Pub Date : 1983-05-01DOI: 10.1080/00193089.1983.10533803
S. A. Crawford
The competition for positions in higher education grows daily. People in some fields, such as teacher education, are more endangered than others, but all faculty need to establish their value to the institution. Assuming that faculty choose to remain in their role, suggestions have been made to stimulate their further professional development. Most of these depend on the very characteristic that faculty most value in students, initiative. Other ideas rely on administrative action or support; however, the primary burden is on the in dividual to discover new resources, to use existing in terests more effectively, and to develop new skills. Whatever their status, faculty today must be active in their own professional development as a means of self preservation, for there is no Humane Society for the Nurturing of Faculty as an Endangered Species.
{"title":"Easing into Energy Education","authors":"S. A. Crawford","doi":"10.1080/00193089.1983.10533803","DOIUrl":"https://doi.org/10.1080/00193089.1983.10533803","url":null,"abstract":"The competition for positions in higher education grows daily. People in some fields, such as teacher education, are more endangered than others, but all faculty need to establish their value to the institution. Assuming that faculty choose to remain in their role, suggestions have been made to stimulate their further professional development. Most of these depend on the very characteristic that faculty most value in students, initiative. Other ideas rely on administrative action or support; however, the primary burden is on the in dividual to discover new resources, to use existing in terests more effectively, and to develop new skills. Whatever their status, faculty today must be active in their own professional development as a means of self preservation, for there is no Humane Society for the Nurturing of Faculty as an Endangered Species.","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1983-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127483961","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 : 1983-02-01DOI: 10.1080/00193089.1983.10533788
J. Millman
{"title":"Improving Instruction through Research","authors":"J. Millman","doi":"10.1080/00193089.1983.10533788","DOIUrl":"https://doi.org/10.1080/00193089.1983.10533788","url":null,"abstract":"","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1983-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121646441","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 : 1983-02-01DOI: 10.1080/00193089.1983.10533795
J. B. Porter
The University of Nebraska-Omaha criminal justic department has cou se , students, and faculty on its Omaha (UNO) and Lincoln (UNL) cam puses which are located approximately 50 miles apart. Special problems develop in dual-campus programs that do not generally occur in single-campus programs. Faculty tend to identify with "their" campus, which is detrimental to a unified and cohesive program. This "them and us" attitude is contagious to students. Students also do not obtain the maximum benefit from a multi-discipline faculty since they ordinarily take courses from faculty on their campus. Faculty occa sionally teach courses on both campuses as part of their regular teaching load, but this results in high transporta tion costs to the department and faculty resistance to the travel required. These concerns led me to develop a telecommunica tions project to learn about student attitudes toward interactive Closed-Circuit Television (CCTV) courses. Favorable attitudes by learners might encourage faculty participation in CCTV courses. Eventually, the inter campus distance of faculty and students might be reduced. Thus, criminal law was taught simultaneously on CCTV to undergraduate classes in Omaha and Lincoln during the spring semester, 1981.
{"title":"A Closed-Circuit Television Course in Criminal Law.","authors":"J. B. Porter","doi":"10.1080/00193089.1983.10533795","DOIUrl":"https://doi.org/10.1080/00193089.1983.10533795","url":null,"abstract":"The University of Nebraska-Omaha criminal justic department has cou se , students, and faculty on its Omaha (UNO) and Lincoln (UNL) cam puses which are located approximately 50 miles apart. Special problems develop in dual-campus programs that do not generally occur in single-campus programs. Faculty tend to identify with \"their\" campus, which is detrimental to a unified and cohesive program. This \"them and us\" attitude is contagious to students. Students also do not obtain the maximum benefit from a multi-discipline faculty since they ordinarily take courses from faculty on their campus. Faculty occa sionally teach courses on both campuses as part of their regular teaching load, but this results in high transporta tion costs to the department and faculty resistance to the travel required. These concerns led me to develop a telecommunica tions project to learn about student attitudes toward interactive Closed-Circuit Television (CCTV) courses. Favorable attitudes by learners might encourage faculty participation in CCTV courses. Eventually, the inter campus distance of faculty and students might be reduced. Thus, criminal law was taught simultaneously on CCTV to undergraduate classes in Omaha and Lincoln during the spring semester, 1981.","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1983-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116704891","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 : 1983-02-01DOI: 10.1080/00193089.1983.10533793
S. Cramer
This study determined whether teaching strategies about cont oversial issues of housing were effective in developing public policy competencies and public participation (action, behavior). Policy education is a systematic study of timely, con troversial, public topics, which involve the use of resources and have implications for the general well being of the individual and the total society. It provides students with a framework for examining issues on a cost-benefit basis, and with an opportunity to become involved in affecting change. The emphasis shifts from the isolated study of facts to the impact of making choices and taking action. Students who become ac tively involved in issues of direct concern to them have the opportunity to understand and to affect the process of change. The method of resolving the issue can become as important as the issue itself and can represent a life-long skill. Technological, social, economic and political developments directly affect the lives of everyone. Government must be "the people's business." If not satisfied with existing policies, a citizen's responsibility is to observe, evaluate and work for change. Stanley
{"title":"Getting Students Involved in Public Issues.","authors":"S. Cramer","doi":"10.1080/00193089.1983.10533793","DOIUrl":"https://doi.org/10.1080/00193089.1983.10533793","url":null,"abstract":"This study determined whether teaching strategies about cont oversial issues of housing were effective in developing public policy competencies and public participation (action, behavior). Policy education is a systematic study of timely, con troversial, public topics, which involve the use of resources and have implications for the general well being of the individual and the total society. It provides students with a framework for examining issues on a cost-benefit basis, and with an opportunity to become involved in affecting change. The emphasis shifts from the isolated study of facts to the impact of making choices and taking action. Students who become ac tively involved in issues of direct concern to them have the opportunity to understand and to affect the process of change. The method of resolving the issue can become as important as the issue itself and can represent a life-long skill. Technological, social, economic and political developments directly affect the lives of everyone. Government must be \"the people's business.\" If not satisfied with existing policies, a citizen's responsibility is to observe, evaluate and work for change. Stanley","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1983-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127949216","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 : 1983-02-01DOI: 10.1080/00193089.1983.10533792
G. Barger
An attempt to reduce test anxiety was made by pro viding increased information to students a out the types of questions likely to appear on end-of-unit ex aminations. Two experimental testing formats, and a combination of the two, were compared with the typical practice of providing no supplemental information. The experimental formats were as follows: (1) During the class session prior to the test, a copy of a previous test, given to a class in an earlier semester but covering the same content, was given to each student. Students were told that similar, but not identical, questions could be expected on the upcoming test. (2) Students were of fered two opportunities to be tested over the same course unit at consecutive class sessions. They were re quired to take one, although they could take both, of the tests. Their score of record would be the better of the two scores on the tests. The tests contained com pletely different sets of questions, but did cover the same unit of study. Table 1 summarizes the testing design as it was employed over a full year's classes in Introductory Sociology. Each testing condition was used at least three times during the year. For example, the combination of experimental formats, (t)TT, was employed with Unit 1 for both of the Fall 1981 classes, with Unit 2 for the
{"title":"Classroom Testing Procedures and Student Anxiety.","authors":"G. Barger","doi":"10.1080/00193089.1983.10533792","DOIUrl":"https://doi.org/10.1080/00193089.1983.10533792","url":null,"abstract":"An attempt to reduce test anxiety was made by pro viding increased information to students a out the types of questions likely to appear on end-of-unit ex aminations. Two experimental testing formats, and a combination of the two, were compared with the typical practice of providing no supplemental information. The experimental formats were as follows: (1) During the class session prior to the test, a copy of a previous test, given to a class in an earlier semester but covering the same content, was given to each student. Students were told that similar, but not identical, questions could be expected on the upcoming test. (2) Students were of fered two opportunities to be tested over the same course unit at consecutive class sessions. They were re quired to take one, although they could take both, of the tests. Their score of record would be the better of the two scores on the tests. The tests contained com pletely different sets of questions, but did cover the same unit of study. Table 1 summarizes the testing design as it was employed over a full year's classes in Introductory Sociology. Each testing condition was used at least three times during the year. For example, the combination of experimental formats, (t)TT, was employed with Unit 1 for both of the Fall 1981 classes, with Unit 2 for the","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1983-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114211172","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 : 1983-02-01DOI: 10.1080/00193089.1983.10533791
Maurice W. Conner
{"title":"Thinking Styles and Foreign Language Learning.","authors":"Maurice W. Conner","doi":"10.1080/00193089.1983.10533791","DOIUrl":"https://doi.org/10.1080/00193089.1983.10533791","url":null,"abstract":"","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1983-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129955690","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 : 1983-02-01DOI: 10.1080/00193089.1983.10533790
D. Stover
My academic speciality is hermeneutic theory, which involves he role of language n the process of understanding, especially cross-cultural understand ing where the interaction of two relatively distinct world-views takes place. A request by my department that I design and teach a course on Islam presented an exceptional opportunity for applying hermeneutic theory to instructional method, since no religious tradi tion is as bound to a particular language, both in theory and in practice, as Islam is to Arabic. If Islam is intrin sically tied to Arabic and if understanding is inescapably linguistic in mode, the notion of including Arabic in struction as a component in a course on Islam is an in herently natural proposition. Following up these basic assumptions, I proceeded to design my course on Islam as an experimental model. If the incorporation of language study into the teaching of Islam should prove to be of value, perhaps the method would be generalizable to other cross-cultural humani ties courses. These courses differ from typical humani ties courses, which concern one's own tradition, by at tempting the difficult task of transcending the parochialism of one's own cultural prescriptions in order to encounter an alien culture in an authentic man ner. Innovation in cross-cultural humanities instruction is especially needed, given the increasingly pluralistic character of the contemporary world. Whether or not my model proved successful, I hoped to draw some useful conclusions about the dynamics involved.
{"title":"Teaching Cross-Cultural Humanities with Language: Islam and Arabic.","authors":"D. Stover","doi":"10.1080/00193089.1983.10533790","DOIUrl":"https://doi.org/10.1080/00193089.1983.10533790","url":null,"abstract":"My academic speciality is hermeneutic theory, which involves he role of language n the process of understanding, especially cross-cultural understand ing where the interaction of two relatively distinct world-views takes place. A request by my department that I design and teach a course on Islam presented an exceptional opportunity for applying hermeneutic theory to instructional method, since no religious tradi tion is as bound to a particular language, both in theory and in practice, as Islam is to Arabic. If Islam is intrin sically tied to Arabic and if understanding is inescapably linguistic in mode, the notion of including Arabic in struction as a component in a course on Islam is an in herently natural proposition. Following up these basic assumptions, I proceeded to design my course on Islam as an experimental model. If the incorporation of language study into the teaching of Islam should prove to be of value, perhaps the method would be generalizable to other cross-cultural humani ties courses. These courses differ from typical humani ties courses, which concern one's own tradition, by at tempting the difficult task of transcending the parochialism of one's own cultural prescriptions in order to encounter an alien culture in an authentic man ner. Innovation in cross-cultural humanities instruction is especially needed, given the increasingly pluralistic character of the contemporary world. Whether or not my model proved successful, I hoped to draw some useful conclusions about the dynamics involved.","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1983-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133743629","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 : 1983-02-01DOI: 10.1080/00193089.1983.10533794
J. K. Wood
{"title":"The Effectiveness of Lap-Dissolving Projections for Visualizing in Three Dimensions.","authors":"J. K. Wood","doi":"10.1080/00193089.1983.10533794","DOIUrl":"https://doi.org/10.1080/00193089.1983.10533794","url":null,"abstract":"","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1983-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116436372","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 : 1983-02-01DOI: 10.1080/00193089.1983.10533789
D. Stover
{"title":"A Humanist Encounters Measurement.","authors":"D. Stover","doi":"10.1080/00193089.1983.10533789","DOIUrl":"https://doi.org/10.1080/00193089.1983.10533789","url":null,"abstract":"","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1983-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126236301","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 : 1983-02-01DOI: 10.1080/00193089.1983.10533787
M. Pulich
It's the end of the semester and Professor Jones reminds himself to stop by the drugstore on the way home from the university to pick up more aspirin. He knows that as soon as the students receive their grades, he will have at least a dozen students calling him or com ing by his office. These discussions will range from timid requests to see the final examinations to outright arguments and threats to file a grade appeal. He ex periences many headaches during this period, and the fact that he has had several grade appeals filed in the past few years does not make him feel any better. He notices that his colleague across the hall never seems to have much difficulty explaining grades in a more-or-less satisfactory manner to her students. At any rate, he observes that this professor has never been involved in any grade appeals. Professor Jones mutters to himself that some people have all the luck. Contrary to the opinion of Professor Jones, some grade appeals can be avoided. In fact, many grade ap peals can be traced to a breakdown in communication between the student and the professor. Most of this problem could be alleviated by the professor changing his classroom approach without radically interfering with his teaching style or conduct of the class. But it will take organization and planning on the part of the pro fessor.
{"title":"Student Grade Appeals Can be Reduced","authors":"M. Pulich","doi":"10.1080/00193089.1983.10533787","DOIUrl":"https://doi.org/10.1080/00193089.1983.10533787","url":null,"abstract":"It's the end of the semester and Professor Jones reminds himself to stop by the drugstore on the way home from the university to pick up more aspirin. He knows that as soon as the students receive their grades, he will have at least a dozen students calling him or com ing by his office. These discussions will range from timid requests to see the final examinations to outright arguments and threats to file a grade appeal. He ex periences many headaches during this period, and the fact that he has had several grade appeals filed in the past few years does not make him feel any better. He notices that his colleague across the hall never seems to have much difficulty explaining grades in a more-or-less satisfactory manner to her students. At any rate, he observes that this professor has never been involved in any grade appeals. Professor Jones mutters to himself that some people have all the luck. Contrary to the opinion of Professor Jones, some grade appeals can be avoided. In fact, many grade ap peals can be traced to a breakdown in communication between the student and the professor. Most of this problem could be alleviated by the professor changing his classroom approach without radically interfering with his teaching style or conduct of the class. But it will take organization and planning on the part of the pro fessor.","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1983-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126493852","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：