bluuebunny/crossref_metadata_2025 huggingface dataset:
Students' ideas on conservation of matter: Effects of expertise and context variables
Authors: Gomez Miguel‐Angel , Pozo Juan‐Ignacio , Sanz Angeles
Published: October 2006

Recent research on chemistry learning and teaching has described some alternative conceptions held by students as to their understanding of the properties of matter. Several classifications have been proposed to analyze students' conceptions about matter and its changes. Starting from Anderson's categorization, this research studied students' understanding of the qualitative conservation of matter (substance), and how this understanding is influenced by previous instruction in chemistry and task variables. Here, task variables include chemical content and problem context. Four groups of adolescents that differed in age (from 12 to 17 years) and scientific instruction, and two groups of university students with different expertise in chemistry were presented with a 22‐item paper‐and‐pencil test about the conservation of matter. The items involved physical changes (solutions or changes of state) and chemical changes (reactions), and were posed both in academic chemistry contexts and everyday situations. Results show the influence of group membership, task content, and problem context on students' performance. Test scores increased with age and instruction in chemistry, but the influence of chemical expertise was smaller than that predicted from research in other scientific areas. Concerning context, for everyday situations reactions are the most difficult content; on the other hand, in academic chemistry the most difficult content was solutions. Analyses for category answers showed that subjects are likely to concentrate their interpretations in two main categories, interaction (substances interact to form new ones) and modification with identity (substances modified in appearance continue to be the same). However, conceptions depend also significantly on content and context task. Finally, we have found that science instruction increases the consistency of the conceptions held by subjects. Younger subjects and adolescents without scientific instruction tended to be less consistent than more expert subjects. © 1995 John Wiley & Sons, Inc.
Learning to live with scientific expertise: Toward a theory of intellectual communalism for guiding science teaching
Authors: Norris Stephen P.
Published: October 2006

A long–standing goal of science education is teaching students to be intellectually independent of scientific experts. This article proposes that this goal be abandoned as impossible to attain, and be replaced by a goal of intellectual communalism between scientists and nonscientists. The argument draws upon work demonstrating that epistemic dependence of nonexperts upon experts and of experts upon each other is an unavoidable characteristic of knowledge acquisition. This dependence implies both the need for trust in expertise and for expertise to be used responsibly. Faced with epistemic dependence, the alternative of intellectual communalism for science is recunimended in which nonscientists defer to scientists on matters of evidence for scientific knowledge claims, but use the combined judgment of scientists critically to assess alleged scientific expertise. It is claimed that scientists have no special experrise in the use of scientific knowledge, and that nonscientists must play an evaluative role in this regard. The sort of instruction proposed to achieve the goal of intellectual communalism consists of standard instruction in scientific knowledge, metascientific discussion about the nature of scientific knowledge and expertise, and instruction and practice in judging expertise. © 1995 John Wiley & Sons, Inc.
Children's conceptions of light in the context of a technology‐based curriculum
Authors: Settlage John
Published: October 2006

Third graders in an urban classroom participated in an 8‐week unit in which they studied the behavior of light. At the core of the curriculum was a light‐sensing probe interfaced with a computer. This case study describes the investigation of this technology, commonly referred to as microcomputer‐based labs (MBLs), for its appropriateness for elementary school students. One finding of this study was that the children expanded their repertoire of graph making and interpreting skills with line graphs becoming a useful means for representing light intensity. The other assertion was that the MBL became a tool that supported scientific inquiry for and by the children. The author cautions that technology itself should not be regarded as the source of knowledge for learners, but that computers have the potential for reshaping how teachers approach science instruction. © 1995 John Wiley & Sons, Inc.

I have no doubt at all that increased skill and confidence would come to many people if they engaged in more respectful and thoughtful talk about their learning processes…. None of this absolutely requires computers. What we see … is how the computer simply, but very significantly, enlarges the range of opportunities to engage … in activities with scientific and mathematical content.
The evaluator as consultant
Authors: Keating Lou Ann , Hurst James C.
Published: October 2006

A three‐level interaction process model helps define the functions of the evaluator who aspires to serve also as a consultant.
Maintaining enrollments through career planning
Authors: Hillery Milton C.
Published: October 2006

Promoting sound career planning, especially at the secondary school level, is one institution's response to recruitment and retention concerns.
A retention design applied to an equal opportunity program
Authors: Anderson Edward Chip
Published: October 2006

The success of retention programs for low‐income and minority students is a function of the premises on which the programs are organized and coordinated rather than of the specific services they provide.
Jane Loevinger's milestones of development
Authors: Knefelkamp Lee , Parker Clyde A. , Widick Carole
Published: October 2006

The work of Loevinger provides an integrated model of human development and her unique methodology suggests specific ways to study the developmental process.
Douglas Heath's model of maturing
Authors: Widick Carole , Parker Clyde A. , Knefelkamp Lee
Published: October 2006

Ultimately student personnel workers are concerned that students become mature and competent persons. Heath's work offers a comprehensive view of the development of the whole person.
Consultation for environmental change: An administrator's view
Authors: Banning James H.
Published: October 2006

Administrators wishing to consult for institutional change must be able to negotiate political and ethical quagmires or risk seeing their goals (and themselves) slowly sinking.
Mediated services: Making the whole more than the sum of its parts
Authors: Hamilton M. Kathryn , Meade Charles J.
Published: October 2006

Counseling centers, and other student services agencies, can best serve their constituents by acknowledging and emphasizing the vast potential of preventive interventions.
Futuristics: A tool for staff training
Authors: Barr Margaret J. , Hurst James C.
Published: October 2006

Creative use of future planning as a staff development tool can have short‐ and long‐term benefits for the individual and the organization.
Creating quality programs
Authors: Wirtz Peter G. , Magrath Diane Skomars
Published: October 2006

Creating quality programs requires application of common sense principles to the program planning process.
Competent staff: The critical variable
Authors: Baier John I.
Published: October 2006

Successful programs rely on competent staff, therefore, staff development activities must be part of any program effort.
Annotated references
Authors: Lewis Janice C.
Published: October 2006

Additional sources of reading concerning ecosystem theory and applications are identified and abstracted.
Section 504 and its implications for postsecondary institutions
Authors: Phelps Marianne R.
Published: October 2006

Many questions concerning the impact of Section 504 remain to be answered, but the picture is clearer now than it was.
Adult learners—the new majority: A demographic reality
Authors: Brodzinski Frederick R.
Published: October 2006

The demographic realities of the present college student population require rethinking and restructuring of student services. Many of the premises on which they were based no longer exist.
Assisting the adult learner in “settling‐in”
Authors: Cohen Robert D.
Published: October 2006

The arrival of adult students on a traditional campus is likely to be unsettling for both the students and the personnel who serve them; adapation will be required on both sides.
Controls and deficiency in the policy arena
Authors: Martin A. Dallas
Published: October 2006

What threatens American postsecondary education is not an overall federal policy toward education but the continued legislative initiatives that enable individual federal agencies to establish specialized programs with no consideration for their total impact upon the educational institutions concerned.
Peer counseling: Can it save financial aid recipients on scholastic probation?
Authors: Gómez Jesús , Treviño‐Martínez Roberto
Published: October 2006

If professional financial aid counselors are not helping aid recipients to get off scholastic probation, perhaps they should step aside and let peer counselors show them how it can be done.
Educational programming
Authors: Leafgren Fred
Published: October 2006

A goal of educational programming is the maximum development of individuals. Success in this goal sets into motion a process of lifelong development that results in optimum human functioning.
Facilitating career development through small‐group process
Authors: Daniels M. Harry , Buck Jacqueline N.
Published: October 2006

Small‐group process can be used in creative ways to facilitate career development over the life span.
Further resources
Authors: Costello Barbara W.
Published: October 2006

This section provides a brief annotated list of recommended readings for student services personnel.
Multicultural relationships and pluralistic life‐styles
Authors: DeCoster David A. , Mable Phyllis
Published: October 2006

Students claim to appreciate the educational advantages of living in a pluralistic campus environment, yet minority populations are more tolerated than embraced, more feared than understood.
Social and political issues
Authors: Mable Phyllis , DeCoster David A.
Published: October 2006

Most college students pursue personal development as part of the collegiate experience but choose to ignore those social and political issues they perceive as having little bearing on their personal success.
Using evaluation to make decisions about academic advising programs
Authors: Brown Robert D. , Sanstead Mark J.
Published: October 2006

The most effective evaluation of an academic advising program is one that focuses on the advising process.
Advising for special populations
Authors: Grites Thomas J.
Published: October 2006

All college students can be categorized into some campus subpopulation(s), and their advising needs vary accordingly.
Academic advising resources: A sampling
Authors: Winston Roger B.
Published: October 2006

A brief introduction to the literature on academic advising is presented.
Learning despite learning disabilities
Authors: Brown Dale
Published: October 2006

The postsecondary setting poses many difficulties for the learning‐disabled student—only the persistent student can succeed.
Sources for additional assistance: Literature and organizations
Authors: Schmidt Marlin R. , Sprandel Hazel Z.
Published: October 2006

A list of resources for student services personnel is provided in this chapter.
Mentoring relationships and the educational process
Authors: Decoster David A. , Brown Robert D.
Published: October 2006

Mentoring relationships are powerful learning experiences that can enhance the present quality of faculty‐student interactions and humanize the college environment.
Stress management: Issues in intervention design
Authors: Deffenbacher Jerry L. , McKinley Donna L.
Published: October 2006

Targeting a stress management intervention to key aspects of the stress sequence is central to effective outcome.
Further sources on stress and intervention
Authors: Rapaport Ross J.
Published: October 2006

A variety of references concerning theory, research, and application relevant to stress and stress management is presented.
Use of legal counsel: Avoiding problems
Authors: Rhode Shari
Published: October 2006

University legal counsel can be an invaluable source of advice and help to the student affairs administrator at all stages of policy development and problem solving.
Commuter students: Definition and distribution
Authors: Stewart Sylvia S. , Rue Penny
Published: October 2006

The changing demographics of higher education require a comprehensive definition of commuter students.
Orienting traditional entering students
Authors: Moore Betty L. , Peterson Patricia C. , Wirag J. Robert
Published: October 2006

A wide variety of interventions and strategies must be used to meet the needs of traditional, eighteen‐year‐old, just‐out‐of‐ high‐school, entering students.
Orienting transfer students
Authors: Harrison Charlene H. , Varcoe Kenneth
Published: October 2006

Transfer students must begin orientation while enrolled at their previous institution and continue it at their current institution since they will be dealing with many unique issues that are typically not included in traditional orientation programs.
Orientation programs: Myths and realities
Authors: Upcraft M. Lee
Published: October 2006

Several orientation myths are analyzed in light of the recent evidence and information presented in this sourcebook.
Computers and student development: What are the possibilities?
Authors: Pyle K. Richard
Published: October 2006

The computer is particularly well suited to assist the student development educator in accomplishing the goals of the profession. A look at current student development applications provides an idea of the range of possibilities for computer use.
General purpose applications for student development
Authors: Watjen L. Russell
Published: October 2006

Although not suited for every application, general purpose software can be a useful method for learning the capabilities of microcomputers as well as for improving effectiveness and efficiency in a particular task.
Ethical considerations in computer use
Authors: Sampson James P.
Published: October 2006

Professionals in student development are presented with the dilemma of finding the computer useful for solving a variety of information processing problems, while they also discover that a host of ethical problems can result from misuse of computer applications.
Student paraprofessionals in the learning skills center
Authors: Materniak Georgine
Published: October 2006

Paraprofessionals have made a significant contribution to the growth and expansion of learning assistance programs.
Orientation and the role of the student paraprofessional
Authors: Ender Kenneth L. , Strumpf Gerry
Published: October 2006

Student paraprofessionals are an integral part of the orientation Process for new students.
Supervising college athletics — the role of the chief student affairs officer
Authors: Golden Dennis C.
Published: October 2006

How does the chilef student affairs officer manage the expanding, demanding, and challenging campus athletic department? New roles and the responsibilities for the CSAO, once Learned, can produce a healthy interaction which supports athletes, the department, the division, and the institution.
Student affairs professionals and the student press
Authors: DeCoster David A. , Krager LuAnn
Published: October 2006

The student press represents a vital force in post‐secondary education as well as a potent opportunity to teach students personal values and an ethical framework for life. Student affairs professionals can be most effective in performing the unique role of adviser, institutional liaison, and developmental educator.
The frustrations and rewards of college journalism
Authors: Siddons Patrick
Published: October 2006

The student press may be an occasional headache for college administrators, but they should remember that it fulfills an educational need and provides a service for the campus community.
The future of international student development
Authors: Clark Barbara A. , Pyle K Richard
Published: October 2006

Our ability to affect the future of international student development will depend on our willingness to challenge and handle current issues and trends.
Asian American college student perspectives
Authors: Chew Charlene A. , Ogi Alan Yoshiharu
Published: October 2006

To reach full potential, practitioners must challenge themselves to outreach to Asian American students and reflect their cultures' rich diversity in high‐quality programs and services.
Facilitating the development of hispanic college students
Authors: Quevedo‐García Ennio L.
Published: October 2006

While U.S. Hispanics are purported to be among the fastest‐growing population groups in the nation, their growth will be realized when colleges devise innovative approaches to Hispanic student programs and services.
Organizing for judicial affairs work
Authors: Caruso Robert
Published: October 2006

Early consideration of the organization and planning dimensions of the judicial affairs area can prevent later difficulties. The Council for the Advancement of Standards' (CAS) standards provide a useful framework for beginning the development of an effective judicial program.
Training techniques for judicial systems
Authors: Cordner Patricia , Brooks Timothy F.
Published: October 2006

Appropriate training programs are essential for the successful operation of judicial systems.
Mediation: A judicial affairs alternative
Authors: Serr Roger L. , Taber Ralph S.
Published: October 2006

Student judicial systems are becoming increasingly formal in response to due‐process guarantees, perhaps at the expense of the students' responsibility for decision making in their own lives.
Using organization development techniques to enhance chapter functioning
Authors: Colgan Suzanne , Opper John H.
Published: October 2006

Behavioral problems and patterns of misconduct by Greek members are symptoms of a poorly functioning chapter. In order to prevent recurrences, interventions must be made in the chapter beyond traditional disciplinary hearings and sanctions.
Managing money
Authors: Barr Margaret J.
Published: October 2006

Fiscal management and budgeting skills are essential to sound student affairs administration.
Conclusions and annotated bibliography
Authors: Barr Margaret J. , Upcraft M. Lee
Published: October 2006

Selected management references for student affairs professionals are presented in this chapter.
New perspectives on masculinity in the college environment
Authors: Scher Murray , Canon Harry J. , Stevens Mark Alan
Published: October 2006

Implications of changing gender roles are examined are examined for the male student, student affairs professionals, and the college environment.
Resources for promoting change in men's lives
Authors: May Ronald J.
Published: October 2006

Selected readings, program resources, and organizations for promoting new roles for men are described.
The case for empowering women as leaders in higher education
Authors: Sagaria Mary Ann Danowitz
Published: October 2006

Colleges and universities must focus on educating women for leadership roles in contemporary society.
Marginality and mattering: Key issues in building community
Authors: Schlossberg Nancy K.
Published: October 2006

Student involvement in the life of the college has been found to relate positively to numerous variables, such as satisfaction with college, retention, academic achievement, and loyalty.
Theory in student affairs: Evolving perspectives
Authors: Moore Leila V. , Upcraft M. Lee
Published: October 2006

The authors trace the history of student development theory and then review theories that are now in use or emerging.
Racial/ethnic minority and women students in higher education: A status report
Authors: Ponterotto Joseph G.
Published: October 2006

A current examination of the status of racial/ethnic minorities in higher education reveals that affirmative action efforts are needed for recruiting and retaining culturally diverse students on campus.
Using standards in professional preparation
Authors: Miller Theodore K.
Published: October 2006

Professional standards and guidelines are of special value in the area of academic preparation, for it is in this arena that the seeds of professional practice are initially planted. It is essential that those who aspire to become professional student affairs practitioners and educators receive the best preparation possible. Preparation standards are the essential foundation for quality education, and it is important that professionals know and understand how to apply standards to the educational process.
Racial and ethnic backlash in college peer culture
Authors: Dalton Jon C.
Published: October 2006

Campus bias‐related incidents are predictable outcomes of increasingly self‐interested values and limited personal experience with racial and ethnic diversity.
The role of external funding for cultural diversity programming
Authors: Terrell Melvin C. , Rudy Donna E. , Cheatham Harold E.
Published: October 2006

Sources of grant funding for cultural diversity programs are presented. The relationship between the level of external funding and institutional priorities at research universities is explored.
Beyond ramps: New ways of viewing access
Authors: Jarrow Jane
Published: October 2006

To understand the current state of disability and higher education, we must first review the issues and challenges faced over the past two decades.
Creating positive outcomes for students with disabilities
Authors: Nuttel Kevin J. , Ringgenberg Lawy J.
Published: October 2006

By capitalizing on the strengths of our past and being open to innovation, student affairs staff can create environments that invite, involve, and retain students with disabilities.
Essential elements in effective service delivery
Authors: Schuck Judy , Kroeger Sue
Published: October 2006

Service delivery systems face many challenges in the 1990s. Coordinating key features common to successful programs and building in consistent evaluative practices will enable higher education to achieve full participation by people with disabilities.
Assistive computer technology: Opening new doorways
Authors: Brown Carl
Published: October 2006

Student affairs administrators and staff need a n appreciation of the role that assistive computer technology can play in efforts to create barrier‐free environments.
A model acquaintance rape prevention program for men
Authors: Berkowitz Alan D.
Published: October 2006

The underlying philosophy, content and evaluation issues, and selection and training of facilitators for a model acquaintance rape prevention program for men conducted at Hobart College are described.
Student activism: Impacting personal, institutional, and community change
Authors: Chambers Tony , Phelps Christine E.
Published: October 2006

With observed and predicted growth in social and political activism among students, higher education and community leaders are challenged to rethink the impact of student activism on students' development and on institutional and community change processes.
Characteristics of successful drug prevention programs in higher education
Authors: Mills‐Novoa Beverly
Published: October 2006

A qualitative study of five campus programs yields thirteen success factors that correlate with effective alcohol and other drug abuse prevention for students enrolled in higher education.
Conclusions and resources
Authors: Coughlin Eileen V.
Published: October 2006

As we look to the future, higher education must continue to develop multiple strategies with an ear to the voice of our students and an eye to the mirror image reflected by the data.
Implementing federal policy on campus
Authors: Schuh John H. , Ogle Tracy Y.
Published: October 2006

This chapter attempts to help readers understand federal policy, develop strategies for complying with federal mandates, and examine selected issues associated with compliance with federal policy.
Selected resources on federal policy and student affairs
Authors: Coomes Michael D. , Gehring Donald D.
Published: October 2006

This chapter offers a selection of annotated resources that will be helpful to student affairs practitioners as they seek to learn more about the policy process and continue to monitor federal interventions into campus affairs.
A self‐correcting model for change: An institutional response to environmental turbulence
Authors: Creamer Don G. , Dassance Charles R.
Published: October 2006

To appropriately address the certainty of change, a culture‐based, adaptive model for decision making is proposed for we by community colleges.
Rising, stratified administrative costs: Student services' place
Authors: Rhoades Gary
Published: October 2006

This chapter discusses the rising costs of administration and considers the place of student services within restructured institutions.
The changing role of financial aid and enrollment management
Authors: Kurz Kathy A.
Published: October 2006

An overview of the changing role of financial aid and financial aid professionals in supporting enrollment and net tuition revenue goals is presented so that these resources can be managed effectively.
Fiscal and human resources to support enrollment management
Authors: Binder Shirley E , Aldrich‐Langen Caroline
Published: October 2006

The wide‐ranging functions of an admissions office create a significant institutional expense; enrollment management staff must be well‐trained and flexible in order to accommodate students' changing needs and interests.
Housing for graduate students
Authors: Midke Patricia L. , Schuh John H.
Published: October 2006

This chapter addresses some of the unique issues and concerns associated with providing housing for graduate students.
International students: Leveraging learning
Authors: Woolston Valerie
Published: October 2006

I discuss international student services in the United States and assert that targeted recruitment, high‐quality admission policies, and mainstreamed student services provide the best experience for the student and the institution.
First amendment issues and judicial affairs
Authors: Hodges Marjorie W.
Published: October 2006

This chapter focuses on recent First Amendment case law and proposed legislation that have shaped and will continue to influence judicial affairs.
Employing noncognitive variables in admitting students of color
Authors: Sedlacek William E.
Published: October 2006

Noncognitive variables have been shown to be valid predictors in selecting applicants of color. This chapter attempts to Jorge a link between admission and retention by describing how various retention efforts that derive from the noncognitive variables can be creatively implemented.
What is total quality management?
Authors: Bryan William A.
Published: October 2006

Many educators view the application of TQM as elusive and incompatible with the culture of higher education.
Editor's notes
Authors: Guskin Alan E.
Published: October 2006

Alan E. Guskin, a social psychologist, has been chancellor of the University of Wisconsin‐Parkside for the last six years. Previously, he served as provost and acting president of Clark University in Worcester, Massachusetts. He has served as chairman of the Advisory Committee of the Resource Center for Planned Change and is a member of the Board of Directors of the American Association of State Colleges and Universities.
Improving student quality through upgrading student skill levels
Authors: Greenebaum Ben
Published: October 2006

Students who demonstrate college‐level skills not only are better learners but also promote better teaching.
Higher education and the american political economy
Authors: Litt Edgar
Published: October 2006

Despite the utilitarian, even anti‐intellectual bias of the public vocational university, there was until recently a good opportunity to select liberal arts and pursue one's educational interests. What has happened during the last decade illustrates the unintended consequences of social good.
What higher education has to offer business
Authors: Arthurs Alberta
Published: October 2006

Colleges and universities can creatively respond to the interests and needs of the business community and affirm the importance of the liberal arts while doing so.
The liberal arts and the federal government
Authors: Marshall Geoffrey
Published: October 2006

Applications to the Division of Education Programs of the National Endowment for the Humanities offer evidence for some optimism about the next decade. The heart of that optimism is that faculty are planning to help themselves and are not looking for a miraculous solution.
Career and curriculum: A philosophical critique
Authors: Jager Ronald
Published: October 2006

To the extent that liberal education is a servant of self and society, it will be very careful about what students think they want and for what society expects and will pay for. To the extent that liberal education is a critic of self and society, it will concentrate on providing the tools, the discipline, the attitudes, and the historical perspectives for critical examination of self and society.
Summary and resources for change
Authors: Green Charles S. , Salem Richard G.
Published: October 2006

The editors of this volume review the ideas presented and offer further resources.
Respecting and criticizing conflicting viewpoints
Authors: Irish Jerry A.
Published: October 2006

A student learns that contradictory positions can be argued convincingly without undercutting a teacher's credibility.
Student, teacher, ghost
Authors: Schwartz Hillel
Published: October 2006

A conversation in which student, teacher, and alter ego debate the issue of teacher as performer.
A teacher's commentary: Learning from authentic moments
Authors: Elbow Peter
Published: October 2006

Authentic moments of contact between teacher and student are crucial.
Introduction
Authors: Martin Warren Bryan
Published: October 2006

A collection of strategies, new techniques, and procedures to improve teaching is presented in this section.
A daring experiment
Authors: Nigrosh Gail Hilary
Published: October 2006

Playing with language provides a smash hit as well as a way of learning French.
Introduction
Authors: Martin Warren Bryan
Published: October 2006

Teachers often grapple with social, political, moral, and ethical issues in the course of their teaching careers: This section presents some examples of this phenomenon.
“a” for effort
Authors: Foster Lewis
Published: October 2006

Awarding grades that the students “deserve” solves few of the difficulties of arriving at the “right” grades.
Transdisciplinary intersections: Astronomy and three early english poets
Authors: Gingerich Owen
Published: October 2006

Astronomical or astrological knowledge enables scholars to decode scientific or metaphorical allusions in the poetry of Chaucer, Skelton, and Donne and sometimes to date the composition of the works.
Prospero and the renaissance scientist
Authors: Mowat Barbara A.
Published: October 2006

Interdisciplinary study must proceed with care. The assertion that Shakespeare's Prospero is an example of the Renaissance scientist does violence to the play, and, more damaging, presents a picture of the early scientist‐as‐magician that can distort our understanding of science in the seventeenth century.
Toward an energic architecture
Authors: Hertel Carl H.
Published: October 2006

Utilizing renewable natural energies as a basis for designing the built environment provides paradigms for a holistic approach to the realities of the postindustrial world in which natural models assert once more their primacy over the artificial.
Two poems
Authors: Holub Miroslav
Published: October 2006

Two poems by a modern scientist‐poet exemplify a play of wit and insight not easily held within disciplinary bounds.
Values and teaching
Authors: Collins Michael J.
Published: October 2006

When college teachers fail to raise questions about meaning and values in their classes, they obscure the profound human significance of their disciplines.
Values and ethics in science
Authors: Dillemuth Frederick J.
Published: October 2006

Science itself may or may not be ethically neutral, but its study and pursuit are not value‐free.
Graduate education and cooperative scholarship
Authors: Maimon Elaine P.
Published: October 2006

Graduate education should prepare students for the scholarly world that depends on exchange, on listening as well as speaking, and on exploration of the connections between one's work and the work of others on the same subject.
Students in learning groups: Active learning through conversation
Authors: Bouton Clark , Garth Russell Y.
Published: October 2006

The increasing recognition that all learning is a constructive process calls into question many traditional teaching practices. Students need the opportunity to formulate questions and insights as they occur and to test them in conversation with others.
A profile of a postdoctoral teaching program
Authors: Schwen Thomas M. , Sorcinelli Mary Deane
Published: October 2006

This profile of a Lilly postdoctoral teaching awards program focuses on what was learned through administering the grant and the impact the program had on individual faculty, departments, and the institution.
Suggestions for further reading
Authors: Lacey Paul A.
Published: October 2006

A brief listing of books and articles that may be stimulating to anyone concerned with revitalizing teaching and the larger contexts in which faculty development occurs.
The struggles of minority students at predominantly white institutions
Authors: Saufley Ronald W. , Cowan Kathryn O. , Blake J. Herman
Published: October 2006

Convinced that they do not belong at the predominantly white university, many minority students enter to find their worst fears and self‐doubts immediately and forcefully confirmed.
How the new teachers performed
Authors: Dee Fink L.
Published: October 2006

The new teachers revealed a certain level of idealism and some conservatism in what they tried to accomplish as teachers. Their ability to achieve their educational goals was limited and varied from class to class.
Summary and recommendations
Authors: Dee Fink L.
Published: October 2006

This study has revealed several problems in the preparation, situation, and performance of new college teachers. The recommendations of the new teachers, made at the end of the first year, are combined with the findings in the study to suggest helpful actions that could be taken by new teachers themselves, by departments receiving new teachers, by graduate students, and by graduate departments.
Emerson's library legacy: Concepts of bibliographic instruction
Authors: Tucker John Mark
Published: October 2006

Notions of what it means to be liberally educated, suggested by Ralph Waldo Emerson and amplified by academic librarians in the latter part of the nineteenth century, continue to stimulate the development of concepts of bibliographic instruction.
Bibliographic instruction programs in academic libraries
Authors: Rader Hannelore B.
Published: October 2006

There are a number of institutions, from small private colleges to large public universities, that have developed extensive bibliographic instruction programs.
Implications of an aging faculty for the quality of higher education and academic careers
Authors: George Linda K. , Winfield‐Laird Idee
Published: October 2006

The aging of the academic labor force poses potentially serious problems for the quality of academic instruction and research and for the viability of academic careers.
The changing development needs of an aging professoriate
Authors: Baldwin Roger G.
Published: October 2006

The stereotypes of agism can cause colleges and universities to minimize the development needs of established faculty members.
Faculty age and teaching
Authors: Lawrence Janet H.
Published: October 2006

Some teaching‐related interests and activities may be quite stable over time whereas others may change as a result of developmental processes.
Personal perspectives of academic professionals approaching retirement
Authors: Myers Betty Jane , Pearson Richard E.
Published: October 2006

Retiring professors recognize the university's right and need to move older faculty out and young faculty in; however, they feel that they have a right to expect this will be done in a humane way.
The academy of senior professionals at eckerd college
Authors: Nussbaum Leo L.
Published: October 2006

With anticipated individual retirement lasting fifteen to thirty years, effectively utilizing the accumulated experience of high‐achieving professionals presents a national challenge.
Responding to institutional concerns and faculty needs
Authors: Mehrotra Chandra M. N.
Published: October 2006

In view of the increasing number of mid‐career and seasoned faculty, today's challenge for American colleges and universities is to explore innovative approaches that take into account the interests of higher education while meeting the needs and utilizing the talents of senior faculty.
Challenges of the introductory course
Authors: Dunham Robert E. , Gleason Maryellen
Published: October 2006

The introductory course fulfills a number of goals for students and colleges, including recruitment and screening of majors, provision of prerequisite knowledge, explorations of learning, commitment to college, and cognitive development.
Reconstructing introductory psychology
Authors: Winter David G.
Published: October 2006

What is so important about psychology that it should be part of every student's general education? is a question that leads to redesign of an introductory course.
Inquiry and exploration in introductory science
Authors: Southin John L.
Published: October 2006

Teaching the introductory course is a continuous struggle to rescue an element of choice from the pressure of circumstances, but the student's lifelong view of science is in the balance.
Helping students remember
Authors: Fry Donald K.
Published: October 2006

Incorporating simple principles of memory theory into classroom lectures and materials enhances involvement, speed, and success in student learning.
Freedom and discipline
Authors: Boling Ronald
Published: October 2006

College students want teachers who show authority, not of a tyrannical kind but the kind that comes from knowing one's stuff and from the discipline of life itself.
The teaching assistant's point of view
Authors: Boehrer John , Sarkisian Ellen
Published: October 2006

Teaching assistants' viewpoints powerfully condition not only how they will teach but also how they will respond to programs for developing teaching skills.
The process of launching a TA development program
Authors: Andrews John D. W.
Published: October 2006

Organizational‐change models furnish practical hints for creating effective TA development programs.
Additional resources
Authors: Andrews John D. W.
Published: October 2006

This chapter contains a listing of handbooks for TAs, books on teaching, demonstration videotapes, discipline‐centered materials, and TA program development manuals and handbooks.
Classroom teaching behaviors related to college teaching effectiveness
Authors: Murray Harry G.
Published: October 2006

College teaching effectiveness, as perceived by students, can be predicted from specific, observable classroom behaviors of the instructor and can be improved through feedback and training procedures designed to modify these behaviors.
Critical thinking: Toward research and dialogue
Authors: Furedy Christine , Furedy John J.
Published: October 2006

Critical thinking is much talked about but little understood. Research into critical thinking might benefit from closely examining the nature of Socratic inquiry.
Testing and reporting on graduates: The new jersey basic skills assessment program
Authors: Lutkus Anthony D.
Published: October 2006

New Jersey's statewide testing program demonstrates that systematic data collection and reporting can have a major impact—both on understanding the gap between college expectations and high school preparation and on the college and pre‐college efforts to close that gap.
Early identification and support: The university of California‐Berkeley's MESA program
Authors: Smith Mary Perry
Published: October 2006

The MESA Program provides evidence of what can be done with early and continuing intervention—for students' motivation and performance levels in the schools, and for the minority recruitment efforts of colleges and universities.
Orientation to honors education
Authors: Austin C. Grey
Published: October 2006

A look at the similarities and dissimilarities in
honors programs provides a starting point for assessing
what works and what doesn't work for today's
brightest students.
Implications for fostering excellence
Authors: Friedman Paul G. , Jenkins‐Friedman Reva C.
Published: October 2006

Specific conditions and ofiportunities exist if students
are to realize their full academic potential.
Instructor communication habits: Confrontation and challenge
Authors: Civikly Jean M.
Published: October 2006

Communication is the means by which teachers
conduct their profession. Resfionding to challenges to
refine instructional communication skills has both
personal and professional pay offs.
The art of teaching: An act of love
Authors: Jones Joel M.
Published: October 2006

In learning as in loving, without regenerative
reciprocity we have only gestures—motions with
no meaning.
Meeting the challenge
Authors: Civikly Jean M.
Published: October 2006

The editor provides further suggestions and resources
for developing communication skills.
Private liberal arts colleges and teacher preparation
Authors: Daly Norene F.
Published: October 2006

Liberal arts colleges have had a long and distinguished record
of excellence in teacher Prefiaration that has been made
Possible by their unique characteristics and mission.
Common directions toward improvement
Authors: Galambos Eva C.
Published: October 2006

Shared views on ways to improve teacher education
point the way to effective reform.
Teaching thinking through problem solving
Authors: Greenfield Lois Broder
Published: October 2006

Methods used by educators, psychologists, and others to define, describe, or analyze problems and problem solving determine the method used to teach problem‐solving skills and determine curricular applications.
Formative and summative evaluation: Parody or paradox?
Authors: Centra John A.
Published: October 2006

A variety of evaluation methods and their uses are discussed.
Large classes and learning
Authors: Knapper Christopher
Published: October 2006

Of great importance in large class instruction is the need to ensure that students learn how to learn so that they may take from the course the knowledge, skills, and attitudes that can serve them well the rest of their lives.
Dealing with details in a large class
Authors: Brooks Robert P.
Published: October 2006

From my experience two areas of detail are keys to success in the large course; adequately prepare before the course begins, and remain aware of the pulse of the class throughout the semester.
Assessing the prospects for liberal learning and careers
Authors: Green Charles S. , Salem Richard G.
Published: October 2006

Despite the resurgence of the liberal arts, an undergraduate curriculum still requires a synthesis of liberal and practical learning.
Moral judgment and college curricula
Authors: Collins Michael J.
Published: October 2006

While teachers in American colleges and universities, as a result of forces in both society and their profession, find it difficult to raise the question of moral judgment with students, the methods and implications of their disciplines suggest a way of doing so.
Assessing writing: Theory and practice
Authors: Greenberg Karen L.
Published: October 2006

Writing assignments are an effective means of assessment that can improve learning and teaching in any discipline.
Assessing the departmental major
Authors: Fong Bobby
Published: October 2006

Assessing cumulative learning in the departmental major requires attention to the purposes of particular evaluation instruments and to the uses that can be made of results for the improvement of instruction.
The teachable moment: The washington center internship program
Authors: Ryan Mary
Published: October 2006

Successful internship experiences can help students translate experiences in the world of professional work into appropriate academic knowledge and abilities.
Conclusion: A view of learning
Authors: Wutzdorff Allen , Hutchings Pat
Published: October 2006

A shared vision of learning characterizes the programs described in this sourcebook.
School and university articulation: Different contexts for writing across the curriculum
Authors: Barr Mary A. , Healy Mary K.
Published: October 2006

WAC programs in secondary schools may have been fostered by the same body of knowledge as those in the colleges and universities, but their evolution has been shaped by a different set of circumstances.
Evaluating writing across the curriculum programs
Authors: Fulwiler Toby
Published: October 2006

The complex and comprehensive nature of writing across the curriculum programs makes them difficult to evaluate. Some measures, however, are easy to collect, and others are worth trying for.
Calculus and more: Computers, finite mathematics, and an innovative service course
Authors: Hoffman Kenneth R.
Published: October 2006

Students see mathematical tools for the life sciences and social sciences as useful, interesting, and beautiful when they learn to use them in realistic applications and when computers do the calculations.
Observer and observed: Collaboration between literature and anthropology
Authors: Smith David E.
Published: October 2006

Bringing together the theories and writings of literature and anthropology teaches students the vital importance of points of view in all texts.
Students do rate different academic fields differently
Authors: Cashin William E.
Published: October 2006

Research on the variables that may bias student ratings has largely found these variables to have little influence. One exception concerns academic fields. Institutions and individuals should decide how they will take academic‐field differences into consideration when they interpret student ratings.
Theories and metaphors we teach by
Authors: Svinicki Marilla D.
Published: October 2006

Theories and metaphors taken from the foregoing chapters can shape the way we think about teaching, both when we diagnose traditional teaching methods and when we design new courses.
Classroom research in psychology: Assessment techniques to enhance teaching and learning
Authors: Walker Charles J.
Published: October 2006

When Classroom Assessment was used in an introductory survey course, students learned more and their instructor received higher ratings.
Enabling the success of junior faculty women through mentoring
Authors: Johnsrud Linda K.
Published: October 2006

This chapter discusses a mentoring program designed to foster a
culture that values and enables the success of faculty women.
Understanding the supplemental instruction model
Authors: Arendale David R.
Published: October 2006

A framework for understanding Supplemental Instruction is presented along with theoretical and philosophical underpinnings.
Supplemental instruction in the content areas: Humanities
Authors: Zerger Sandra
Published: October 2006

Supplemental Instruction sessions in the humanities are most successful when they are based on a sound understanding of the epistemology and axiology of the discipline.
Reenvisioning statistics: A cognitive apprenticeship approach
Authors: Willemsen Eleanor W. , Gainen Joanne
Published: October 2006

A statistics course that incorporates seven characteristics of active learning is reenvisioned as a “cognitive apprenticeship” in which students use statistics to address authentic dilemmas of professional practice.
Academic advising and assessment
Authors: Hanson Gary R. , Huston Christine
Published: October 2006

This chapter provides an overview of how faculty members may use assessment evidence to understand students, evaluate the advising process, and document the educational outcomes of advising.