Pub Date : 1983-02-01DOI: 10.1080/00193089.1983.10533786
Robert P. Reno, Cynthia Thomiszer
studies, such as the history and philosophy of science, are older and more familiar than such areas as bio ethics, psychology of progress, and science and literature. But regardless of how old or new it may be, each area invariably shares the characteristic of being based on the wedding of two disciplines that have long been seen as separate, distinct, and perhaps even an tagonistic. The ever-growing influence of science and technology on every part of our society, however, has largely disarmed those traditionalists who would oppose
{"title":"Can the Marriage Last? Conceptual Problems in Science and Humanities.","authors":"Robert P. Reno, Cynthia Thomiszer","doi":"10.1080/00193089.1983.10533786","DOIUrl":"https://doi.org/10.1080/00193089.1983.10533786","url":null,"abstract":"studies, such as the history and philosophy of science, are older and more familiar than such areas as bio ethics, psychology of progress, and science and literature. But regardless of how old or new it may be, each area invariably shares the characteristic of being based on the wedding of two disciplines that have long been seen as separate, distinct, and perhaps even an tagonistic. The ever-growing influence of science and technology on every part of our society, however, has largely disarmed those traditionalists who would oppose","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1983-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134385368","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 : 1982-11-01DOI: 10.1080/00193089.1982.10533779
G. Russo
i n many foreign language departments, the elemen tary and intermediate level language courses are taught by graduate students. In this article, I present the pro gram offered by the French Department at the Univer sity of Virginia to instruct new teaching assistants in the methods of language teaching. This program, which in cludes a pre-semester workshop, in-semester practicum, and observation procedure, coordinates with the graduate students' advanced courses and their research. It benefits the teaching assistants, their students, and, ultimately, the entire department through increased enrollments at all levels. A well-qualified faculty member, designated as language coordinator, must assume responsibility for the training program. To temper and substantiate theoretical knowledge, the coordinator must possess a substantial amount of experience as a language teacher. New teachers require instruction in every aspect of teaching, from using a grade book and understanding group dynamics to presenting new grammar forms and drilling old ones. They can generally handle the mechanical details of good classroom management with just a little direction, but they require detailed instruc tion in the actual methods of language teaching. To learn how to teach a language, the new instructors need in-class training in the fundamentals of the techniques used, observation of experienced teachers, and con structive supervision. In an ideal situation, all new graduate students would receive fellowships or scholarships. During their first
{"title":"Training for TAs.","authors":"G. Russo","doi":"10.1080/00193089.1982.10533779","DOIUrl":"https://doi.org/10.1080/00193089.1982.10533779","url":null,"abstract":"i n many foreign language departments, the elemen tary and intermediate level language courses are taught by graduate students. In this article, I present the pro gram offered by the French Department at the Univer sity of Virginia to instruct new teaching assistants in the methods of language teaching. This program, which in cludes a pre-semester workshop, in-semester practicum, and observation procedure, coordinates with the graduate students' advanced courses and their research. It benefits the teaching assistants, their students, and, ultimately, the entire department through increased enrollments at all levels. A well-qualified faculty member, designated as language coordinator, must assume responsibility for the training program. To temper and substantiate theoretical knowledge, the coordinator must possess a substantial amount of experience as a language teacher. New teachers require instruction in every aspect of teaching, from using a grade book and understanding group dynamics to presenting new grammar forms and drilling old ones. They can generally handle the mechanical details of good classroom management with just a little direction, but they require detailed instruc tion in the actual methods of language teaching. To learn how to teach a language, the new instructors need in-class training in the fundamentals of the techniques used, observation of experienced teachers, and con structive supervision. In an ideal situation, all new graduate students would receive fellowships or scholarships. During their first","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1982-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123792225","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 : 1982-11-01DOI: 10.1080/00193089.1982.10533778
W. Allen
not as a temporizer but as a corrupter. Socrates won fame by hurling the charge of temporizing with evil against intellectuals of his day. Nor is the charge always invoked by social radicals and rebels. Julian Benda's La Trahison des Clercs of only a few years ago convicts the new intellectuals not only of temporizing with evil but of prostituting themselves to it.2 The substance of this charge is that liberal education leads men to substitute intellectual tolerance or am biguity for righteous indignation. (This will be familiar to anyone who, from a few years ago, recalls the main
{"title":"The Manners of Liberalism: A Question of Limits","authors":"W. Allen","doi":"10.1080/00193089.1982.10533778","DOIUrl":"https://doi.org/10.1080/00193089.1982.10533778","url":null,"abstract":"not as a temporizer but as a corrupter. Socrates won fame by hurling the charge of temporizing with evil against intellectuals of his day. Nor is the charge always invoked by social radicals and rebels. Julian Benda's La Trahison des Clercs of only a few years ago convicts the new intellectuals not only of temporizing with evil but of prostituting themselves to it.2 The substance of this charge is that liberal education leads men to substitute intellectual tolerance or am biguity for righteous indignation. (This will be familiar to anyone who, from a few years ago, recalls the main","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1982-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115092881","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 : 1982-11-01DOI: 10.1080/00193089.1982.10533777
Lowell M. Walter
In approaching the first question, I think of par ticular students I know. Susan comes from a white, mid dle class home. Her parents are both professionals. She didn't decide to become an engineering major until her sophomore year. That was the first time that she real ized women could really make it in engineering. She had only one year of algebra and one year of geometry in high school. Now she's in a physics class where some knowledge of analytic geometry and calculus is necessary to handle the work. Her instructor tells her she may not pass the course. Susan is underprepared. What special resources and services should the campus provide for her? And Naomi? She's a re-entry student. She's raised four children and now is back in school after an absence
{"title":"Lifeline to the Underprepared: Successful Academic Advising.","authors":"Lowell M. Walter","doi":"10.1080/00193089.1982.10533777","DOIUrl":"https://doi.org/10.1080/00193089.1982.10533777","url":null,"abstract":"In approaching the first question, I think of par ticular students I know. Susan comes from a white, mid dle class home. Her parents are both professionals. She didn't decide to become an engineering major until her sophomore year. That was the first time that she real ized women could really make it in engineering. She had only one year of algebra and one year of geometry in high school. Now she's in a physics class where some knowledge of analytic geometry and calculus is necessary to handle the work. Her instructor tells her she may not pass the course. Susan is underprepared. What special resources and services should the campus provide for her? And Naomi? She's a re-entry student. She's raised four children and now is back in school after an absence","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1982-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121545447","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 : 1982-11-01DOI: 10.1080/00193089.1982.10533781
N. Lindstrom
{"title":"Foreign Languages and Social Sciences: Shifting Ground.","authors":"N. Lindstrom","doi":"10.1080/00193089.1982.10533781","DOIUrl":"https://doi.org/10.1080/00193089.1982.10533781","url":null,"abstract":"","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1982-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132291240","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 : 1982-11-01DOI: 10.1080/00193089.1982.10533782
Patricia E. Call
Basic Skills Programs (BSPs) are the fastest growing college and university programs in the nation. Yet there are many unsettled questions regarding the ad ministration and organization of these programs. One of these questions is how to select students for BSPs. Once students have been identified as lacking the minimum competence?in reading or writing or mathematics?necessary to function on the college level, should they be required to enroll in BSP instruc tion or should they volunteer? Four multi-campus systems of higher education came to grips with this issue by establishing systemwide guidelines. The Department of Higher Education, State of New Jersey (3); the University System of Georgia (2:2); and the City University of New York (4:26) adopted the policy that students showing deficiencies were required to enroll in Basic Skills Program courses. Entering freshmen at Pennsylvania State University who tested below the acceptable minimum scores on the system's BSP test had three terms (the normal freshman year) to raise their scores to acceptable levels. Deficien cies could be corrected by voluntary enrollment in BSPs, self-study, or by seeking tutoring (4:26). A search of the literature shows that multi-campus systemwide guidelines on the selection of students for BSPs such as those of New Jersey, Georgia, Pennsylvania State University, and the City University of New York were the exception, not the rule. A survey of the practices of BSPs in the twenty-four colleges and universities of West Virginia, conducted by this writer, revealed a diversity in student selection policies, not only between institutions but also within institutions. Four of the twenty-four institutions had centralized programs?one division or department responsible for all three basic skill areas. There were a total of fifty-eight separate BSPs.
{"title":"Screening and Placing Basic Skills Students.","authors":"Patricia E. Call","doi":"10.1080/00193089.1982.10533782","DOIUrl":"https://doi.org/10.1080/00193089.1982.10533782","url":null,"abstract":"Basic Skills Programs (BSPs) are the fastest growing college and university programs in the nation. Yet there are many unsettled questions regarding the ad ministration and organization of these programs. One of these questions is how to select students for BSPs. Once students have been identified as lacking the minimum competence?in reading or writing or mathematics?necessary to function on the college level, should they be required to enroll in BSP instruc tion or should they volunteer? Four multi-campus systems of higher education came to grips with this issue by establishing systemwide guidelines. The Department of Higher Education, State of New Jersey (3); the University System of Georgia (2:2); and the City University of New York (4:26) adopted the policy that students showing deficiencies were required to enroll in Basic Skills Program courses. Entering freshmen at Pennsylvania State University who tested below the acceptable minimum scores on the system's BSP test had three terms (the normal freshman year) to raise their scores to acceptable levels. Deficien cies could be corrected by voluntary enrollment in BSPs, self-study, or by seeking tutoring (4:26). A search of the literature shows that multi-campus systemwide guidelines on the selection of students for BSPs such as those of New Jersey, Georgia, Pennsylvania State University, and the City University of New York were the exception, not the rule. A survey of the practices of BSPs in the twenty-four colleges and universities of West Virginia, conducted by this writer, revealed a diversity in student selection policies, not only between institutions but also within institutions. Four of the twenty-four institutions had centralized programs?one division or department responsible for all three basic skill areas. There were a total of fifty-eight separate BSPs.","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1982-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115100600","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 : 1982-11-01DOI: 10.1080/00193089.1982.10533776
J. Phillips
{"title":"Do Students Think as we do/ Progress with Piaget","authors":"J. Phillips","doi":"10.1080/00193089.1982.10533776","DOIUrl":"https://doi.org/10.1080/00193089.1982.10533776","url":null,"abstract":"","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1982-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114927101","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 : 1982-11-01DOI: 10.1080/00193089.1982.10533773
C. L. Nelson
{"title":"Adapting Liberal Arts Curricula","authors":"C. L. Nelson","doi":"10.1080/00193089.1982.10533773","DOIUrl":"https://doi.org/10.1080/00193089.1982.10533773","url":null,"abstract":"","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1982-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115445280","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 : 1982-11-01DOI: 10.1080/00193089.1982.10533775
C. Gaudiani
{"title":"Confessions of a 35-Year-Old Middle Linebacker","authors":"C. Gaudiani","doi":"10.1080/00193089.1982.10533775","DOIUrl":"https://doi.org/10.1080/00193089.1982.10533775","url":null,"abstract":"","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1982-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128798243","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 : 1982-11-01DOI: 10.1080/00193089.1982.10533774
W. Saunders
{"title":"The Humanities vs. Careerism.","authors":"W. Saunders","doi":"10.1080/00193089.1982.10533774","DOIUrl":"https://doi.org/10.1080/00193089.1982.10533774","url":null,"abstract":"","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1982-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129859845","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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