effectiveness of student evaluations reveals that they are a widely used but greatly misunderstood source of information for exemplary teaching.
Relating exemplary teaching to student learning
Authors: Angelo Thomas A.
Published: October 2006

Since the ultimate goal of teaching is to facilitate learning, shouldn't the most appropriate measure of effective teaching be its relationship to student learning?
Honoring exemplary teaching: The two‐year college setting
Authors: Jenrette Mardee , Hays Karen
Published: October 2006

Two‐year colleges have consistently led the way in developing the teaching mission of higher education; a survey shows how these teaching institutions are responding to the need to honor their teachers.
The ethics of teaching
Authors: Smith David C.
Published: October 2006

The ethical bond between teachers and students is considered as a form of the I–Thou relationship as articulated by Martin Buber. This bond raises the issues of fairness, honesty, promise‐keeping, respect, and responsibility as norms for teachers.
Ethics in teaching: Putting it together
Authors: McGrory Kathleen
Published: October 2006

The daily lives of faculty are fraught with demands to make choices among options that often call for “deep value” decision making. Because of the unique relatedness of students and teachers, faculty ethical decision making can be both a private act and a public act of far‐reaching consequence.
Connecting problem‐based practices with educational theory
Authors: Gijselaers Wim H.
Published: October 2006

A framework for the analysis of problem‐based learning methods is presented, using concepts from cognitive psychology.
An active approach to calculus
Authors: Seltzer Stan , Hilbert Steve , Maceli John , Robinson Eric , Schwartz Diane
Published: October 2006

We describe an approach to teaching calculus that emphasizes problem solving through its stress on in‐class activities and context‐rich projects.
Combinatorial Variability
Authors: ADGER DAVID
Published: October 2006

The purpose of this paper is to provide a plausibility argument for a new way of thinking about intra-personal morphosyntactic variation. The idea is embedded within the framework of the Minimalist Program, and makes use of notions of feature interpretability and feature checking. Specifically, I argue that underspecification of uninterpretable features in a matching relation with interpretable features allows us to model categoricality and variability within a single system. Unlike many current approaches to intra-personal variation (which involve multiple grammars or building stochastic weightings into the grammar itself), the system attempts to predict (rather than capture) frequencies of variants. It does this by combining an evaluation metric for the acquisition of uninterpretable features with the standard properties of features and syntactic operations in the Minimalist framework. The argument is made through a case study of was/were variation in a Scottish dialect.
Structure and logic of regulation and governance of quality of health care: was OFSTED a model for the Commission for Health Improvement?
Authors: BEVAN GWYN , CORNWELL JOCELYN
Published: October 2006

The Labour Government elected in 1997 faced similar problems in health care to those faced by the Conservative Government in schools in the early 1990s. And the policies developed for health care in the late 1990s echoed those that had been implemented for schools. This paper considers one of those common policies, namely the creation of new central inspectorates required to visit all organizations over a four-year period: the Office for Standards in Education (OFSTED) to inspect the quality of teaching in schools, and the Commission for Health Improvement (CHI) to review the implementation of the systems and processes of clinical governance in every organization in the National Health Service (NHS). At its creation, CHI was described as an OFSTED for the NHS. This paper compares these two inspectorates; describes origins of policies and institutions; considers their rhetoric and practices; describes the processes the two organizations used and considers their impacts. It argues that structural differences meant that CHI could never have been an OFSTED for the NHS; relational distance is a key aspect of inspection/regulation; and that the key to effective regulation in the case of the NHS was the relational proximity between CHI and the NHS, with the added weight of a strong performance management regime.
Social science knowledge and induced institutional innovation: an institutional design perspective
Authors: RUTTAN VERNON W.
Published: October 2006

In this paper I advance a model in which institutional innovation is induced by changes in resource endowments, cultural endowments, and technical change. I also introduce the role of advances in social science knowledge as a source of institutional innovation. The sources of institutional innovation are illustrated by changes in land tenure and labor relations in Philippine agriculture, by the transition from command and control to market-based systems of resource management in the United States, and by the development of institutional design principles based on studies of small-scale resource management. In a final section, I elaborate a pattern model that maps the relationships among changes in resource endowments, cultural endowments, technology, and institutions.
Between mercantilism and market: privileges for invention in early modern Europe
Authors: BELFANTI CARLO MARCO
Published: October 2006

This paper aims at offering a reconstruction of the salient features of the most important formal institution introduced by European states in the Early Modern Period with the aim of recognizing and protecting the intellectual property of the inventors. Such institutions went under different names – ‘Privilegio’ in Venice, ‘Patent’ in England, ‘Privilège’ in France, ‘Cedula de privilegio de invençion’ in Spain – and, in general, took the form of the concession of a special prerogative to the inventor by the sovereign or the republic, by virtue of which he could exploit, in economic terms, his own invention through holding a monopoly. The article starts with the origins of the privileges for invention, of which the first examples are to be found in the Middle Ages, but whose official ‘genesis’ is commonly identified with the Venetian law of 1474. The fundamental characteristics of the Venetian system, which was later imitated by other European states, are analysed. In the following section, the adoption of this model by those other states – Spain, France, England, and the Netherlands – is illustrated. In fact, the majority of these would make legislation on intellectual property an instrument of mercantilist policy, under the same conditions as prevailed in Venice. Further, we will examine some of the opportunities that the diffusion of these measures offered to those involved and the way in which they – as craftsmen, merchants, and speculators – took advantage of the business of privileges. Finally, before concluding, some thoughts on the changes made in the policy of privileges given the transformations that took place in the course of the eighteenth century, in order to understand the ‘adaptive’ capacity of these institutions.
Habitat use by caridean shrimps in lowland rivers
Authors: Richardson A. J. , Cook R. A.
Published: October 2006

Caridean shrimps are an important component of lowland river ecosystems and their distributions may be affected by river regulation. We studied the mesoscale distributions of Paratya australiensis, Caridina mccullochi and Macrobrachium australiense in five lowland rivers of the Murray–Darling Basin, south-eastern Australia. We distinguished habitat patches according to water-current velocity and channel location – still littoral (SL), slow-current-velocity littoral (SCVL) and moderate-current-velocity channel (MCVC) – and investigated ontogenetic shifts in habitat use. We sampled seven reaches for shrimp in March 2003 and December 2003 using a modified backpack electrofisher. Paratya australiensis occurred in all habitats but was mostly associated with SL. All life stages of C. mccullochi utilised SL and SCVL, and only a few adults were collected from areas with greater than slow current velocity. The habitat preference of M. australiense changed with development: larvae only occurred in SL, but adults and berried females strongly preferred MCVC. Low flows and slow water currents are characteristic of lowland rivers in southern Australia during summer and autumn (December–April), the period during which shrimps’ larval development and juvenile recruitment occurs. Caridina mccullochi and M. australiense may rely on still and slow-current-velocity habitats during larval development and juvenile recruitment and to facilitate upstream movements.
Seeding small numbers of cultured black-lip abalone (Haliotis rubra Leach) to match natural densities of wild populations
Authors: Goodsell P. J. , Underwood A. J. , Chapman M. G. , Heasman M. P.
Published: October 2006

Haliotis rubra Leach, the black-lip abalone, is a valuable, commercially harvested species, but populations have declined since the onset of commercial fishing. Seeding juvenile cultured abalone into natural habitats can enhance and/or re-establish populations. This is often done in numbers well above natural densities of both unfished and fished populations, but is usually unsuccessful (probably because of increased mortality from predation or other density-dependent factors) and is potentially problematic for the ecology of the habitat. A major aim was, therefore, to assess survival of H. rubra when seeded in small numbers. The current study is one of a few experimental investigations to improve understanding of the potential of re-seeding. We test: (1) the importance of the spatial and temporal configuration of seed; (2) the usefulness of the urchins, Centroste phanus rodgersii, to act as a potential shelter from predators; and (3) differences in survival when using the deployment devices versus urchins. After a few days, total recovery among treatments ranged between 3 and 31%. The configuration of abalone or their proximity to urchins did not affect long-term survival. Survival in devices may be greater than with urchins, but these results were spatially variable. Recovery dropped to 0.2–3% from 1–2 months, and 0.05–2% after 6 months. Nevertheless, these results show that seeding fewer abalone (rather than previous attempts at mass out-planting) can sustain populations close to average natural densities of adults previously observed in Australia (1–3 abalone per m2). It may be more productive and ecologically conservative to release fewer and therefore larger abalone, which are known to survive better in the wild.
Generic hydrophobic residues are sufficient to promote aggregation of the Alzheimer's Aβ42 peptide
Authors: Kim Woojin , Hecht Michael H.
Published: October 2006

One hundred years ago, Alois Alzheimer observed a relationship between cognitive impairment and the presence of plaque in the brains of patients suffering from the disease that bears his name. The plaque was subsequently shown to be composed primarily of a 42-residue peptide called amyloid β (Aβ) 42. Despite the importance of Aβ42 aggregation in the molecular etiology of Alzheimer's disease, the amino acid sequence determinants of this process have yet to be elucidated. Although stretches of hydrophobic residues in the C-terminal half of Aβ42 have been implicated, the mechanism by which these residues promote aggregation remains unclear. In particular, it is not known whether the side chains of these hydrophobic residues mediate specific interactions that direct self-assembly or, alternatively, whether hydrophobicity
per se
at these positions is sufficient to promote aggregation. To distinguish between these two possibilities, we substituted 12 hydrophobic residues in the C-terminal half of Aβ42 with random nonpolar residues. The mutant sequences were screened by using a fusion of Aβ42 to GFP. Because aggregation of Aβ42 prevents folding of the GFP reporter, this screen readily distinguishes aggregating from nonaggregating variants of Aβ42. Application of the screen demonstrated that, despite the presence of 8–12 mutations, all of the sequences aggregated. To confirm these results, several of the mutant sequences were prepared as synthetic peptides and shown to form amyloid fibrils similar to those of WT Aβ42. These findings indicate that hydrophobic stretches in the sequence of Aβ42, rather than specific side chains, are sufficient to promote aggregation.