bluuebunny/crossref_metadata_2025 huggingface dataset:
Applying cultural theory: The environmental variable
Authors: Shang Paul , Moore Leila V.
Published: October 2006

Students' interactions with their environments are influenced by their ethnocentric perspectives, by their views of themselves as members of oppressed or oppressing groups, and by the cultural values of the campus.
Affirmative action: Definitions and philosophy
Authors: Bullington Robin , Ponterotto Joseph G.
Published: October 2006

The affirmative action debate is rooted in disagreement about fundamental issues.
Affirmative action: The second step
Authors: Wright Doris J.
Published: October 2006

Tomorrow's affirmative action requires sharp planning by today's student affairs educators.
Summary and additional sources of information
Authors: Ponterotto Joseph G. , Lewis Diane E. , Bullington Robin
Published: October 2006

Summary points are highlighted, and a list of additional sources is provided.
Standards and outcomes assessment: Strategies and tools
Authors: Winston Roger B. , Moore William S.
Published: October 2006

In order to apply professional practice standards systematically, it is first necessary to establish what is happening, decide what are the desired outcomes, and evaluate the effects that programs and services have on students and staff.
Example applications of CAS standards and guidelines
Authors: Marron Joseph M.
Published: October 2006

CAS Standards and Guidelines has been used at a number of colleges and universities, where diverse creative methods of implementation have been employed to the benefit of the institutions.
College students and the legacy of spouse abuse
Authors: Rouse Linda P.
Published: October 2006

Students' involvement in violence in dating relationships and other interpersonal problems may be a result of earlier exposure to the use of physical force between parents.
The context
Authors: Appleton James R.
Published: October 2006

The leader's ability to influence policy and events and take advantage of the expectations and performance of others will be enhanced by an understanding of political behavior within organizations.
Women and African Americans: Stories told and lessons learned—a case study
Authors: Mamarchev Helen L. , Williamson Mary Lynn
Published: October 2006

Case‐study research indicates that the experiences of women and blacks differ significantly from those of their white male counterparts in managing the political dimension of student affairs.
Ethical issues and administrative politics
Authors: Upcraft M. Lee , Poole Thomas G.
Published: October 2006

This chapter presents a model within which to view the potential conflict between the political (doing things right) and the ethical (doing the right thing).
Peer training strategies for welcoming diversity
Authors: Brown Cherie R. , Mazza George J.
Published: October 2006

A peer training model is presented to illustrate how a campus can involve its students, faculty, and administrators in effective prejudice‐reducing strategies.
HIV and sexual health education for women
Authors: Lyman Christine , Engstrom Eric L.
Published: October 2006

Concern about women's issues in HIV prevention and sexual health promotion centers on the biological, psychological, developmental, and sociocultural conditions and constraints in women's lives. These realities create a complex pattern of risk involving concepts of self, relationships, and gender roles. Responding to women's needs in HIV prevention requires diverse, highly targeted strategies directed at individuals and their communities.
Counseling for HIV prevention: Clinical interventions and HIV antibody testing
Authors: Craig Donald H. , Grossberg Paul M. , Keeling Richard P.
Published: October 2006

In both formal sessions and moments of opportunity, educators, clinicians, and counselors can use the counseling relationship to promote healthy behavior change. This clinical process depends on careful self‐appraisal, good counseling skills, and responsiveness to the specific concerns that HIV creates for students.
Preparing the college union and student activities profession for the year 2000
Authors: Preisinger George J. , Wilson Barry
Published: October 2006

The ability of the college union to maintain its prominent role in higher education will depend on how well college union and student activities practitioners are personally and professionally prepared.
Rights and responsibilities of college students in off‐campus settings
Authors: Buchanan E. T. “Joe” , Young D. Parker
Published: October 2006

Case law authorizes colleges and universities to extend their jurisdiction to off‐campus student misconduct, though not to off‐campus political activity. Under what circumstances is the assertion of jurisdiction consistent with institutional mission?
Rights, freedoms, and responsibilities: A continuing agenda
Authors: Mullendore Richard H. , Bryan William A.
Published: October 2006

Criticism regarding omission of the word “responsibilities” from the title of the Joint Statement may have been harsh and premature. It is likely, however, that the theme of responsibilities will dictate the agenda of future dialogue.
The essential values of the profession
Authors: Young Robert B.
Published: October 2006

A qualitative analysis of historical documents uncovered three “domains” of essential values in student affairs: individual human dignity (with freedom, altruism, and truth), equality, and community (with justice).
Values in decision making: The involve model
Authors: Elfrink Victoria L. , Coldwell LuAnn Linson
Published: October 2006

Case studies illustrate how the INVOLVE model can be used to improve the decision‐making skills of student affairs professionals within a participatory context.
Organizational imperatives for implementing the essential values
Authors: Dalton Jon C.
Published: October 2006

Effective implementation of the essential values involves five strategies: values transmission, values clarification, analysis of moral issues, commitment, and moral action.
Career counseling: A call to action
Authors: Heppner Mary J. , Johnston Joseph A.
Published: October 2006

This chapter presents eight themes that constitute both a springboard for careful evaluation of current career counseling practices and a call to action for the career counseling profession.
Career programming in a contemporary context
Authors: Yerian Jean M.
Published: October 2006

This chapter discusses issues from needs assessment and programming for the majority, to programming for special populations and topics, to program evaluation. It also touches on experiential learning programs. Included are over one hundred programming ideas from the author's 1992 national survey of career center directors and an appendix of contact information on their programs.
The challenge of chief student affairs officers: Planning for the future
Authors: Gold James A. , Golden Dennis C. , Quatroche Thomas J.
Published: October 2006

Chief student affairs officers should play a leadership role in institutional advancement activities because, as members of the top‐level administrative team, they help determine how to implement institutional missions and strategic plans. Therefore, student affairs administrators should include institutional advancement activities in their job descriptions.
Recommendations and annotated resources
Authors: Terrell Melvin C. , Gold James A.
Published: October 2006

This chapter presents specific, concrete recommendations for student affairs professionals looking to become involved in institutional advancement efforts. An annotated bibliography of key resources in this area is also provided.
Resource guide: A compendium of literature and organizations
Authors: Schuck Judy , Kroeger Sue
Published: October 2006

This chapter provides an annotated list of resources for student services and disability personnel.
Disconnected lives: Men, masculinity, and rape prevention
Authors: Capraro Rocco L.
Published: October 2006

Rape prevention in the context of a problematic masculinity is discussed; conservative, mythopoetic, and feminist perspectives on masculinity are reviewed; and a feminist foundation for rape prevention programs for men is proposed.
Treatment for perpetrators of rape and other violence
Authors: Pollard Jeffrey W.
Published: October 2006

A treatment protocol for rape and other violence perpetrators is proposed. Philosophy, assessment, and a treatment curriculum are examined along with resistance to such treatment programs.
Resources for developing acquaintance rape prevention programs for men
Authors: Earle James P. , Nies Charles T.
Published: October 2006

An evaluation of videos and printed material that may be used in rape prevention programs with a focus on men's issues.
What students gain from participating in student government
Authors: Kuh George D. , Lund Jon P.
Published: October 2006

The benefits associated with involvement in campus governance are examined and implications for enhancing student learning through participation in governance structures and processes are discussed.
Conclusions and annotated bibliography
Authors: Cuyjet Michael J. , Terrell Melvin C.
Published: October 2006

This chapter presents a synopsis of the major ideas and conclusions of this volume and a short annotated bibliography of several important sources used by the authors.
Students at risk: Alcohol and drug prevention in context
Authors: Coughlin Eileen V.
Published: October 2006

The increased need for leadership in alcohol and other drug abuse prevention in higher education is evident in both the quantitative and anecdotal evidence from students. The number of students at risk and the financial and legal implications of inaction make prevention an imperative for student affairs.
Hooking your president on prevention
Authors: Gianini Paul C. , Nicholson Ruth L.
Published: October 2006

Capturing the attention of college and university presidents regarding alcohol and other drug use requires an understanding of their public role and of the relationship of prevention to the particular mission of your institution. Leaders in student development must link prevention to their presidents' agendas.
Antidiscrimination laws and student affairs
Authors: Bills Timothy A. , Hall Patrick J.
Published: October 2006

This chapter discusses five antidiscrimination statutes that have significant impact upon institutions of higher education. Cases interpreting the statutes as well as various implications for student affairs practitioners are discussed.
Protective policy laws
Authors: Gehring Donald D.
Published: October 2006

Recent protective policy laws have created a new in loco parentis law requiring institutional administrators to inform adults of drug and alcohol laws, graduation rates, crime statistics, and their right to privacy.
The federal university
Authors: Gehring Donald D.
Published: October 2006

The aggressive implementation of federal laws and regulations affecting higher education threaten a homogenization of higher education creating a federal university.
Management strategies as a basis for budgeting and restructuring
Authors: Madson Dennis L.
Published: October 2006

This chapter presents strategies for improving management within student affairs divisions to produce a better environment for working, budgeting, and creating streamlined service.
Integrating admissions and financial aid with the rest of the campus
Authors: Bonis David M.
Published: October 2006

The integration of administration and financial aid operations with the rest of the campus is a key element in the success of the college or university.
Enrollment management in the future
Authors: Dixon Rebecca R.
Published: October 2006

This chapter expands on the major issues identified in other chapters, stressing those that are likely to be the most prominent in the next decade.
College life in america: Historical context and legal issues
Authors: Hoekema David A.
Published: October 2006

From the era of their founding, American colleges have emphasized the character of college life as an important element in learning. This chapter reviews some elements of the historical roots of student discipline, surveys recent judicial decisions related to disciplinary rules and procedures, and suggests the ways in which different institutions could shape student conduct rules that highlight their distinctive characters.
Dealing with difference: Competing cultures, singular codes
Authors: Olson Mary A. , Mittler Mary L.
Published: October 2006

Judicial codes are often conceived and administered as if a single, common set of values and norms govern students' values and behaviors. This chapter discusses how specific student groups can find themselves at odds with assumptions underlying judicial codes and provides some direction for the administration of judicial codes for judicial affairs officers.
Three exemplary retention programs
Authors: Carreathers Kevin R. , Beehmann Lorinda , Cootie Robert M. , Nelson Wanda L.
Published: October 2006

Three retention programs for regularly admitted students of color are described in this chapter. Each program description is a trove of ideas that reflect the creativity, perseverance, and dedication of the staff that nurtured and established the program.
Evaluation as empowerment: Using evaluation strategies to improve retention of regularly admitted students of color
Authors: Giordano Francesc O. G.
Published: October 2006

Program evaluation can provide the data to justify the continuation of a program or service. But employed strategically, that same data can be used to empower a program to serve as a vehicle for promoting change within the campus environment.
Academic courses offered by student affairs: A sampler
Authors: Schuh John H.
Published: October 2006

Academic courses taught by student affairs staff are described in this chapter. Specific emphasis is placed on the learning outcomes for such activities.
Tying resource allocation and TQM into planning and assessment efforts
Authors: Mullendore Richard H. , Wang Li‐Shing
Published: October 2006

As the need for accountability increases, student affairs professionals find it imperative to develop appropriate planning models that incorporate assessment efforts and resource allocation procedures.
Comprehensive program review: Applying tqm principles
Authors: Ostroth D. David
Published: October 2006

Implementation of TQM requires both planned staff training and organization‐wide culture change. Introducing this change through a comprehensive program review, multiyear evaluation, and planning process involving all staff in a student affairs department is beneficial.
What TQM does not address
Authors: Kochner Curt , McMahon Timothy R.
Published: October 2006

Total quality management does not adequately address leadership, vision, purpose, organizational culture, motivation, and change. These aspects oj organizational life are better described by the learning organization model.
Futures planning and the sense of community in universities
Authors: Buhler‐Miko Marina
Published: October 2006

A futures planning process that actively involves faculty fosters a sense of university community and enhances the teaching environment.
The revolving faculty exchange program: Increasing knowledge and self‐esteem
Authors: Vail Charles B.
Published: October 2006

Tri‐university faculty exchanges affect the way faculty members view themselves and their institutions and can foster in faculty a sense of pride in their work.
Teaching writing through collaboration
Authors: Bruffee Kenneth A.
Published: October 2006

Collaboration bridges the gap between the solitary act of writing and the conversation of which it is part.
Teaching scientific reasoning to underprepared students
Authors: Taylor Beverly A. P.
Published: October 2006

The challenge of teaching college freshmen who lack formal reasoning skills cannot be met by traditional methods.
Teaching analytical and thinking skills in a content course
Authors: Moreland‐Young Curtina
Published: October 2006

Because college students often lack thinking skills that therefore should be developed, professors must train themselves for this challenge.
Computer‐assisted instruction: Getting started and staying compatible
Authors: Lear Erich
Published: October 2006

High quality Computer‐Assisted Instruction can be implemented with a year's investigation and consultation.
Teaching philosophies and methods: A developmental perspective
Authors: Paternite Carl E.
Published: October 2006

For those of us who acknowledge that developmental processes occur in students during the college years, the question of what teaching methods foster development is an important one.
The politics of vitalizing teaching
Authors: Lacey Paul A.
Published: October 2006

An effective faculty development program must be politically astute. It must recognize the faculty member's commitments to an academic discipline and to research, as well as to effective teaching and seek to support activities that enhance these commitments.
On careful listening
Authors: Wu Jean , Morimoto Kiyo
Published: October 2006

Teachers' effectiveness with minority students is limited by their inability or reluctance to listen to the experiences and feelings of such students.
Further reading
Authors: Cones James H. , Janha Denise
Published: October 2006

The editors provide sources for further reference.
Introduction to the study
Authors: Dee Fink L.
Published: October 2006

This study collected information about ninety‐seven new college teachers during their first year of college teaching. It provides an empirical basis for understanding the initial development of new professors as teachers.
The backgrounds of the new teachers
Authors: Dee Fink L.
Published: October 2006

The new teachers had had a variety of personal and formal educational experiences before they began teaching. This chapter describes the extent of several of these experiences and the effect they had on the new teachers in their first year.
The situational factors affecting teaching
Authors: Dee Fink L.
Published: October 2006

Once the new teachers were on the job, several situational factors either helped or created major problems for them. This chapter describes these factors and their effects on the performance and professional satisfaction of the new teachers.
Alternatives to the term paper
Authors: Farber Evan I.
Published: October 2006

The term paper is the faculty's traditional method of engaging students in library use. However there are a variety of alternatives which can accomplish the same objective.
Developmental theory as a guide for maintaining the vitality of college faculty
Authors: Claxton Charles S. , Murrell Patricia H.
Published: October 2006

Adult development research and theory illuminate significant issues, concerns, and motivations of senior faculty members and provide insight into sound administrative practices and a positive institutional environment.
Knowledge, mind, and facts
Authors: McCauley Robert N.
Published: October 2006

Many social and intellectual forces focus introductory courses not on the process of inquiry but on its products.
A model introductory course for the life sciences
Authors: Carlson Elof Axel
Published: October 2006

The introductory science course for nonmajors can prepare students to make informed decisions about the significant biological events in their lives.
Confronting students' beliefs and values in introductory philosophy
Authors: Whisner William N.
Published: October 2006

When the introductory philosophy course evokes cognitive dissonance over philosophical problems in which students are already interested, it can help to develop students' skills in reasoning and assessing arguments.
The first meeting of the class
Authors: Scholl‐Buckwald Stephen
Published: October 2006

Beginning a class well means establishing a climate of trust that brings both students and teachers to collaborative learning.
Learning to write through mutual coaching
Authors: Elsbree Langdon
Published: October 2006

Learning depends on open, mutual listening and discussing that can be achieved in writing classes by making writing a collaborative activity.
Advice to a colleague on teaching statistics
Authors: Kelterborn Bonnie
Published: October 2006

The nature of mathematics makes it necessary for teachers of that subject to overcome student anxieties and difficulties in dealing with abstract reasoning.
Teaching mathematics as though students mattered
Authors: White Alvin M.
Published: October 2006

Answers are not as important as questions, especially questions that probe the limits of our knowledge. The textbook is not our master but an object of our critical thinking. If the class is successful, then students will write or rewrite their own textbook.
A freshman program: Learning how to learn
Authors: Cobb Larry , Combs Clyde , Kemmerer Ann
Published: October 2006

Cooperating faculty from a variety of disciplines can enhance the capacity of students to monitor their own learning how to learn.
Understanding basic ideas across the curriculum
Authors: Rice Sister Eileen
Published: October 2006

College students can benefit from an explicit introduction to ideas as ideas. Such an introduction can best be accomplished by infusing an emphasis on ideas across the undergraduate curriculum.
The classroom as theater
Authors: Homan Sidney
Published: October 2006

Reconstructing the classroom as theater gives both students and faculty a chance to see thought brought to life and to give the imaginative dimension parity with the intellectual.
Programs for TAs in the context of campus policies and priorities
Authors: Smock Richard , Menges Robert
Published: October 2006

Picking the right kind of program for TA development entails careful deliberation of the best location for it and of the different forces that may support or oppose it.
Why TA training needs instructional innovation
Authors: Andrews John D. W.
Published: October 2006

The TA is not just a miniature professor. Careful consideration of the TA's unique situation with respect to students leads to recognizing the necessity for TAs to use a variety of teaching methods and course formats.
Rethinking the “foreign TA problem”
Authors: Fisher Michele
Published: October 2006

The use of an increasing number of foreign TAs now complicates the use and development of TAs themselves. The problem calls for more than a quick “language fix.”
The state of research on university teaching effectiveness
Authors: Donald Janet G.
Published: October 2006

The current state of research on effective teaching is cause for hope but exasperating in the number of questions still to be answered. What are the criteria of effective teaching? Can we rely on current measures of teaching effectiveness? Is an enlightened policy for evaluating teaching possible?.
From research to practice: Tying it all together
Authors: Boehnert Joanna B. , Moore G. A. B.
Published: October 2006

The integration of faculty members into the planning and operation of the instructional development program ensures ownership by those whom it is intended to serve.
Directions for future research and its application
Authors: Donald Janet G.
Published: October 2006

How can institutions improve the context of learning? What kind of research is needed to develop sound teaching paradigms? Research on the learning process and on the nature of intellectual skills is needed for the improvement of teaching.
Early instruction in the high school: Syracuse's project advance
Authors: Gaines Bette C. , Wilbur Franklin P.
Published: October 2006

Project Advance demonstrates the advantages of collaboration for dealing with “senioritis” among advanced students, for supporting teaching‐oriented faculty development, and for conducting ongoing research on effective instruction.
Early instruction by the college: Johns Hopkins's center for talented youth
Authors: Durden William G.
Published: October 2006

The Center for the Advancement of Academically Talented Youth demonstrates the contribution that colleges can make to the education of students who are ready for a level and pacing of instruction not readily available in the schools. Its success also reflects the burgeoning demand for such instruction.
Local communities of inquiry: Penn's academic alliances program
Authors: Gaudiani Claire
Published: October 2006

With over 100 groups in 40 states, the Academic Alliances Program offers an existing opportunity for affiliation with a collaborative designed to bring together teachers, from all levels of the educational system, as professionals concerned with the quality of education in their respective disciplines.
Multiple services on request: The university of Missouri‐Kansas city's metropolitan area schools project
Authors: Martin Deanna C.
Published: October 2006

The Metropolitan Area Schools Project offers a model, for those interested in initiating collaboratives, of building collaboration up from the expressed needs of the constituencies it is designed to serve.
Additional resources
Authors: Daly William T.
Published: October 2006

This chapter provides sources of additional assistance.
Advising and interacting outside the classroom
Authors: Tacha Deanell R.
Published: October 2006

Faculty‐student interaction outside of formal learning
contexts is crucial to honors‐level education. These
contacts have distinct benefits when excellence is to
be fostered.
The growth of honors programs in small and community colleges
Authors: Jackson Jocelyn Whitehead
Published: October 2006

The steady emergence of small‐college honors
programs in the early 1970s and the subsequent,
rapid growth of community college honors programs
after 1978 reveal the many successful attempts in
these colleges to capitalize on their existing strengths
while avoiding the problems faced by the larger,
university programs.
Curriculum design: The medium is the message
Authors: Gabelnick Faith
Published: October 2006

Honors curriculum designs reflect the often conflicting
values and philosophies of American society and put
students in touch with enduring intellectual debates
in higher education.
The ethnocentric classroom
Authors: Condon John C.
Published: October 2006

In the college classroom culture, the n o m for
behavior and the values by which students are judged
are largely extensions of mainstream Anglo culture.
Communicator style in teaching: Giving good form to content
Authors: Norton Robert W.
Published: October 2006

Beyond entertainment, teaching style shapes students'
critical focus.
Teacher‐student confrontations
Authors: Hocker Joyce L.
Published: October 2006

Classrooms can serve as laboratories for experimenting
with collaboration rather than win‐lose conflict styles.
For conflict management, the process is the product.
The risks and inadequacy of extended programs
Authors: Hawley Willis D.
Published: October 2006

The cost of extending teacher education to include a fifth year
would be $6 billion annually, and there is no evidence that
extended programs produce more effective teachers.
A bold “old” step: Return to laboratory schools
Authors: Dishner Ernest K. , Boothby Paula R.
Published: October 2006

The time is here for renewed support of existing laboratory
schools and for the development of new ones.
Integrating the clinical approach into pedagogy courses
Authors: Nutter Norma
Published: October 2006

Prospective teachers require a carefully planned curriculum
that integrates realistic practice in all the activities of teaching
with theory and research in pedagogy.
The reduction in teacher‐preparation institutions: Rationale and routes
Authors: Gideonse Hendrik D.
Published: October 2006

If the teaching profession, state education agencies, and
national accrediting bodies rigorously apfily standards
now widely acknowledged as desirable for teacher
education, the number of teaching program
will be very substantially reduced.
Academic burnout: Facu lty responsibility and institutional climate
Authors: Armour Robert A. , Caffarella Rosemary S. , Fuhrmann Barbara S. , Wergin Jon F.
Published: October 2006

In a broad sense, burnout is the condition of boredom, indifference, and discontent with one's profession.
Research findings on causes of academic stress
Authors: Seldin Peter
Published: October 2006

There is evidence in the research literature that the decade of the 80s has been, and is, producing a generation of professors trying to cope with surprisingly high levels of job stress.
What colleges and universities can do about faculty stressors
Authors: Gmelch Walter H.
Published: October 2006

What is the true nature of faculty stress and what can institutions of higher education do to help their faculty members become more productive and healthy?
The stress‐producing working conditions of part‐time faculty
Authors: Gappa Judith M.
Published: October 2006

Part‐time faculty members strongly believe that institutional employment policies and practices are developed for the primary benefit of the employer and contribute significantly to the job‐related stress they experience.
Long‐term stress management
Authors: Noel James L.
Published: October 2006

Techniques are available that enable us to decrease stress to more reasonable and productive levels.
Further reflections: Useful resources
Authors: Stice James E.
Published: October 2006

Lecturing is not a very effective way of teaching analytical skills. The methods that work better focus attention on the defining and development of these skills and then provide intelligent practice. A list of resources is provided.
The role of student government in faculty evaluation
Authors: Arreola Raoul A.
Published: October 2006

Student governments have valuable roles to play in comprehensive faculty evaluation programs.
Instructional evaluation as a feedback process
Authors: Gil Doron H.
Published: October 2006

Instructional evaluation without professional feedback will not affect college instruction.
Some practical approaches for faculty and administrators
Authors: Aleamoni Lawrence M.
Published: October 2006

Practical advice is offered about setting up comprehensive systems of instructional improvement and evaluation.
Additional sources and information
Authors: Stevens Joseph J.
Published: October 2006

Further references on instructional improvement and evaluation are described.
Six Keys to effective instruction in large classes: Advice from a practitioner
Authors: Aronson J. Richard
Published: October 2006

Although there is no one way to teach a class and no one style that suits everyone, these are methods that have worked for me.
Student involvement: Active learning in large classes
Authors: Frederick Peter J.
Published: October 2006

The challenge is to reconcile the recommendations of the experts for involved learning with the reality of passivity that plagues large classes.
A bibliography of ideas for practitioners
Authors: Weimer Maryellen Gleason , Kerns Mary‐Margaret
Published: October 2006

This bibliography consists of materials written specifically for those teaching large classes and contains material offering sound, practical advice.
A synthesis with further recommendations
Authors: McMillan James H.
Published: October 2006

Assessment will improve learning as faculty become meaningfully involved in identifying objectives and setting and communicating standards of performance.
An integrating seminar: Bringing knowledge and experience together
Authors: Wutzdorff Allen , Hutchings Pat
Published: October 2006

Goal setting, self‐reflection, and other strategies help teach students how to learn from their own experiences on and off campus.
Involving students more actively in the classroom
Authors: Frederick Peter J.
Published: October 2006

Tell me, and I'll listen. Show me, and I'll understand. Involve me, and I'll learn.
Helping faculty foster students' critical thinking in the disciplines
Authors: Kurfiss Joanne Gainen
Published: October 2006

Knowing how students reason and how to foster discipline‐specific skills in critical thinking helps chairpersons respond positively to faculty concerns about students' reasoning deficiencies.
Using student feedback to improve teaching
Authors: Seldin Peter
Published: October 2006

Student evaluations are most valuable when used to improve teaching.
Liberal education, inquiry, and academic organization
Authors: Weaver Frederick Stirton
Published: October 2006

Inquiry education cuts across conventional distinctions between liberal arts and professional programs and is supported by specially designed curricula and pedagogies.
Teaching experimental science: Enzymes and the laboratory
Authors: Foster John M.
Published: October 2006

Intensive and open‐ended laboratory experience is the only way in which a crucial type of learning for science students can take place.
Introductory statistics: Questions, content, and approach
Authors: Weaver Frederick Stirton
Published: October 2006

Nothing intrinsically condemns introductory statistics courses in the social sciences to be dull.
ITA training programs
Authors: Constantinides Janet C.
Published: October 2006

Training programs for ITAs have multiplied in recent years but seem to fall into four types; appropriate staffing is the key to them all.
Helping TAs use active learning strategies
Authors: Hatch Deborah H. , Farris Christine R.
Published: October 2006

Helping TAs use active learning strategies in their classrooms involves a wider range of issues than might be apparent at first.
TA training resources
Authors: Wright Delivee L.
Published: October 2006

This chapter identifies resources useful for TA training, including print materials, videotapes, and program‐development guides.
Business and the liberal arts: Managing the constructive tensions
Authors: Durham Taylor R.
Published: October 2006

The study of management in historical and comparative perspective can help resolve tensions between business and the liberal arts in undergraduate education.
Journalism: Acquiring something to write about
Authors: Moore Roy L.
Published: October 2006

A four‐step plan is proposed for strengthening the ties that bind journalism education and the liberal arts.
Collaborative learning: Shared inquiry as a process of reform
Authors: Macgregor Jean
Published: October 2006

Collaborative learning can unleash a unique intellectual and social synergy for teachers and students, but it requires a reframing of assumptions about the learning process and classroom roles.
College teaching: An art or a science?
Authors: Centra John A. , Bonesteel Peggy
Published: October 2006

Is college teaching an art or a science? No matter what the answer, teachers and teaching must still be evaluated.
Student ratings of instruction: Ethics and practice
Authors: Ory John C.
Published: October 2006

Student‐ratings systems involve more than questionnaires, answer sheets, and reports of results. The reliability and validity of ratings systems can also be affected by the ethical decisions of those who evaluate and those who are evaluated.
The degradation of undergraduate education
Authors: Eble Kenneth
Published: October 2006

The increased emphaiss on research and grantsmanship leaves professors with little time or inclination for undergraduate teaching.
Miss grimp revisited: Reconfiguring composition, literature, and cultural literacy
Authors: Jussawalla Feroza
Published: October 2006

Introducing cultural diversity into core curriculum courses need not be political.
Kenneth eble on writing in college: Ahead of his time
Authors: McCleary William J.
Published: October 2006

Writing assignments for students must seem relevant to their work in college as well as to the outside world.
Using classroom research in a large introductory science class
Authors: Olmsted John
Published: October 2006

By employing a variety of Classroom Research strategies to get and give feedback, this professor transformed a passive course into an active one.
Classroom research in physics: Gaining insights into visualization and problem solving
Authors: Nakaji David M.
Published: October 2006

By carefully watching and listening to his students explain how they solved simple physics problems, this instructor shed light on how students “see” physics and how to help them see it more clearly.
Using cooperative learning and classroom research with culturally diverse students
Authors: Obler Susan , Arnold Voiza , Sigala Carol , Umbdenstock Linda
Published: October 2006

To better meet the needs of inexperienced adult learners from a diversity of cultures, this community college combined elements of cooperative learning with Classroom Research.
Institutionalizing the seven principles and the faculty and institutional inventories
Authors: Chickering Arthur W.
Published: October 2006

The task of institutionalizing systematic use of the Principles and Inventories requires sound application of change strategies, sustained over time.
The moment of truth: Feeding back information about teaching
Authors: Geis George L.
Published: October 2006

The moment of truth comes when evaluative information about teaching is presented to the instructor. The question is, “How can we seize the moment?”.
The real world of teaching improvement: A faculty perspective
Authors: Menges Robert J.
Published: October 2006

The only realistic approach to faculty development is one that views teaching from a faculty perspective.
Developing a freshman mentoring program: A small college experience
Authors: Wilson Keith B.
Published: October 2006

Mentoring may prove to be the decisive intervention with high‐risk
entering students and requires thefill resources of the campus and
community.
The administration and governance of interdisciplinary programs
Authors: Casey Beth A.
Published: October 2006

Some principles useful to administrators can be derived from past
decades of development in interdisciplinary programs, general
education, centers, colleges, and schools.
Organizational networking: Taking the next step
Authors: Bingham Nelson E.
Published: October 2006

This chapter analyzes the need and possibilities for interdiscipli‐
nary networking. It identifies issues that can hamper such net‐
working, and describes hands‐‐on strategies that can build effective
interdisciplinary networks.
Is this collaboration?
Authors: Gerlach Jeanne Marcum
Published: October 2006

This chapter discusses the characteristics that successful
collaborative learning situations share and oflers suggestions
for incorporating these characteristics into content area courses.
Teacher as co‐conspirator: Knowledge and authority in collaborative learning
Authors: Flannery James L.
Published: October 2006

This chapter argues that all classroom experiences are informed by
issues of knowledge and authority and asks whether knowledge is
discovered, transmitted, and transcended or whether it is
constructed und temporal.
Assessing effectiveness in the collaborative classroom
Authors: Cramer Sharon Farago
Published: October 2006

This chapter explores how instructors can eJectively evaluate the
development of students' knowledge acquisition and skill in
collaborative settings.
Discovery chemistry: A laboratory‐based approach to general chemistry
Authors: Ditzler Mauri A. , Ricci Robert W.
Published: October 2006

Students taking general chemistry at the College of the Holy Cross participate in a teaching and learning experience that parallels the scientific method itself. Cooperative efforts by the students in both obtaining and evaluating data support what we call “discovery chemistry,” a curriculum that features introduction of many general chemistry concepts in the laboratory rather than in the lecture.
Advising in the arts: Some thoughts and observations for arts advisers
Authors: Kelly William J.
Published: October 2006

Advising students in the arts is a difficult and often perplexing task that is being complicated by the realities of change both within and outside higher education. While there are no easy solutions or answers for the arts adviser, there are principles and philosophic viewpoints that can help to make the process of advising more profitable and honest both for the adviser and the student.
Faculty as mentors
Authors: Lagowski Jeanne M. , Vick James W.
Published: October 2006

Prospective faculty mentors often ask, “What does mentoring involve?” This chapter considers that question from an experiential point of view.
Disciplinary differences in classroom teaching behaviors
Authors: Murray Harry G. , Renaud Robert D.
Published: October 2006

Arts, science, and social science teachers differ in the frequency with which they exhibit specific classroom teaching behaviors. This variation may account for disciplinary differences in student ratings of instruction.
Disciplines with an affinity for the improvement of undergraduate education
Authors: Braxton John M.
Published: October 2006

This chapter identifies academic disciplines that are more likely to embrace approaches instrumental to the improvement of undergraduate education.
Teaching academies: Honoring and promoting teaching through a community of expertise
Authors: Chism Nancy Van Note , Fraser Jane M. , Arnold Robert L.
Published: October 2006

An old way of honoring teaching lies in the fellowship found within a group of individuals who share an appreciation for excellent teaching; this academy paradigm is becoming more prevalent in institutions today.
Institutional commitment to fairness in college teaching
Authors: Rodabaugh Rita Cobb
Published: October 2006

This chapter reviews faculty members' responsible practices in ensuring fairness, as well as the essential role of staff members and administrators in creating and enhancing a climate of fairness throughout the institution.
Making responsible academic ethical decisions
Authors: Reynolds Charles H.
Published: October 2006

Sound ethical decisions depend on clear problem definition, careful review of alternatives, consideration of consequences, and thoughtful application of relevant principles of responsibility. Often they also require our willingness to receive corrective insight and to check our judgments with our moral intuitions.
Reflecting on the ethics and values of our practice
Authors: Smith Ronald A.
Published: October 2006

Our actions, however well intended, may lead to unethical behavior, unexpected consequences, and even the very results that we try to avoid. Through critical reflection we can discover ways to avert these outcomes.
Problem‐based learning in business education: Curriculum design and implementation issues
Authors: Stinson John E. , Milter Richard G.
Published: October 2006

Drawing on eleven years' experience with a problem‐based learning MBA program, we have found that the way in which the PBL process is used, faculty capabilities, and student transition are critical implementation issues.
Problem‐based learning for large classes in chemical engineering
Authors: Woods Donald R.
Published: October 2006

Our new program in chemical engineering improved students' marks as well as their response to the learning environment, problem‐solving skills, and lifetime learning skills. Alumni and employer response has been very positive.
Health inequalities: still making policy in a fog?
Authors: POWELL MARTIN
Published: October 2006

What Works in Tackling Health Inequalities? Pathways, Policies and Practice through the Lifecourse S. Asthana and J. Halliday Bristol: Policy, Press, 2006

Health Action Zones: Partnerships for Health Equity M. Barnes, L. Bauld, M. Benzeval, K. Judge, M. Mackenzie, H. Sullivan Abingdon: Routledge, 2005

Health Inequality: An Introduction to Theories, Concepts and Methods M. Bartley Cambridge: Polity, 2004

Status Syndrome: How your Social Standing Directly Affects your Health and Life Expectancy M. Marmot London: Bloomsbury, 2004

These four texts on health inequalities are all very different books written by leading commentators with different academic backgrounds. This review will concentrate on the policy perspective that may be of most interest to many readers of this journal. It is also arguably the Achilles heel of the health inequalities literature. According to policy makers, much current research on health inequalities was of little use to policy making, and public health researchers have been criticized for political naivety, for lacking understanding of how policy is made, and for having unrealistic expectations (Petticrew et al., 2004: 815–816). Similarly, Klein (2003) points to the problems of ‘making policy in a fog’. The first two texts under review focus on policy and are written by policy analysts.
Measuring the globalization of health services: a possible index of openness of country health sectors to trade
Authors: SMITH RICHARD
Published: October 2006

Globalization is a key challenge facing health policy-makers. A significant aspect of this is trade in health services. However, little is currently known about how trade in health services will affect the health of populations and national economies. A key determinant of the impact of trade in health services will be the general economic and trade context of the country concerned. One specific aspect of this is the ‘openness’ of a country’s health sector to trade; yet there is little, if anything, currently known about the most appropriate methods to assess openness of the health sector.
Patient empowerment and the introduction of hospital choice in Denmark and Norway
Authors: VRANGBÆK KARSTEN , ØSTERGREN KATARINA
Published: October 2006

This article provides a critical analysis of the introduction of hospital choice in Denmark and Norway. The two Nordic cases provide evidence from public integrated health systems that may be compared to the current implementation of choice in other countries such as England. We use the theoretical concepts of institutional structure, historical legacies, and situational factors to analyze the translation of the general choice idea into a specific health policy design in Denmark and Norway. The results of the study show that even if there are many similarities between the two countries, there are also significant differences. In Denmark the initial implementation of choice was adjusted to the dominant policy objectives of macroeconomic control through regional planning, while in Norway the chosen solution reflects a more limited concern for expenditure control and a greater willingness to experiment. Timing and differences in the relative strength of the decentralized actors are important explanatory factors. Theoretically, this article provides some insights into the problem of introducing policies that contradict existing traditions, norms, and values. It addresses issues of policy design and the relationship between ideas, historically developed institutions, and situational factors, including actor constellations and interests.