Pub Date : 1983-11-01DOI: 10.1080/00193089.1983.10533822
L. Davies
{"title":"Teaching University Students How to Learn.","authors":"L. Davies","doi":"10.1080/00193089.1983.10533822","DOIUrl":"https://doi.org/10.1080/00193089.1983.10533822","url":null,"abstract":"","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1983-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114659977","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 : 1983-11-01DOI: 10.1080/00193089.1983.10533823
Bill Shalinsky
on a small plastic card that has to be put into a micro reader. Ordinarily, most people have no problem reading the print, but unfortunately, the screens on some of these readers lean at a particular angle, making them impossible for me to read. As a result, I am restricted to the few readers which I can still use. Even after finding the required reference number, I have to wander around the shelves with my nose up to the jour nals or books, trying to locate the volume in question. Once the right material has been found, a second problem arises: should I read it? Sometimes I ask somebody to look through a potentially interesting arti cle or book and tell me whether it is worth my while to read it. This is usually helpful; however, I am forced to wait for the work to be done. I have recently found that placing a transparent
{"title":"A Hazy View: Notes from a Visually Impaired Professor","authors":"Bill Shalinsky","doi":"10.1080/00193089.1983.10533823","DOIUrl":"https://doi.org/10.1080/00193089.1983.10533823","url":null,"abstract":"on a small plastic card that has to be put into a micro reader. Ordinarily, most people have no problem reading the print, but unfortunately, the screens on some of these readers lean at a particular angle, making them impossible for me to read. As a result, I am restricted to the few readers which I can still use. Even after finding the required reference number, I have to wander around the shelves with my nose up to the jour nals or books, trying to locate the volume in question. Once the right material has been found, a second problem arises: should I read it? Sometimes I ask somebody to look through a potentially interesting arti cle or book and tell me whether it is worth my while to read it. This is usually helpful; however, I am forced to wait for the work to be done. I have recently found that placing a transparent","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1983-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123940548","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 : 1983-11-01DOI: 10.1080/00193089.1983.10533824
U. Schwerin
{"title":"Technical-Career Education Must Include Liberal Learning.","authors":"U. Schwerin","doi":"10.1080/00193089.1983.10533824","DOIUrl":"https://doi.org/10.1080/00193089.1983.10533824","url":null,"abstract":"","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1983-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117258477","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 : 1983-11-01DOI: 10.1080/00193089.1983.10533826
S. O. Olaitan
The fundamental purpose of teacher education is not only to give teachers skills which will improve t eir results. It is also to inculcate the right kind of attitudes relevant to the ever-expanding horizon of knowledge, and personal attitudes such as self-discipline, under standing, sympathy, and a pride in the profession. A carefully planned and executed teacher preparation pro gram will result in a greater grasp of teaching tech niques, more professional self-assurance, and improved quality of work by the teachers. Teacher education in Nigeria has enjoyed some changes since independence (1960), but these changes have not yet established many significant differences in the art of teaching and learning compared to a decade ago. The most significant changes made are in the following directions:
{"title":"The Status of Teacher Education in Nigeria: A Challenge for Improvement","authors":"S. O. Olaitan","doi":"10.1080/00193089.1983.10533826","DOIUrl":"https://doi.org/10.1080/00193089.1983.10533826","url":null,"abstract":"The fundamental purpose of teacher education is not only to give teachers skills which will improve t eir results. It is also to inculcate the right kind of attitudes relevant to the ever-expanding horizon of knowledge, and personal attitudes such as self-discipline, under standing, sympathy, and a pride in the profession. A carefully planned and executed teacher preparation pro gram will result in a greater grasp of teaching tech niques, more professional self-assurance, and improved quality of work by the teachers. Teacher education in Nigeria has enjoyed some changes since independence (1960), but these changes have not yet established many significant differences in the art of teaching and learning compared to a decade ago. The most significant changes made are in the following directions:","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1983-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130180461","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 : 1983-08-01DOI: 10.1080/00193089.1983.10533810
Hal Malehorn
{"title":"Acting on Values: Term Papers for Sale—And What to do about It","authors":"Hal Malehorn","doi":"10.1080/00193089.1983.10533810","DOIUrl":"https://doi.org/10.1080/00193089.1983.10533810","url":null,"abstract":"","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1983-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116383286","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 : 1983-08-01DOI: 10.1080/00193089.1983.10533808
David O. Seal
{"title":"Commentary: Clowning versus Passivity","authors":"David O. Seal","doi":"10.1080/00193089.1983.10533808","DOIUrl":"https://doi.org/10.1080/00193089.1983.10533808","url":null,"abstract":"","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1983-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122421296","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 : 1983-08-01DOI: 10.1080/00193089.1983.10533809
M. LaChat, J. Nelson, Linda Hansen
Michael LaChat is an assistant professor of Christian ethics at the Methodist Theological School, Delaware, Ohio. James Nelson and Linda Hansen are assistant and associate professors of liberal studies, respectively, and they serve as ethicists in the Analysis of Values Program at St. John's. strate, a concern for the values of Benedictine Christian ity which is its heritage; the development of an Analysis of Values Program thus stems from this long tradition of reflection on human values. The specific plan for the Analysis of Values Program was devised in 1978 by a faculty committee composed of members of the departments of Philosophy, Sociology,
Michael LaChat是俄亥俄州特拉华州卫理公会神学院基督教伦理学助理教授。詹姆斯·纳尔逊(James Nelson)和琳达·汉森(Linda Hansen)分别是文科的助理教授和副教授，他们是圣约翰大学价值分析项目的伦理学家。策略，关注本笃会基督教的价值观，这是它的遗产;因此，价值分析计划的发展源于对人类价值反思的悠久传统。价值分析项目的具体计划是1978年由哲学系、社会学、
{"title":"Questioning Values: What's the Value in an Analysis of Values Program?","authors":"M. LaChat, J. Nelson, Linda Hansen","doi":"10.1080/00193089.1983.10533809","DOIUrl":"https://doi.org/10.1080/00193089.1983.10533809","url":null,"abstract":"Michael LaChat is an assistant professor of Christian ethics at the Methodist Theological School, Delaware, Ohio. James Nelson and Linda Hansen are assistant and associate professors of liberal studies, respectively, and they serve as ethicists in the Analysis of Values Program at St. John's. strate, a concern for the values of Benedictine Christian ity which is its heritage; the development of an Analysis of Values Program thus stems from this long tradition of reflection on human values. The specific plan for the Analysis of Values Program was devised in 1978 by a faculty committee composed of members of the departments of Philosophy, Sociology,","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1983-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129574457","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 : 1983-08-01DOI: 10.1080/00193089.1983.10533816
H. Stanton
their ability to cope with the previously overwhelming situations. The concept of "demoralization" may be generalized to the area of academe. Many lecturers, particularly when recently appointed, find it an overwhelming, frightening experience to stand before large classes of students and lecture to them. King's (4) study of staff at eighteen United Kingdom universities revealed quite clearly that the problem most frequently raised by academics in their consultations with staff development personnel is that of the anxiety they feel about the for mal lecturing situation. As Harding and Sayer have pointed out, training in specific lecturing skills is unlikely to solve this problem, for the underlying cause of poor classroom perform ance, the anxiety or "demoralization," remains un
{"title":"Help for the Anxious Lecturer","authors":"H. Stanton","doi":"10.1080/00193089.1983.10533816","DOIUrl":"https://doi.org/10.1080/00193089.1983.10533816","url":null,"abstract":"their ability to cope with the previously overwhelming situations. The concept of \"demoralization\" may be generalized to the area of academe. Many lecturers, particularly when recently appointed, find it an overwhelming, frightening experience to stand before large classes of students and lecture to them. King's (4) study of staff at eighteen United Kingdom universities revealed quite clearly that the problem most frequently raised by academics in their consultations with staff development personnel is that of the anxiety they feel about the for mal lecturing situation. As Harding and Sayer have pointed out, training in specific lecturing skills is unlikely to solve this problem, for the underlying cause of poor classroom perform ance, the anxiety or \"demoralization,\" remains un","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1983-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114919083","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 : 1983-08-01DOI: 10.1080/00193089.1983.10533812
Barbara Schoen
{"title":"Freedom through Constraint: Going beyond “You Don't Need to know Anything”","authors":"Barbara Schoen","doi":"10.1080/00193089.1983.10533812","DOIUrl":"https://doi.org/10.1080/00193089.1983.10533812","url":null,"abstract":"","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1983-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133549575","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 : 1983-08-01DOI: 10.1080/00193089.1983.10533811
Frederick T. Bail
My first professional teaching responsibility was an introductory statistics class and I wanted to demonstrate my competence as a teacher. However, a majority of the students had a strong fear of this un familiar, required course and had postponed it until the end of their undergraduate program. Thus they typical ly would not attempt even the simplest statistical prob lems voluntarily. Extensive practice was essential for them accurately to assess and develop their skills. Forc ing such practice through graded homework and quizzes heightened their anxiety without significantly improving performance or willingness to practice. My solution to this problem was to award a grade merely for practicing skills, independent of the quality of that practice. I constructed several problem sets. I awarded full credit to students who submitted answers to all of the questions on a problem set and, later, dis cussed their answers within a randomly assigned three person group. After the small group discussions, I pro vided correct answers and responded to questions. Stu dent reaction to this system was extremely positive. They began to attempt new problems, ask for additional problem sets, and volunteer more often in class. In short, both their skills and their confidence improved dramatically. Most students performed quite well on the final exam, which was graded on the quality of their performance. Subsequent experiences with similar systems in other classes have been uniformly positive. As a result, I have modified my grading systems to reorient students toward activities more conducive to
{"title":"Rewarding Practice: An Alternative Grading System","authors":"Frederick T. Bail","doi":"10.1080/00193089.1983.10533811","DOIUrl":"https://doi.org/10.1080/00193089.1983.10533811","url":null,"abstract":"My first professional teaching responsibility was an introductory statistics class and I wanted to demonstrate my competence as a teacher. However, a majority of the students had a strong fear of this un familiar, required course and had postponed it until the end of their undergraduate program. Thus they typical ly would not attempt even the simplest statistical prob lems voluntarily. Extensive practice was essential for them accurately to assess and develop their skills. Forc ing such practice through graded homework and quizzes heightened their anxiety without significantly improving performance or willingness to practice. My solution to this problem was to award a grade merely for practicing skills, independent of the quality of that practice. I constructed several problem sets. I awarded full credit to students who submitted answers to all of the questions on a problem set and, later, dis cussed their answers within a randomly assigned three person group. After the small group discussions, I pro vided correct answers and responded to questions. Stu dent reaction to this system was extremely positive. They began to attempt new problems, ask for additional problem sets, and volunteer more often in class. In short, both their skills and their confidence improved dramatically. Most students performed quite well on the final exam, which was graded on the quality of their performance. Subsequent experiences with similar systems in other classes have been uniformly positive. As a result, I have modified my grading systems to reorient students toward activities more conducive to","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1983-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121991340","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}
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