bluuebunny/crossref_metadata_2025 huggingface dataset:
Academic advising as student development
Authors: Ender Steven C. , Winston Roger B. , Miller Theodore K.
Published: October 2006

In order for colleges to have a beneficial impact on the intellectual and personality development of students, academic and student affairs divisions must work collaboratively; academic advising should be the touchstone for their integrated efforts.
Mentoring‐transcript programs and the future needs of higher education
Authors: Brown Robert D. , Decoster David A.
Published: October 2006

Personalizing the learning process through mentoring‐transcript programs can enhance the individual growth of educators as well as students and contribute to the revitalization of postsecondary institutions.
Student development assessment: A rationale
Authors: Miller Theodore K.
Published: October 2006

The assessment of student development serves many purposes, and the student services professional must understand the historical and philosophical background of the developmental perspective, recognize the role assessment plays in development, and develop the skills needed to conduct good assessment.
Human development and the college campus: Sequences and tasks
Authors: Kitchener Kuren Strohm
Published: October 2006

Social‐cognitive development is not completed during the undergraduate college years; therefore, when college students are faced with developmental tasks that require complex decision making, they end up in a developmental double bind.
What process is due?
Authors: Ardaiolo Frank P.
Published: October 2006

The federal Constitution applies with full force on the college campus. Fundamental fairness is a necessary condition of due process for students in disciplinary proceedings.
Orientation: A context
Authors: Upcraft M. Lee , Finney Joni E. , Garland Peter
Published: October 2006

Orientation planners must understand the societal context within which students of the 1980s attend college as well as the influences of the collegiate environment and principles of student development.
Orienting minority students
Authors: Wright Doris J.
Published: October 2006

Meeting the needs of minority students is more a matter of understanding and sensitivity to the historical and societal context within which these students attend college than a matter of special orientation programs and activities.
Selecting computer hardware and software
Authors: Riesenberg Bruce
Published: October 2006

The key to the selection of computer hardware and software for student development applications is a thorough and systematic analysis of needs and expectations.
Effectively managing computer resources
Authors: Sampson James P.
Published: October 2006

Achieving success with computer applications has more to do with effective management strategies than with technological sophistication.
Research on foreign students at colleges and universities in the United States
Authors: Marion Paul B.
Published: October 2006

A review of the research literature on foreign students gives us insight into approaches and programs that have potential for success.
Black students' needs on predominantly white campuses
Authors: Pounds Augustine W.
Published: October 2006

Black students' needs have changed from those of their predecessors. These changes lead practitioners to reexamine how they provide student services to them.
Introduction and historical context
Authors: Travelstead Will W.
Published: October 2006

Understanding the legal context for judicial systems and related crucial issues in student discipline can help the judicial affairs administrator in the development and publication of a student conduct code.
Human development theory applied to judicial affairs work
Authors: Boots Cheryl C.
Published: October 2006

Understanding developmental theory and applying it to student conduct interventions provide student development professionals with positive, proactive opportunities to influence students' growth and to benefit the campus environment.
Understanding the diversity of the Greek world
Authors: McKee C. William
Published: October 2006

It is essential that student affairs professionals fully understand the richness and diversity of the Greek world in order to assist chapters in meeting student needs.
Managing the enterprise
Authors: Barr Margaret J.
Published: October 2006

The ability to understand and apply management principles is a central skill in student affairs administration.
Needs of special populations of men
Authors: Eichenfield Gregg A.
Published: October 2006

Special groups of college men exhibit variations in gender role strain and require different intervention efforts.
Counseling and psychotherapy with college men
Authors: Prosser‐Gelwick Beverly , Garni Kenneth F.
Published: October 2006

Conseling center professionals are encouraged to offer programs and services consistent with male preferences for seeking help and solving problems.
Generative leadership
Authors: Sagaria Mary Ann Danowitz , Johnsrud Linda K.
Published: October 2006

Leaders can collaborate to empower women's lives and help them reach goals.
Developing leadership potential for minority women
Authors: Hughes Marvalene Styles
Published: October 2006

Interethnic understanding is essential to leadership that serves and honors all women.
The AISP model: Assessment‐intervention of student problems
Authors: Delworth Ursula
Published: October 2006

The Assessment‐Intervention of Student Problems model provides a comprehensive process for understanding and helping students who are either having problems themselves or are causing problems for others on campus.
The disturbing student and the judicial process
Authors: Ragle John D. , Justice Sharon H.
Published: October 2006

In the context of a larger system such as the Assessment‐Intervention of Student Problems model, the judicial process can respond to the disturbing student in a manner that is constructive for the student as well as for the institution.
The disturbed and disturbing student
Authors: Brown Virginia L. , Decoster David A.
Published: October 2006

The disturbed/disturbing student exhibits distressing behavior that raises concerns about his or her personal well‐being and often disrupts the campus community.
Minority students and the aisp model
Authors: Shang Paul
Published: October 2006

For minority students, the Assessment‐Intervention of Student Problems model necessitates greater cultural awareness on the part of faculty and staff. The campus intervention team called for by the model would provide much needed support for students who may not readily use traditional resources.
Towson state university's research on campus violence
Authors: Cockey Marion , Sherrill Jan M. , Cave Robert B.
Published: October 2006

Towson State University's two national surveys are analyzed. Concerns and inadequacies of the FBI's Uniform Crime Report are discussed.
Violence in residence halls: Campus domestic violence
Authors: Rickgarn Ralph L. V.
Published: October 2006

Violence in residence halls can be termed campus domestic violence; it resembles off‐campus domestic violence both in its forms and the effects it has on victims.
Understanding the campus community: An ecological paradigm
Authors: Gonzalez Gerardo M.
Published: October 2006

There is a growing awareness that student development efforts must focus on the campus environment as well as on individual students.
Crisis intervention and prevention as a campus‐as‐community mental health model
Authors: Pruett Harold L. , Brown Vivian B.
Published: October 2006

If we are really going to meet the needs of the campus community, a crisis model should be seriously considered.
Promoting values development through community service: A design
Authors: Delve Cecilia I. , Mintz Suzanné D. , Stewart Greig M.
Published: October 2006

A theoretical framework, from which service‐learning interventions can develop, enhances students' educational experiences, fosters values development, and encourages responsible citizenship. This chapter presents a developmental model for the delivery of community‐service interventions and concrete examples of students involved in service learning.
Beyond curricula: Helping students construct knowledge through teaching and research
Authors: Wagner Jon
Published: October 2006

Service‐oriented teaching and research can provide valuable opportunities for both students and faculty to move beyond the academic curriculum and to renew the academic culture of colleges and universities.
Joining campus and community through service learning
Authors: Cotton Debbie , Stanton Timothy K.
Published: October 2006

The establishment of a working partnership between the campus and community requires both partners to work through a parallel process of assessment, program design, implementation, and evaluation.
Perspectives on age differences
Authors: Krager Luann , Wrenn Robert , Hirt Joan
Published: October 2006

The presence of adult learners on college campuses highlights the need to understand concepts of life span development, the process of revisiting psychosocial themes, and the nature of transitions.
Legal aspects of affirmative action
Authors: Lewis Diane E. , Lewis Lindsay J. , Ponterotto Joseph G.
Published: October 2006

Student affairs administrators should have a basic understanding of legal issues as they apply to affirmative action policy.
Racial/ethnic minority and women administrators and faculty in higher education: A status report
Authors: Ponterotto Joseph G.
Published: October 2006

Racial/ethnic minorities and women are underrepresented at most higher education administrative and faculty levels. The minority experience on campus is often a lonely and stressful one.
Affirmative action and professional associations: Useful strategies
Authors: Brown Robert D.
Published: October 2006

Student affairs professional organizations can promote affirmative action goals through their strategies for management and educational programming.
Investing in affirmative action: Everyone's responsibility
Authors: Casas J. Manuel
Published: October 2006

Responsibility for investing in affirmative action must be shared by all service and academic segments of a college or university and, more realistically, by society in general.
The impact of dysfunctional families on college students' development
Authors: Witchel Robert I.
Published: October 2006

While American families experience significant problems, higher education professionals are becoming more aware of increases in psychologically disturbed students.
The impact of parental divorce on college students
Authors: Lopez Frederick G.
Published: October 2006

Research on the adjustment and development of college students from divorced families is reviewed and critiqued, and implications for therapeutic and psychoeducational intervention are discussed.
College‐student survivors of incest and other child sexual abuse
Authors: Witchel Robert I.
Published: October 2006

This chapter describes the dynamics of childhood sexual abuse, identifies the prevalence of college‐student sexual abuse survivors, and addresses the major issues of child sexual abuse as they relate to college students.
Working with the president and senior administrators
Authors: Brown Ronald M.
Published: October 2006

The chief student affairs officer must be a leader, but being an effective staff officer and colleague is equally important.
The middle manager: Truly in the middle
Authors: Ellis Herman , Moon Jim
Published: October 2006

Many program managers in student affairs bring methods and values from their graduate training and entry‐level positions that do not adequately prepare them for the conflicting roles of middle management. Building alliances within a political perspective is an approach they can use to manage the dynamics of being caught in the middle and thereby more easily accomplish their goals.
Small colleges and religious institutions: Special Issues
Authors: Smith Daryl G.
Published: October 2006

While the political activities of the small college and religious institution occur in a unique cultural context, they cannot be avoided. Politics and power can best be understood in ways that contribute to, rather than detract from, the work of those in student affairs in these kinds of institutions.
How white students and students of color organize and interact on campus
Authors: Bourassa Donna M.
Published: October 2006

Students overwhelmingly interact with others of their own race, but such patterns can be changed and racist attitudes can be defused by facilitating new patterns of social interaction.
Principles of effective sexual health promotion on campus: Theory into practice
Authors: Gould Jeffrey , Keeling Richard P.
Published: October 2006

A review of the history of HIV/AIDS education on campus provides evidence of a paradigm shift. Developmental theory reinforces this shift and forms the basis for general recommendations for designing effective educational programs.
Cross‐cultural perspectives and understandings: Providing HIV education for people of color
Authors: Fennell Reginald
Published: October 2006

HIV education for people of color must be culturally specific, sensitive, and responsive to the needs of the community. Recognizing and responding to diversity within each community and involving students of color in designing, implementing, and evaluating programs will promote effective strategies.
Building community for effective health promotion
Authors: Keeling Richard P. , Engstrom Eric L.
Published: October 2006

Health promotion on campuses has two audiences or targets: individuals and the community. Through strategies of leadership, consensus development, and community service, college and university communities can not only change social norms, but more critically, found and nurture a flexible, gentle network of caring and connectedness that pulls people toward each other and supports their growth toward greater health.
College union activities and programs
Authors: Levitan Thomas , Osteen James M.
Published: October 2006

Activities and programs play a significant role in the college union. Changes in college student demographics and the world in which colleges exist will also alter how college unions develop and deliver programs and activities.
Facing the challenge: Forging a future without dwelling on the past
Authors: Johnston J. William
Published: October 2006

Demographic and societal trends portend dramatic changes in higher education and its delivery system. College unions must affirm their educational role and relevance and prepare for a more diverse student population.
The “joint statement on rights and freedoms of students”: Twenty‐five years later
Authors: Mullendore Richard H.
Published: October 2006

The 1967 “Joint Statement on Rights and Freedoms of Students” articulated a set of principles that seemed revolutionary to educators who expected higher education to continue its previous course in which students were merely passive recipients of education.
Freedom of access to higher education
Authors: Eaglin Paul
Published: October 2006

The statement of concern in the 1967 Joint Statement addressed only race as an impermissible consideration in denying admission to institutions of higher education. The modern statement of concern should address itself to other barriers as well as race.
Standards of behavior and disciplinary proceedings
Authors: Gehring Donald D. , Bracewell William R.
Published: October 2006

Judicial decisions have set boundaries on the ability of educational institutions to write rules governing student conduct and have defined the necessary components of a fair procedure to be used to assess disciplinary sanctions. This legal evolution affirms the respect shown students as citizens of the academic community.
The essence of aesthetics
Authors: Young Robert B.
Published: October 2006

Aesthetic perception provides an alternative way of thinking about student development, cultural diversity, and the assessment of programs. Aesthetic expression adds passion and vision to student affairs leadership.
The organization and impact of career programs and services within higher education
Authors: Bechtel David S.
Published: October 2006

Absent a traditional organizing theme or practitioner consensus on philosophy, purpose, or practice, the organization of career services and programs within academic settings is so varied and diffuse that it represents a continuum of arrangements and assignments rather than a generally accepted operational pattern.
Concluding remarks and career services imperatives for the 1990s
Authors: Rayman Jack R.
Published: October 2006

Themes common to all of the chapters in this volume are summarized, and ten imperatives for career centers in the 1990s are presented.
Student affairs and educational fundraising: The first critical step
Authors: Gordon Suzanne E. , Strode Connie B. , Brady Robert M.
Published: October 2006

The first critical step in creating a synergistic relationship between student affairs and institutional advancement is to establish a dialogue between the two units regarding educational fundraising activities.
The president's perspective on student affairs and educational fundraising
Authors: Shay John E.
Published: October 2006

This chapter explores, from the campus president's point of view, some of the potential pitfalls and major policy issues raised by engaging the student affairs staff in educational fundraising.
Creating a student affairs institutional advancement program: Strategies for success
Authors: Miser Keith M. , Mathis Teri D.
Published: October 2006

Choices about organizational design and leadership strategy must be made to create and implement an effective student affairs educationa1 fundraising program. This chapter outlines a process that can be used to develop a successful program.
Marketing: A key ingredient for educational fundraising success
Authors: Smith Laurence N.
Published: October 2006

Marketing provides student affairs professionals with some of the most effective strategies, techniques, and actions for success. This chapter, written for professionals without a marketing background, provides a design for the development of a strategic marketing approach to educational fundraising.
The relationship between student affairs and institutional advancement offices in educational fundraising
Authors: Fygetakis Elaine C. , Dalton Jon C.
Published: October 2006

This chapter explores the degree to which student affairs and institutional advancement offices cooperate in raising external funds for student extracurricular activities, and which activities receive the greatest support.
Students' rights and responsibilities
Authors: Heyward Salome M.
Published: October 2006

The key to compliance with disability discrimination laws is balancing the rights of disabled individuals with the institution's desire to preserve the integrity of its programs.
Transition to higher education
Authors: Hartman Rhona C.
Published: October 2006

The period between the end of high school and the beginning of college is dynamic for any student. Postsecondary institutions need to consider an array of opportunities as they develop transition programs for undergraduate students of traditional age with disabilities.
Moving ahead: Issues, recommendations, and conclusions
Authors: Kroeger Sue , Schuck Judy
Published: October 2006

This chapter provides an annotated list of resources for student services and disability personnel.
Building an ethical and effective relationship with student government leaders
Authors: Golden Dennis C. , Schwartz Harriet L.
Published: October 2006

The senior student affairs officer who is invested in encouraging and maintaining an involved campus community must support a strong student government.
Student government: A testing ground for transformational leadership principles
Authors: Gold James A. , Quatroche Thomas J.
Published: October 2006

Student affairs staff will be interested in transformational leadership principles in order to actualize their own leadership potential and to model appropriate leadership characteristics for student government leaders.
Student government as a provider of student services
Authors: Cuyjet Michael J.
Published: October 2006

In the study reported here, student governments members and their constituents were asked to indicate what services were being provided on their campuses, the effectiveness of these programs, and which issues they considered most important.
Leadership challenges, 2002
Authors: Woodard Dudley B.
Published: October 2006

Development opportunities designed to clarify one's values and beliefs as part of an overall leadership training model will help meet one of society's most pressing needs: leadership rooted in the cultural value of improving the human condition for everyone.
Students as change agents in preventing drug abuse
Authors: Edwards D. Diane , Leonard Patricia L.
Published: October 2006

The creation of healthy campus cultures requires reexamination of the values, artifacts, symbols, and rituals held by student subcultures and supported directly or indirectly by institutions of higher education.
Prevention across the curriculum
Authors: Wadsworth Emily C. , Hoeppel John R. , Hassell R. Kipp
Published: October 2006

Prevention across the curriculum is a new application of a proven technique. This cost‐effective approach to alcohol and other drug use prevention is particularly effective on commuter campuses.
Striving for success
Authors: Mills‐Novoa Beverly , Coughlin Eileen V.
Published: October 2006

Comprehensive prevention programs need a benchmark for success. Self‐assessment based on characteristics of successful programs provides a strategic planning method, evaluation tool, and the needed benchmark.
A history of federal involvement in the lives of students
Authors: Coomes Michael D.
Published: October 2006

This chapter examines the development of federal efforts that have shaped the interaction between colleges and students. A historical overview is offered and major themes are explored.
The policy process
Authors: Coomes Michael D. , Hossler Donald
Published: October 2006

This chapter presents definitions of policy, explains the policy process, and offers suggestions on how campus administrators can shape the development of educational policy.
Community college students: Ever changing, ever new
Authors: Martens Kay , Lara Ernie , Cordova John , Harris Henrietta
Published: October 2006

The dynamics of a constantly changing student population are examined and community college student affairs practitioners are challenged to continually update programs, services, and leadership models.
Evolving theory, informing practice
Authors: Wimbish Jennifer , Bumphus Walter G. , Helfgot Steven R.
Published: October 2006

After a brief historical review of the relationship between theory and student affairs practice, and of traditional student development theory, some newer student development theories are examined. Examples of programs based on new theory are provided, as are guidelines on sources to which community college student affairs professionals can turn to look for emerging theory.
Counseling at the center: High tech, high touch
Authors: Helfgot Steven R.
Published: October 2006

An overview of community college counseling–as a core student service–is presented, along with a look at the uses of technology in counseling and the appropriate division between technology and personal contact.
Restructuring student services: A philosophical framework
Authors: Kotter Marie L.
Published: October 2006

This chapter presents a framework for restructuring the professional roles, processes, and organizational structures in student services and provides a rationale for decision making.
Budgetary climate
Authors: Trow Jo Anne
Published: October 2006

The current and future budgetary climate in higher education is discussed in relation to trends, emerging issues, budget influence on restructuring and relationships to larger institutional issues.
Ethical issues related to restructuring
Authors: Mielke Patricia L. , Schuh John H.
Published: October 2006

Examining the ethical issues related to restructuring, this chapter identifies codes of ethics, discusses specific ethical dilemmas, and provides recommendations.
What is enrollment management?
Authors: Dixon Rebecca R.
Published: October 2006

Enrollment management as a concept is reaching maturity. There are four basic models and many variations.
The driving force of technology in enrollment management
Authors: Stedman Joann B.
Published: October 2006

The increasing desire to use more technology raises complex issues of management and decision making, including vision, control, leadership, and cost.
Financial aid for graduate study
Authors: McWade Patricia
Published: October 2006

This chapter reviews the complexities of graduate student financial support and how advisers and graduate school staff can help.
Admitting graduate students with disabilities
Authors: Belch Holley A.
Published: October 2006

This chapter examines the role of the graduate dean and faculty in the admission of graduate students with disabilities. It reviews legal responsibilities and obligations and provides a framework from which to review policies, procedures, and standards.
Concerns of gay, lesbian, bisexual, and transgender graduate students
Authors: Smith Jan
Published: October 2006

What special needs does sexual orientation present in graduate education and in access to the academic job market?
Issues in academic integrity
Authors: Cole Sally , McCabe Donald L.
Published: October 2006

In this chapter, the authors present research findings concerning student academic dishonesty and discuss useful processes and sanctions in adjudicating cases. Prevention strategies and ways to implement proactive campus initiatives are also presented.
The challenge for higher education: Retaining students of color
Authors: McNairy Francine G.
Published: October 2006

The challenge in retaining students of color is to refrain from „‘fixing’ the student”︁ and to focus on institutional change reflecting a commitment to examine and, when appropriate, revise policies, power relationships, curriculum, support services, campus climate, and environment.
Student affairs professionals as learning consultants
Authors: Caple Richard B.
Published: October 2006

A rationale for student affairs professionals to serve as campus consultants on student learning is presented. Particular areas in which they can work with students and faculty as consultants are identified, and examples are provided.
Pros and cons of TQM for student affairs
Authors: Howard Nancy Lee
Published: October 2006

Student affairs leaders should evaluate the negatives as well as the positives of implementing TQM.
Further resources: The resource center for planned change
Authors: Buhler‐Miko Marina
Published: October 2006

The purpose and functions of the Resource Center for Planned Change are presented in this final chapter.
What business needs from higher education
Authors: Honicky Donald U.
Published: October 2006

Business and higher education look more natural as partners than as competitors.
The visual arts and liberal education: Not yet a marriage
Authors: Adams Clinton
Published: October 2006

The role of the arts in liberal education is to unlock a treasure‐house of insights and perceptions into our lives and times.
Careers, curricula, and the future of liberal learning: A program for action
Authors: Green Charles S. , Klug Hadley G. , Neider Lanny A. , Salem Richard G.
Published: October 2006

A program developed by a sociology department is offered as a model by which other liberal arts disciplines can reassert those values and goals that serve the intellectual and artistic development of men and women. The program, involving the combination of career with academic counseling, internships, and other features, has been grafted on to an existing, intellectually demanding curriculum.
Introduction
Authors: Martin Warren Bryan
Published: October 2006

In this section, several teachers share critical moments in their experience, which demonstrate that teachers learn by teaching.
Confronting fundamentalist beliefs in a biology course
Authors: Sumner Judith H.
Published: October 2006

A faculty member realizes that the influence of family and church may be more powerful than that of a college‐level course.
Using the personal (very personal) anecdote
Authors: Mouw David R.
Published: October 2006

An anecdote about the teacher's honeymoon and certain bodily functions leads to useful information about human relationships as well as about an important physiological principle.
Aggressive teaching reconsidered
Authors: Nichols Byron A.
Published: October 2006

A teacher ponders the positive and negative effects of maintaining an aggressive teaching style.
Tapping student interests and concerns
Authors: Schudsen Michael
Published: October 2006

A dream assignment causes a teacher to worry that it may be “too good” and to consider what effect he wants to have as a teacher.
An alternative way of organizing a class
Authors: McClusky John
Published: October 2006

A shift in teaching strategy moves the professor away from being the primary “font of knowledge” to having the students take much larger and more active learning responsibilities.
Radical change and its effects
Authors: Rigsbee Sally Adair
Published: October 2006

A teacher finds that highly personalized learning can be stimulating but also politically threatening.
An essential ingredient: Irony
Authors: Tallmadge John
Published: October 2006

An assumption that incoming freshman students would catch an ironic tone nearly sabotages a teacher's best intentions.
Modern manners
Authors: Furtwangler Albert S.
Published: October 2006

The questions students ask are often disconcertingly beside the point of a teacher's efforts, but nonetheless revealing.
Teaching “loaded” subjects to concerned students
Authors: Larson Magali Sarfatti
Published: October 2006

How does a teacher deal with a minority student whose subject of interest is not the class but racial inequality?
Dealing with students who are “turned off”
Authors: Haynes Roland
Published: October 2006

Modifying the conduct of a course involves not only an attempt to understand students but to reach a better understanding of oneself.
A generous solution to a sticky problem
Authors: Kemp Janice
Published: October 2006

Sometimes “messy human affairs” will take precedence over a strict adherence to academic standards.
Professional trade‐offs
Authors: Hinckley Lois
Published: October 2006

The basic question of how to combine being a teacher‐scholar with being a person leads to other questions about how one meets the obligations teaching and living entail.
Cooperation and competition
Authors: Roseman Marina
Published: October 2006

Faculty self‐interest in the graduate school gives a prospective teacher second thoughts about entering the teaching profession.
Three needs, two buckets, one well
Authors: Vickers Geoffrey
Published: October 2006

Education is more than the process by which teachers at all levels reproduce their kind. Must its contribution to professsional expertise and to human excellence be so patchy and so strangely packaged?
The nature of the transdisciplinary: An elementary statement
Authors: Ross Ralph
Published: October 2006

The subjects that make up a curriculum are usually taught falsely, as if they were independent, although attention to context shows they are not. Perhaps the best way of treating them together is by emphasizing the categories that define them (as allocation and distribution are economic categories), and then finding other categories for the same material, thus moving to another subject.
Creative writing through dream reflection
Authors: Jones Richard M.
Published: October 2006

From “Peter Principle” to interdisciplinary teaching to seminal thinking.
Process and environment in teaching and learning
Authors: White Alvin M.
Published: October 2006

The reception and perception of knowledge are strongly influenced by the human context. Although our attention in teaching and learning is often on the facts and techniques, our success depends upon the human relationships.
Theology, epistemology, and values
Authors: LaCugna Catherine M.
Published: October 2006

Can theology be taught objectively? What are the epistemological issues entailed in this question?
Locating ethics in mediaworld
Authors: Phelan John M.
Published: October 2006

Teaching ethics in a communications program primarily involves the imparting of method.
Team learning in large classes
Authors: Michaelsen Larry K.
Published: October 2006

Contrary to popular opinion, large classes can be productive and satisfying both for students and for teachers, but this will not happen unless students are actively involved in the learning process.
Teaching a multidisciplinary course on mental illness
Authors: Brown Phil
Published: October 2006

Teaching the sociology of mental health and illness can be greatly improved and enriched through a multidisciplinary course that includes views of madness presented in works qfjiction, drama, poetry, music, art, and also through studying the opinions and attitudes of various elements of society.
Ripples on the pond: A teaching fellows program examined
Authors: Barker Walter L.
Published: October 2006

A teaching fellows program on campus provides a powerful resource for increasing an institution's excellence.
Visible, vulnerable, and viable: Emerging perspectives of a minority professor
Authors: Mitchell Jacquelyn
Published: October 2006

Although minority professors in predominately white universities are immersed in systems of dual expectations, rules, and judgments created by institution and ethnic community, they can be viable members of both systems.
Strategies to improve the performance of minority students in the sciences
Authors: McDermott Lillian C. , Rosenquist Mark L. , van Zee Emily H.
Published: October 2006

Minority students can be helped to succeed in science through a laboratory‐centered curriculum and instructional strategies that stress the development of scientific concepts and reasoning.
Exploring racial assumptions with faculty
Authors: Cones James H. , Janha Denise , Noonan John F.
Published: October 2006

What happens when faculty explore their racial assumptions and try to teach minority students more effectively?
Improving teaching: How a clearinghouse helps
Authors: Kirkendall Carolyn A.
Published: October 2006

Through sharing the results of successful bibliographic instruction programs, the national LOEX clearinghouse can provide vital assistance to librarians participating in the teaching mission of their institution.
The role of two types of research on the evaluation and improvement of university teaching
Authors: Sullivan Arthur M.
Published: October 2006

Two types of research—the general theoretical and the specific practical—are involved in the evaluation and improvement of university teaching. Not all faculty members can or will carry out general theoretical research, although all can benefit from its findings. All, however, can and should carry out specific practical research on their own teaching.
Empowering teachers as colleagues: The Yale‐New Haven teachers institute
Authors: Vivian James R.
Published: October 2006

The yale‐New Haven Teachers Institute demonstrates that the gap often presumed to exist between university faculty and school teachers can be bridged by building an intensive, long‐term collaboration to focus on subjects deemed most important by teachers for strengthening their own teaching.
Exploring values, issues, and controversies
Authors: Cummings Richard J.
Published: October 2006

The concept of honors was imported from an elitist
British university. An examination of the different
ways in which it has been adapted and of the
assumptions underlying those adaptations reveals both
the virtues and the problems inherent in the
Americaniration of honors.
Identifying honors students
Authors: Jenkins‐Friedman Reva C.
Published: October 2006

Defining exceptional ability and identifying honors
students are essential to a successful program.
Instructor nonverbal communication: Listening to our silent messages
Authors: Andersen Janis F.
Published: October 2006

Nonverbal behavior, a communication process poorly
understood and controlled by most teachers, can
greatly enhance the image of the teacher and the
affective learning of students.
The current status of general education for teachers
Authors: Galambos Eva C.
Published: October 2006

A more rigorow general education sequence of courses in the
liberal arts at the college level is necessary to strengthen teacher
preparation—that is, within the confines of the baccalaureate.
Faculty Stress: The tension between career demands and “Having it all”
Authors: Sorcinelli Mary Deane , Gregory Marshall W.
Published: October 2006

The problem of balancing personal and professional aspirations is a principle source of stress in faculty lives, but it has not been addressed by academia.
Tools for thinking
Authors: Rubinstein Moshe F. , Firstenberg Iris R.
Published: October 2006

The goal of problem‐solving education should be to develop tools for thinking that will constitute a shell or framework of action procedures that can apply our intelligence to an ever‐changing knowledge base.
The myers‐briggs type indicator: A jungian model for problem solving
Authors: McCaulley Mary H.
Published: October 2006

A model describing individual differences in problem‐solving styles has practical applications in the classroom.
Toward excellence in teaching
Authors: Wilson Robert C.
Published: October 2006

Distinguished teaching faculty can help develop a pool of good ideas for improving teaching.
Typical faculty concerns about student evaluation of teaching
Authors: Aleamoni Lawrence M.
Published: October 2006

Research shows that typical faculty concerns about student evaluations of instruction are largely unfounded.
Lecturing: Essential communication strategies
Authors: Weaver Richard L. , Cotrell Howard W.
Published: October 2006

It is passion that creates the intense, driving, transcending feeling that can raise lecturing to a special plane of greatness.
Technology and college teaching
Authors: Knapper Christopher K.
Published: October 2006

Despite rapid developments in educational technology, teaching methods in postsecondary education remain remarkably traditional. However, the microcomputer has emerged as a powerful tool that is transforming what and how students learn, both inside and outside the classroom.
The contexts of college teaching, past and future
Authors: Eble Kenneth E.
Published: October 2006

The quality of teaching depends greatly on the attention faculty give to it amidst conflicting claims on their time and energies.
Grading students
Authors: Pollio Howard R. , Humphreys W. Lee
Published: October 2006

Grades should be a way for teachers and students to communicate about student performance. Using grades to rank and sort is detrimental to learning and to the development of a stimulating and supportive academic climate.
Experiential learning across the curriculum: Assumptions and principles
Authors: Hutchings Pat , Wutzdorff Allen
Published: October 2006

Knowing how students learn can help us guide them toward the integration of their knowledge with experience.
Beyond the first workshop: What else can you do to help faculty?
Authors: Soven Margot
Published: October 2006

Since faculty development is the mainstay of a writing across the curriculum program, how do we provide long‐term follow‐up to the first workshop?
Writing across the curriculum at research universities
Authors: Strenski Ellen
Published: October 2006

Given the strength of departments, the pressures on faculty to conduct and publish research and to train graduate students in their disciplinary specialties, and the enormous numbers of teaching assistants who are responsible for much of the undergraduate instruction, writing instruction at research universities often seems to be “in spite of the curriculum.” Nonetheless, it is possible to run successful WAC programs at such universities.
Models for collaborative research in writing across the curriculum
Authors: McCarthy Lucille Parkinson , Walvoord Barbara E.
Published: October 2006

In collaborative research projects, teachers from two or more disciplines work together in order to understand better their students' thinking and writing.
The lecture: Analyzing and improving its effectiveness
Authors: dee Fink L.
Published: October 2006

How can the chairperson create a climate that supports instructional effectiveness?
Problem‐based learning: One approach to increasing student participation
Authors: Wilkerson Luann , Feletti Grahame
Published: October 2006

Amidst national calls for more effective higher education, problem‐based learning is gaining in popularity. What is it? What skills and attitudes are required of teachers?
Improving learning for adult part‐time students
Authors: Ottaway Richard N.
Published: October 2006

Chairpersons and their departments need a different pedagogy to serve the increasing number of adult part‐time learners.
The development of T as: Preparing for the future while enhancing the present
Authors: Svinicki Marilla D.
Published: October 2006

Programs and practices that enhance the effectiveness of teaching assistants can have a tremendous impact on the quality of instruction in a department.
The chairperson and teaching
Authors: Trask Kerry A.
Published: October 2006

College teaching can be greatly improved and enriched if chairpersons take the lead in creating a sense of community and common cause among colleagues.
Plant closings and capital flight: A computer‐assisted simulation
Authors: Warner Stanley L. , Breitbart Myrna M.
Published: October 2006

Well‐designed computer simulations allow students to work within the variety of options, conflicts, and uncertainties that characterize complex situations.
A dialectical approach to spanish American history
Authors: Márquez Roberto
Published: October 2006

History courses that do not emphasize the dynamic relationships between ideas and social structure risk teaching and learning that severely underestimate and distort the dynamics of historical change.
Inquiry and cognitive psychology
Authors: Stillings Neil A.
Published: October 2006

The tension between explanations that stress biological determinants and those that look more to social and cultural causes is especially acute and interesting in cognitive psychology, and it can be used very effectively in courses with a strong experimental orientation.
TA supervision
Authors: Sprague Jo , Nyquist Jody D.
Published: October 2006

Graduate faculty members fill several demanding roles as they assist TAs' progress through three stages of development.
Architecture education: The profundity of edifice
Authors: William Rudd J.
Published: October 2006

To create the symbols of and shelter for human institutions, architects must acquire both professional skills and general knowledge of their culture and the environment.
Linking teacher education and liberal learning
Authors: Wisniewski Richard
Published: October 2006

If one believes in the heritage common to all universities, then linking teacher preparation to liberal learning is not a formidable task.
Liberal Learning and Engineering Education
Authors: Sangrey Dwight A. , Phelan Thomas
Published: October 2006

The challenge for engineering education is to capture, from the beginning of the freshman year, the student's interest in liberal learning and then to accomplish at least four of the aims of general education.
The healing arts and the liberal arts in concert
Authors: Newell L. Jackson
Published: October 2006

Liberal learning and professional training both can be enhanced if humanities and nursing faculties will join in creating a larger vision of education.
Liberal arts in pharmacy education
Authors: Strand Linda M. , Winston J. Mark
Published: October 2006

The integration of liberal and professional education will require pharmacy faculties to redefine the dimensions of their role as educators.
Changing the face of your teaching
Authors: Svinicki Marilla D.
Published: October 2006

Bringing the process of creative thinking to the act of changing teaching offers several alternatives for ways in which instructors can look at their own methods. But change should always be approached with caution, lest it overwhelm the instructor.
Writing to learn: Back to another basic
Authors: Tomlinson Sandra
Published: October 2006

The Writing Across the Curriculum movement has been encouraging instructors in a wide range of disciplines to consider writing as a tool for learning. This chapter discusses why writing can be such a powerful tool, but also why the movement is having problems in implementation.
Teaching with cases: Learning to question
Authors: Boehrer John , Linsky Marty
Published: October 2006

Case discussion is less like marching an orderly band of hikers on a predetermined course across the terrain than it is like bringing a scattered group of parachutists into contact from all the random places they have landed.
Rescue the perishing: A new approach to supplemental instruction
Authors: Peters Calvin B.
Published: October 2006

Providing supplemental instruction in the skills needed to survive in a course does not require extensive external intervention; it can probably best be done by the instructor.
Grades: Their influence on students and faculty
Authors: Janzow Fred , Eison James
Published: October 2006

Understanding how students and faculty are alike and different in their attitudes toward learning and grading can provide some guidance in organizing courses to meet the diverse motivations of both groups.
Student ratings in the context of complex evaluation systems
Authors: Theall Michael , Franklin Jennifer
Published: October 2006

Student evaluations of instruction are often misunderstood or are met with direct hostility. Ratings “systems” are often very unsystematic indeed; at worst, they are seen as the punitive arm of administration. But ratings systems can provide vital information. How can their potential be realized?.
Encouraging and evaluating scholarship for the college teacher
Authors: Lacey Paul A.
Published: October 2006

Scholarly work, the best way for college teachers to keep vitalized, can be assessed as effectively as traditional research activities.
The social context of teaching and learning
Authors: Tiberius Richard G. , Billson Janet Mancini
Published: October 2006

The social context of teaching and learning is gaining recognition as an important component of teaching effectiveness. The social context is also a central feature of several major contemporary approaches to education.
Introduction and overview: From classroom assessment to classroom research
Authors: Angelo Thomas A.
Published: October 2006

This chapter responds to questions about the what, why, and how of Classroom Research and Classroom Assessment and considers the costs and benefits of these approaches.
Re‐visioning our teaching: Classroom research and composition
Authors: Kort Melissa Sue
Published: October 2006

While Classroom Assessment Techniques may resemble common writing exercises, these simple Classroom Research tools can offer composition instructors a fresh view of what works in the classroom.
Classroom research in accounting: Assessing for learning
Authors: Cottell Philip G.
Published: October 2006

Classroom Assessment provides teachers with simple but powerful tools for assessing cooperative learning methods.
Implementing and maintaining a classroom research program for faculty
Authors: Stetson Nancy E.
Published: October 2006

By combining modest stipends, well‐structured training, ongoing support, and public recognition for faculty participants, this college helped Classroom Research not only survive, but thrive.
A brief history of the seven principles for good practice in undergraduate education
Authors: Gamson Zelda F.
Published: October 2006

The development of the Seven Principles for Good Practice in Undergraduate Education has been a collaborative effort among researchers, faculty members, and administrators from a wide range of U.S. colleges and universities.