Pub Date : 1982-05-01DOI: 10.1080/00193089.1982.10533754
C. Orpen
{"title":"Tenure and Academic Productivity: Another Look","authors":"C. Orpen","doi":"10.1080/00193089.1982.10533754","DOIUrl":"https://doi.org/10.1080/00193089.1982.10533754","url":null,"abstract":"","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1982-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129925287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1982-05-01DOI: 10.1080/00193089.1982.10533759
L. Brillhart, M. B. Debs
Universities originally were centers of learning. Ap proximately 150 years ago in the United States, the universities also assumed an increasingly stronger role in career preparation. The marriage of the two has been, at best, tentative and uncomfortable. Curricula which lead to professional careers, particularly in the sciences, dogmatically include a set number of elective humanities courses to provide the student with a liberal education. The liberal education, however, is often seen by students, instructors and administrators, as a re quirement separate and secondary to the goal of career preparation. Students feel themselves caught in a fragmented cur riculum. To provide a broad-based education, to motivate students toward the goal of a liberal educa tion, and to match educational needs as perceived by students, the humanities courses which have potential relevance to professional development should be modified to be included in a curriculum of career preparation.
{"title":"An Engineering-Rhetoric Course: Combining Learning-Teaching Styles","authors":"L. Brillhart, M. B. Debs","doi":"10.1080/00193089.1982.10533759","DOIUrl":"https://doi.org/10.1080/00193089.1982.10533759","url":null,"abstract":"Universities originally were centers of learning. Ap proximately 150 years ago in the United States, the universities also assumed an increasingly stronger role in career preparation. The marriage of the two has been, at best, tentative and uncomfortable. Curricula which lead to professional careers, particularly in the sciences, dogmatically include a set number of elective humanities courses to provide the student with a liberal education. The liberal education, however, is often seen by students, instructors and administrators, as a re quirement separate and secondary to the goal of career preparation. Students feel themselves caught in a fragmented cur riculum. To provide a broad-based education, to motivate students toward the goal of a liberal educa tion, and to match educational needs as perceived by students, the humanities courses which have potential relevance to professional development should be modified to be included in a curriculum of career preparation.","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1982-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133581442","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1982-05-01DOI: 10.1080/00193089.1982.10533760
H. Stanton
attention is given to the problems involved in the small group discussion method. That such problems exist is attested to by the number of university and college lec turers who are uncomfortable in this teaching situation. These difficulties are not so much an inherent part of the method as a function of the way it is used. Potts (8) has outlined many of the disadvantages of small group work, focusing particularly on the point that the nor mal tutorial or seminar does not provide sufficient space for participants to express themselves. With a meeting time of fifty-five minutes, a group of one tutor and ten students have, theoretically, five minutes speaking time each. However, we know that speaking time is not allocated so evenly. As competition for the available time is great, interruptions are common, with one group member cutting across another to get his point heard
{"title":"Improving the University Tutorial.","authors":"H. Stanton","doi":"10.1080/00193089.1982.10533760","DOIUrl":"https://doi.org/10.1080/00193089.1982.10533760","url":null,"abstract":"attention is given to the problems involved in the small group discussion method. That such problems exist is attested to by the number of university and college lec turers who are uncomfortable in this teaching situation. These difficulties are not so much an inherent part of the method as a function of the way it is used. Potts (8) has outlined many of the disadvantages of small group work, focusing particularly on the point that the nor mal tutorial or seminar does not provide sufficient space for participants to express themselves. With a meeting time of fifty-five minutes, a group of one tutor and ten students have, theoretically, five minutes speaking time each. However, we know that speaking time is not allocated so evenly. As competition for the available time is great, interruptions are common, with one group member cutting across another to get his point heard","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1982-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131827377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1982-05-01DOI: 10.1080/00193089.1982.10533756
J. Hraba, W. Woodman, Brent T. Bruton, E. Powers, Paul Headley, Martin G. Miller
This paper describes a multimedia aid to teaching about ethnic relations in American history, whose purpose is to enhance student understanding of the sub ject through visual and musical images. The instruc tional technique and its content are relevant to a wide range of courses, not only to those on ethnic relations. Bower cites evidence that visual imagery can aid the learning of abstractions (2). The abstraction here is that social change in America forms three phases: agrarian, industrial and post-industrial (1). This history of the na tion frames that of its ethnic groups, and both are il lustrated with photographs and music in this slide and music presentation. Our approach is consistent with the statement of Brown, Lewis and Harcleroad (5) on the merits of still photography in instruction, and that of Quinney, (8) and Smith (9) on the use of film in the teaching of social science. It is also consistent with our experience. Recognizing that students are individuals and respond as such to instruction (7), we nonetheless find that in our own state university most students come from culturally homogeneous backgrounds and have a time perspective bound by their own biographies. It is dif ficult to teach about different ethnic groups in an historical framework. Therefore, we developed a slide and music presentation. Visual images and music were used on the premise that today's students turn toward both for meaning. Historical photographs from a multitude of sources
{"title":"Social Change and Ethnicity: A Multimedia Approach.","authors":"J. Hraba, W. Woodman, Brent T. Bruton, E. Powers, Paul Headley, Martin G. Miller","doi":"10.1080/00193089.1982.10533756","DOIUrl":"https://doi.org/10.1080/00193089.1982.10533756","url":null,"abstract":"This paper describes a multimedia aid to teaching about ethnic relations in American history, whose purpose is to enhance student understanding of the sub ject through visual and musical images. The instruc tional technique and its content are relevant to a wide range of courses, not only to those on ethnic relations. Bower cites evidence that visual imagery can aid the learning of abstractions (2). The abstraction here is that social change in America forms three phases: agrarian, industrial and post-industrial (1). This history of the na tion frames that of its ethnic groups, and both are il lustrated with photographs and music in this slide and music presentation. Our approach is consistent with the statement of Brown, Lewis and Harcleroad (5) on the merits of still photography in instruction, and that of Quinney, (8) and Smith (9) on the use of film in the teaching of social science. It is also consistent with our experience. Recognizing that students are individuals and respond as such to instruction (7), we nonetheless find that in our own state university most students come from culturally homogeneous backgrounds and have a time perspective bound by their own biographies. It is dif ficult to teach about different ethnic groups in an historical framework. Therefore, we developed a slide and music presentation. Visual images and music were used on the premise that today's students turn toward both for meaning. Historical photographs from a multitude of sources","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1982-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124816017","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1982-05-01DOI: 10.1080/00193089.1982.10533753
R. M. Dahlke, Ronald P. Morash
tionale often given for the replacement of the conven tional mode is that it fails to permit as much active par ticipation by students as do some alternative modes, and thus that students are largely passive observers in the conventional classroom. We believe that this is often true, especially in mathematics courses, where lecture is often given undue emphasis and a discussion compo nent is too seldom integrated sufficiently into the fabric of a course. We consider this situation to be both undesirable and unnecessary. In the body of this paper, we will present a number of ideas for achieving a better balance of these two components. Even if one disagrees with studies that allege the superiority of certain alternative modes over lecture discussion, one must admit that some educational goals
{"title":"Discussion in College Math.","authors":"R. M. Dahlke, Ronald P. Morash","doi":"10.1080/00193089.1982.10533753","DOIUrl":"https://doi.org/10.1080/00193089.1982.10533753","url":null,"abstract":"tionale often given for the replacement of the conven tional mode is that it fails to permit as much active par ticipation by students as do some alternative modes, and thus that students are largely passive observers in the conventional classroom. We believe that this is often true, especially in mathematics courses, where lecture is often given undue emphasis and a discussion compo nent is too seldom integrated sufficiently into the fabric of a course. We consider this situation to be both undesirable and unnecessary. In the body of this paper, we will present a number of ideas for achieving a better balance of these two components. Even if one disagrees with studies that allege the superiority of certain alternative modes over lecture discussion, one must admit that some educational goals","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1982-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117046274","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1982-05-01DOI: 10.1080/00193089.1982.10533755
Philip A. Dennis
{"title":"Introductory Cultural Anthropology: A Multimedia Presentation.","authors":"Philip A. Dennis","doi":"10.1080/00193089.1982.10533755","DOIUrl":"https://doi.org/10.1080/00193089.1982.10533755","url":null,"abstract":"","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1982-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121735115","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1982-05-01DOI: 10.1080/00193089.1982.10533752
P. Lawler
efforts of talented administrators and professors of education and sociology? Third, why do faculty and ad ministration members rely on them anyway? The initial answer to the first question is that members must be ranked for a number of pressing, practical reasons. Salary, retention, promotion, and tenure decisions must be made. Ranking for these pur poses requires "objective" standards, if only because the courts demand them. Objectivity implies, for most of us, quantification according to a method which has been accepted by the members of the relevant "scientific community." The premises on which this method is based may be questionable, perhaps even ludicrous, but once they have been accepted by convention, no member of the relevant community has the right to quarrel with the results they generate. We note that "the
{"title":"Why Quantify Faculty Performance","authors":"P. Lawler","doi":"10.1080/00193089.1982.10533752","DOIUrl":"https://doi.org/10.1080/00193089.1982.10533752","url":null,"abstract":"efforts of talented administrators and professors of education and sociology? Third, why do faculty and ad ministration members rely on them anyway? The initial answer to the first question is that members must be ranked for a number of pressing, practical reasons. Salary, retention, promotion, and tenure decisions must be made. Ranking for these pur poses requires \"objective\" standards, if only because the courts demand them. Objectivity implies, for most of us, quantification according to a method which has been accepted by the members of the relevant \"scientific community.\" The premises on which this method is based may be questionable, perhaps even ludicrous, but once they have been accepted by convention, no member of the relevant community has the right to quarrel with the results they generate. We note that \"the","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1982-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125026377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1982-05-01DOI: 10.1080/00193089.1982.10533757
P. Seldin
Gregg (ed.) Cognition in Learning and Memory. New York: John Wiley, 1971. 4. Broom, Leonard and Norval Glenn. Transformation of the Negro American. New York: Harper and Row, 1965. 5. Brown, James W., Richard B. Lewis and Fred F. Harcleroad. A VInstruction, Technology Media, and Methods, 5th ed. New York: McGraw-Hill, 1977. 6. Federal Writers' Project of the Works Progress Administration. These Are Our Lives. Chapel Hill: The University of North Carolina Press, 1939. 7. Gagne, R. M. Learning and Individual Difference. Columbus, Ohio: Charles Merrill, 1967. 8. Quinnery, Valerie. "Using Films in College Social Science Classes." Improving College and University Teaching, 28, No. 1 (1977): 18-21. 9. Smith, Don D. "Teaching Introductory Sociology by Film," Teaching Sociology. 1 (1973): 48-61.
{"title":"Self-Assessment of College Teaching","authors":"P. Seldin","doi":"10.1080/00193089.1982.10533757","DOIUrl":"https://doi.org/10.1080/00193089.1982.10533757","url":null,"abstract":"Gregg (ed.) Cognition in Learning and Memory. New York: John Wiley, 1971. 4. Broom, Leonard and Norval Glenn. Transformation of the Negro American. New York: Harper and Row, 1965. 5. Brown, James W., Richard B. Lewis and Fred F. Harcleroad. A VInstruction, Technology Media, and Methods, 5th ed. New York: McGraw-Hill, 1977. 6. Federal Writers' Project of the Works Progress Administration. These Are Our Lives. Chapel Hill: The University of North Carolina Press, 1939. 7. Gagne, R. M. Learning and Individual Difference. Columbus, Ohio: Charles Merrill, 1967. 8. Quinnery, Valerie. \"Using Films in College Social Science Classes.\" Improving College and University Teaching, 28, No. 1 (1977): 18-21. 9. Smith, Don D. \"Teaching Introductory Sociology by Film,\" Teaching Sociology. 1 (1973): 48-61.","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1982-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133342544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1982-02-01DOI: 10.1080/00193089.1982.10533745
T. Lopushinsky
tist, the gap in understanding between them and the rest of society grows ever wider. That this is a national concern is attested to by a recent report to the President of the United States warning of the public's "virtual scientific and technological illiteracy" (7). Time will tell whether an uninformed public can threaten the democratic process, as suggested by Jacob Bronowski (2). It is certain, however, that should the pub lic understanding of science continue to decrease, an intel ligent participation in decisions regarding research and
{"title":"Science for the Non-Scientific: A Role for the Humanities.","authors":"T. Lopushinsky","doi":"10.1080/00193089.1982.10533745","DOIUrl":"https://doi.org/10.1080/00193089.1982.10533745","url":null,"abstract":"tist, the gap in understanding between them and the rest of society grows ever wider. That this is a national concern is attested to by a recent report to the President of the United States warning of the public's \"virtual scientific and technological illiteracy\" (7). Time will tell whether an uninformed public can threaten the democratic process, as suggested by Jacob Bronowski (2). It is certain, however, that should the pub lic understanding of science continue to decrease, an intel ligent participation in decisions regarding research and","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1982-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115428680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1982-02-01DOI: 10.1080/00193089.1982.10533744
J. Newman
Western History, "American Historical Review 84:1 (1979): 1-15. 4. Cummings, Nicholas A. "Turning Bread Into Stones: Our Modern Antimiracle,"American Psychologist 34:12 (1979): 1119-29. 5. Dillard, Dudley. "Revolutions in Economic Theory," The Southern Economic Journal 44:4 (1978): 705-24. 6. Eulau, Heinz. "Skill Revolution and Consultative Common wealth," American Political Science Review 67:1 (1973): 169-91. 7. Friedman, Milton. "The Role of Monetary Policy," The American Economic Review 58.1 (1968): 1-17. 8. Galbraith, John Kenneth. "Power and the Useful Economist," The American Economic Review 63:1 (1973): 1-11. 9. Gibson, Charles. "Conquest, Capitulation, and Indian Treaties" American Historical Review 83:1 (1978): 4-15. 10. Gordon, Robert Aaron. "Rigor and Relevance in a Changing Institutional Setting," The American Economic Review 66:1 (1976): 1-14. 11. Heath, Milton S. "Freedom, Economics, and Corporate Organi zation," The Southern Economic Journal 24:3 (1958): 251-58. 12. Leontief, Wassily. "Theoretical Assumptions and Nonobserved Facts," The American Economic Review 61:1 (1971): 1-7. 13. McKeachie, Wilbert J. "Psychology in America's Bicentennial Yew" American Psychologist 31:12 (1976): 819-33. 14. Ogden, Schubert M. "Theology and Religious Studies: Their Difference and the Difference it Makes," Journal of the Academy of Religion 46:1 (1978): 3-17. 15. Samuelson, Paul A. "Economists and the History of Ideas," The American Economic Review 52:1 (1962): 1-18. 16. Smith, M. Brewster. "Perspectives on Selfhood," American Psychologist 23:12 (1978): 1053-63. 17. Spengler, Joseph J. "The Economist and the Population Question," The American Economic Review 56:1 (1966). 18. Stigler, George J, "The Economist and the State," The American Economic Review 55:1 (1965): 1-18.
{"title":"Academic Freedom and the Power of the Guild","authors":"J. Newman","doi":"10.1080/00193089.1982.10533744","DOIUrl":"https://doi.org/10.1080/00193089.1982.10533744","url":null,"abstract":"Western History, \"American Historical Review 84:1 (1979): 1-15. 4. Cummings, Nicholas A. \"Turning Bread Into Stones: Our Modern Antimiracle,\"American Psychologist 34:12 (1979): 1119-29. 5. Dillard, Dudley. \"Revolutions in Economic Theory,\" The Southern Economic Journal 44:4 (1978): 705-24. 6. Eulau, Heinz. \"Skill Revolution and Consultative Common wealth,\" American Political Science Review 67:1 (1973): 169-91. 7. Friedman, Milton. \"The Role of Monetary Policy,\" The American Economic Review 58.1 (1968): 1-17. 8. Galbraith, John Kenneth. \"Power and the Useful Economist,\" The American Economic Review 63:1 (1973): 1-11. 9. Gibson, Charles. \"Conquest, Capitulation, and Indian Treaties\" American Historical Review 83:1 (1978): 4-15. 10. Gordon, Robert Aaron. \"Rigor and Relevance in a Changing Institutional Setting,\" The American Economic Review 66:1 (1976): 1-14. 11. Heath, Milton S. \"Freedom, Economics, and Corporate Organi zation,\" The Southern Economic Journal 24:3 (1958): 251-58. 12. Leontief, Wassily. \"Theoretical Assumptions and Nonobserved Facts,\" The American Economic Review 61:1 (1971): 1-7. 13. McKeachie, Wilbert J. \"Psychology in America's Bicentennial Yew\" American Psychologist 31:12 (1976): 819-33. 14. Ogden, Schubert M. \"Theology and Religious Studies: Their Difference and the Difference it Makes,\" Journal of the Academy of Religion 46:1 (1978): 3-17. 15. Samuelson, Paul A. \"Economists and the History of Ideas,\" The American Economic Review 52:1 (1962): 1-18. 16. Smith, M. Brewster. \"Perspectives on Selfhood,\" American Psychologist 23:12 (1978): 1053-63. 17. Spengler, Joseph J. \"The Economist and the Population Question,\" The American Economic Review 56:1 (1966). 18. Stigler, George J, \"The Economist and the State,\" The American Economic Review 55:1 (1965): 1-18.","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1982-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114912306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：