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1.
Student complaints to legislators led to 20 states mandating higher educational institutions develop policy on oral English language proficiency of instructors. These mandates directed public institutions to certify oral English language proficiency of international teaching assistants. Universities responded to these mandates by developing policy requiring formal evaluation of international teaching assistants and provision for remediation of those whose skills were deficient. Demographic factors which led to these mandates are number of non-resident aliens and number of students in higher education institutions in the state. Institutional factors leading to policy were graduate enrollment and degree granting status of institutions.Clayton F. Thomas obtained his Ph.D. from the University of Iowa. He is a Professor of Educational Administration and Foundations at Illinois State University and is affiliated with the Center for Higher Education. Patricia K. Monoson obtained her Ph.D. from the University of Illinois. She is an Associate Professor of Speech Pathology at Illinois State University and is affiliated with the Center for Higher Education. 相似文献
2.
The three-ring circus of academia is made up of research, teaching, and service. It is also characterized by continuous action
that must be facilitated by the academic ringmaster. Academic life is more difficult than most anticipate because the responsibilities
are time-consuming, diverse, and conflicting. Therefore, this article focuses on strategies faculty members can develop to
meet these pressing demands. Specifically, we begin with a discussion of how to balance research, teaching, and service. We
then highlight strategies faculty members can use in becoming an effective academic ringmaster. We conclude with a discussion
of life outside the “big top.”
Michelle L. Toews received a Ph.D. in Human Development and Family Science from The Ohio State University and is currently an Assistant Professor
of Family and Child Development at Texas State University-San Marcos. Her research interests include separation violence as
well as conflict and coparenting after divorce.
Ani Yazedjian received a Ph.D. in Human and Community Development from the University of Illinois at Urbana-Champaign. She is an Assistant
Professor of Family and Child Development at Texas State. Her research interests focus on adolescents and the role of families,
peers, and schools in promoting ethnic identity development. In addition, both authors are currently working on a longitudinal
study examining personal and internal variables as predictors of college adjustment and achievement. 相似文献
3.
William C. Bosch Jessica L. Hester Virginia M. MacEntee James A. MacKenzie T. Mark Morey James T. Nichols Patricia A. Pacitti Barbara A. Shaffer Paul B. Tomascak Suzanne P. Weber Rosalie R. Young 《Innovative Higher Education》2008,33(2):83-98
Faculty, staff, and student perceptions of high-quality learning experiences were explored using focus groups attempting to
define a “learning-centered” college. Common themes emerged suggesting that a successful learning community requires faculty-student
collaboration, effective communication, critical thinking skills, reciprocal respect, faculty passion for learning, high expectations
of both students and faculty, a variety of teaching and assessment strategies, and student engagement in and responsibility
for learning. All groups stressed the need for learning opportunities outside the classroom in both intellectual and social
situations. These themes provide a conceptual framework for future campus initiatives, which has broad relevance for other
institutions.
William C. Bosch is Retired Director of the Center for Learning and Teaching. He received his M.S. in Computer Science from Syracuse University,
and his interests include teaching and learning in higher education and educational technology.
Jessica L. Hester is an Assistant Professor in Theatre and received her Ph.D. from The University of Texas at Austin. Her research interests
are American theatre history and dramaturgy.
Virginia M. MacEntee is Assistant Professor in Curriculum & Instruction. She received her Ed.D. in Early Childhood Education from Nova Southeastern
Florida University; and her interests include special education, authentic learning, and classroom technology.
James A. MacKenzie is Assistant Professor of Biological Sciences. He received his Ph.D. in Molecular Medicine from Wake Forest University School
of Medicine; and his interests include molecular and cellular biology, physiology, and human health and disease.
T. Mark Morey is Professor of Psychology and received his Ph.D. at Depaul University. Research interests include stress, trauma, and coping.
James T. Nichols is Instruction/Reference Librarian and Distance Learning Librarian. He received his M.A. in Library and Information Management
from the University of Denver; his interests include information literacy.
Patricia A. Pacitti is Coordinator of Math and Science Services for the Office of Learning Services. She received M.A.s in Mathematics and Statistics
from Pennsylvania State University; and her interests include developmental education, curriculum design, and classroom technology.
Barbara A. Shaffer is Coordinator of Reference Services and an Instruction Librarian at Penfield Library. She received her M.L.S. from Syracuse
University, and her interests include information literacy and online learning.
Paul B. Tomascak is an Assistant Professor of Geology and Geochemistry. He received his Ph.D. in geology from the University of Maryland;
his research interests include applications of elemental and isotopic systematics to understanding solid Earth and Earth surface
processes.
Suzanne P. Weber is Associate Dean of the School of Education and Professor of Science Education. She received her Ph.D. in Population Ecology
from Syracuse University; her current interests include assessment of student performance and program effectiveness in higher
education.
Rosalie R. Young is Associate Professor in Public Justice. She received her Ph.D.in political science from Syracuse University, and her interests
include family mediation and the ability of the poor to access the legal system.
All authors are currently members of the Committee on Learning and Teaching at State University of New York at Oswego. 相似文献
4.
5.
Sharon K. Gibson 《Innovative Higher Education》2006,31(1):63-79
This article reports on a key finding of a phenomenological study on the mentoring experiences of women faculty. The study revealed the political climate of the organization as an essential attribute of this experience. Women faculty identified organizational culture and gender issues that affected the mentoring they received. This study suggests the need for human resource and organization development initiatives to facilitate the provision of academic mentoring for women faculty—individually, departmentally, and culturally—as a means to foster transformation and change in academic institutions.Sharon K. Gibson is an Assistant Professor of organization learning and development at the University of St. Thomas. She received her Ph.D. in adult education from the University of Minnesota. She holds an M.S.W. degree and graduate certificate in labor and industrial relations from the University of Michigan and a B.S. from Cornell University. Her research interests focus on developmental relationships including mentoring and coaching, strategic human resource and organization development, and adult learning. 相似文献
6.
As demands for accountability continue and increase, higher education administrators require tools for evaluating campus programs. Learning communities, as a course design strategy, have proven successful in confronting challenges associated with attrition and retention. Because high attrition is associated with online distance education, learning community principles might be applicable to online courses. The authors surveyed attendees at a learning communities conference to determine the applicability of learning community principles to Internet learning and assessment. On the basis of their findings, they developed a rudimentary diagnostic tool for ascertaining whether online course design takes learning community principles into account.David DiRamio is Assistant Professor of Higher Education Leadership at Auburn University. He received both B.S. and M.B.A. degrees from the State University of New York at Buffalo and a Ph.D. in Educational Leadership from the University of Nevada, Las Vegas. David's research interests include studying technology's impact on postsecondary education from administrative, legal, and policy perspectives. Mimi Wolverton is Program Coordinator and Professor of Higher Education Leadership at the University of Nevada, Las Vegas. She received a B.S. from Northern Illinois University, an M.B.A. from Arizona State University, and a Ph.D. in Educational Leadership and Policy Studies from Arizona State University. Her research interests include academic deans, women and minorities in leadership, and elite M.B.A. programs. E-mail: diramio@auburn.edu. 相似文献
7.
This article details one university’s efforts to develop graduate courses and programs to better serve the needs of the increasing non-traditional student population in underserved rural areas. A detailed overview is presented, along with the strategic planning outcomes achieved. We hope this article will initiate dialogue among higher education professionals on ways to better meet the academic needs of non-traditional students in underserved rural areas.
Erinn D. Lake earned a B.S. in Business Administration and an M.A. in Communication Studies from Edinboro University and a D.Ed. in Administration and Leadership Studies from Indiana University of Pennsylvania. She is the Assistant Vice President for University Planning, Institutional Research, and Continuous Improvement at Edinboro University.
Andrew J. Pushchak earned an Ed.D in Educational Leadership from Youngstown State University. He is an Assistant Professor for the Educational Leadership Program in the Department of Professional Studies at Edinboro University. 相似文献
8.
This study used empirical data to investigate College of Education faculty’s perceptions, beliefs, and commitment to diversity. A 44-item survey composed of Likert scale-type questions about characteristics, experiences, perspectives, and personal commitments to addressing diversity issues together with demographic questions, was administered to 116 COE faculty from four urban universities. A MANOVA where the independent variables were the demographic data and the dependent variables were five subscales (importance of diversity, training for pre-service teachers, college support, teaching diversity in courses, and issues of racial sensitivity) identified four statistically significant factors in faculty’s beliefs regarding the importance of diversity. The study found no support for a relationship between the faculty’s beliefs about the importance of teaching diversity and their teaching practices.Lynn A. Smolen is a Professor in the Department of Curricular and Instructional Studies, The University of Akron and has received her Ph.D. from the University of Florida. She teaches undergraduate and graduate courses in reading, ESL methods, and diversity issues. Her areas of interest in research are diversity issues, multicultural literature, and the reading development of culturally and linguistically diverse students. Susan Colville-Hall, is an Associate Professor in the Department of Curricular and Instructional Studies, The University of Akron and has received her Ph.D. from the Ohio State University. She teaches undergraduate and graduate courses on Diversity/Multicultural Education, Instructional and Management Practices and Techniques for Teaching Foreign Languages. Her research areas are foreign language acquisition, teacher education, and diversity issues. She is also involved in international education. Xin Liang is an Assistant professor in the Department of Educational Foundations and Leadership, The University of Akron and has received her Ph.D. from the University of North Dakota. She teaches research methods, statistics, classroom assessment and program evaluation. Her research interests are school effectiveness, research methods and evaluation. Suzanne Mac Donald is an Associate Professor in the Department of Educational Foundations and Leadership, The University of Akron and has received her Ed.D. from the University of Hawaii. Suzanne Mac Donald’s specialty is Social Foundations of Education with emphasis in Educational Anthropology. She teaches social foundations, diversity issues, and qualitative research. Her research interests currently focus on teacher education and its role in addressing urban and cultural/multicultural issues in schooling, and in the context of international knowledge dissemination of pedagogy. 相似文献
9.
This study examines perspectives of educators on the advanced placement opportunity gap for African American students. Using
interviews with 11 educators from 10 high schools, we explored their perceptions regarding the impact of a local academic
achievement program on the enrollment of African American students in honors and advanced placement courses. Results of the
analysis suggest that there is a perceived and real gap in the participation of African American students in AP courses. Findings
also revealed that educators were concerned about the lack of access for African American students to AP courses. Further,
issues of belonging and operational citizenship within the school environment were raised. Recommendations for pedagogical
techniques are presented as well as suggestions for future research.
Jocelyn D. Taliaferro is an Assistant Professor in the Department of Social Work at North Carolina State University. Dr. Taliaferro
earned her BA degree in Psychology with minors in African American Studies and English from University of Delaware and her
MSW from Howard University in Washington, D.C. She returned to University of Delaware to earn her PhD in Urban Affairs and
Public Policy. Dr. Taliaferro’s teaching and research interests include African American student achievement, social policy,
community development, and family support.
Jessica T. DeCuir-Gunby is an Assistant Professor of Educational Psychology in the Department of Curriculum & Instruction
at North Carolina State University, CB#7801, Raleigh, NC, 27695, USA. Dr. DeCuir-Gunby earned her BS degree with a double
major in Psychology and Spanish from Louisiana State University. She earned both her MA and PhD degrees in Educational Psychology
at the University of Georgia. Dr. DeCuir-Gunby’s research and theoretical interests include race and racial identity development
in education, Critical Race Theory, mixed methods research, and emotions. 相似文献
10.
Over the past two years the authors have provided experiential learning in the form of a simulation exercise to help 240 college students relate personally to the foundations of education. Introductory courses, with a preponderance of facts and breadth of content, can easily overwhelm students. The simulation not only energized the students but also personalized an in-depth understanding of educational issues. This theoretical knowledge was applied practically, a link which may often be missing in many introductory courses.Kathleen K. Montgomery holds a D. Ed. from The Pennsylvania State University. She is Assistant Professor of Education at Elmira College, where she teaches Introduction to Education, Instructional Strategies, and Curriculum and Instruction for Elementary Education. Professor Montgomery's research interests include the design of experiential learning and assessment methods used to evaluate such learning. She is currently working on a book about authentic assessment methods useful for elementary teachers. Susan C. Brown holds an Ed.D. from the University of Central Florida. She is the Assistant Director/Assistant Professor of Education at Elmira College, where she teaches Introduction to Education, Instructional Strategies, and Multicultural Education. Professor Brown has recently published articles on multicultural education for perservice teachers in theJournal of Curriculum and Supervision andCurriculum, a British Journal of educators. She is on the Editorial Board of the Educational Forum. Cathleen M. Deery holds the M.S. degree for Syracuse University. She is lecturer at Elmira College, where she teaches Introduction to Education, Educational Psychology, and Inclusionary Education. Professor Deery has designed numerous experiential learning components for her classes, and she is currently working on a book with Kathleen Montgomery about authentic assessment methods. 相似文献
11.
This article addresses academic integrity initiatives at a large research university. The article explains the rationale for
the creation of the honor system office and its evolution to date. Data collected from academic violation cases during the
program’s first two years are included.
Pauline Melgoza is Assistant Professor and Physical Sciences Librarian at Texas A&M University. She received her B.S. and her M.S. from Texas
A&M University and her MLIS from the University of North Texas. She was a member of the Academic Integrity Team and served
two years on the Honor Council of the Aggie Honor System Office.
Jane Smith is Assistant Professor and Education Reference Librarian at Texas A&M University. She received her B.S. from the University
of Texas at Austin and her MLIS from Texas Woman’s University. Interests include information literacy, bibliographic instruction
and faculty outreach. 相似文献
12.
In response to increased student assessment and accountability concerns, colleges and universities have been called on to increase their efforts to improve the retention rates of an increasingly diverse student body. This article outlines a synergistic strategy for promoting minority student persistence through faculty renewal efforts that encourage faculty to question their cultural beliefs and academic values concerning the teaching and learning enterprise.Dr. Kay F. Norman is currently with Delaware State University where she is Director of the Center for Excellence in Teaching. She also teaches graduate courses in Educational Assessment and Special Education Administration and Supervision. She holds an Ed.D. in Higher Education Administration with emphasis in Student Services from Texas Southern University. Her research interests are in student retention, assessment, and effective teaching. James Norman, Ph.D., is an Associate Professor of Education at Delaware State University's School of Education. He is a graduate of Ohio State University. Dr. Norman's research interest include special education monitoring and compliance issues, and behavioral management systems. 相似文献
13.
This research effort reports the findings of an empirical study focusing on the ways in which technological tools are implemented specifically in mathematics education in a Title I school. The purpose was to identify the perspectives and actions of the school’s mathematics specialist and the multi-graded (grades 2–3) classroom teacher as they attempted to deliver instruction with technology for both English Language Learners1 (ELL) and non-ELL students. Findings showed that a critical factor in access to mathematics education and technology for ELL students in a multi-graded 2–3 classroom in a Title I (K-5) school setting was language. Although potentially powerful technologies—analog (concrete objects) and digital (software) were used, many ELL students could not access the content solely because of language difficulties. Teachers used the concrete objects as modeling tools, to reveal students’ thinking, and for communication of foundational mathematics. Conversely, the software used served none of these functions because the available software did not do the kinds of things the manipulatives did, teachers’ knowledge of exemplary software was insufficient, the school used an impoverished model of technology integration, and teachers were constrained by the school district’s policies of English immersion for ELL students.This paper was presented at the American Educational Research Association Annual Meeting, 2005, Montreal, Canada, on Tuesday, April 12, 2005, 4:05–5:35 pm, in Le Centre Sheraton Montreal/Salon 7, in a session titled, “Science and Mathematics Teaching for Linguistically and Culturally Diverse Students” sponsored by Division K-Teaching and Teacher Education/Section 1—Research on Teaching Practices, Teacher Knowledge, and Teacher Education in Math and Science.Tirupalavanam G. Ganesh is a December 2003 graduate of the Interdisciplinary Ph.D. program in Educational Media and Computers, Division of Curriculum and Instruction, at the College of Education, Arizona State University. He also holds a Master of Computer Science degree from Arizona State University. His teaching interests include graduate and undergraduate courses for in-service and pre-service teachers in the use of learning technologies for Science, Technology, Engineering, and Mathematics (STEM) education and technology integration. His research interests include studying the impact of informal learning experiences in settings such as museums and after-school programs, technology integration, and teacher’s practices in elementary/middle schools. Address correspondence to Tirupalavanam G. Ganesh, Assistant Professor, Instructional Technology, College of Education, Curriculum and Instruction, University of Houston, 256 Farish Hall, Houston, TX 77204-5027. Tel.: +1-713-743-0574; e-mail: tganesh@uh.edu.James A. Middleton is Division Director of Curriculum and Instruction at the College of Education, Arizona State University, Tempe, AZ. He obtained his Ph.D. in 1992, in Educational Psychology from the University of Wisconsin, Madison. His teaching interests include mathematics methods for secondary teachers and graduate courses in children’s mathematical thinking and technological innovation. His research interests include motivational processes in education, children’s mathematical thinking especially in the area of rational number and geometry, and technological innovation in mathematics instruction and assessment. James A. Middleton, Director, Division of Curriculum and Instruction, College of Education, Arizona State University, Box 871011, Tempe, AZ 85287-1011. Tel.: +1-480-965-9644; e-mail: james.middleton@asu.edu. 相似文献
14.
Meredith Mountford 《Innovative Higher Education》2005,30(3):213-227
This article describes strategies for redesigning the University of Missouri's Statewide Cooperative Ed.D. Cohort Program
in educational leadership. Results had suggested a need to redesign aspects of the program in order to achieve higher levels
of cognitive learning outcomes inclusive of transformational learning. To help meet this objective, the areas targeted for
redesign were the curriculum as it relates to issues of diversity and ethics, instruction as it relates to group dynamics
and cohort models, and increased time and a forum for students to reflect on their leadership practices. This forum also allowed
faculty to monitor and assess the transformational learning outcomes of their students. This article is meant to assist others
who are interested in fostering higher levels of transformational learning outcomes within their programs.
Meredith L. Mountford holds a Bachelor of Science degree from Illinois State University, a Master of Science degree in educational
administration from Northern Illinois University and a Philosophy of Science degree in educational administration from the
University of Wisconsin—Madison. She is an Assistant Professor and has served as Director for the Statewide Cooperative Ed.D.
Cohort Program in educational leadership at the University of Missouri—Columbia. 相似文献
15.
This qualitative study makes the case for the implementation of curriculum mapping, a procedure that creates a visual representation
of curriculum based on real time information, as a way to increase collaboration and collegiality in higher education. Through
the use of curriculum mapping, eleven faculty members in a western state university Teacher Licensure program aligned and
revised the teacher education curriculum across a sequence of courses. An increase in collaboration and collegiality among
faculty emerged as an unintended outcome as a result of participation in the project.
Kay Pippin Uchiyama is currently the Assessment Coordinator for the Poudre School District in Fort Collins, Colorado. During this study, she was
an Assistant Professor of Teacher Education at Colorado State University and a co-primary investigator for the Preparing Tomorrow’s
Teachers to Use Data grant. She received her Ph.D. in Instruction and Curriculum in the Content Areas with an emphasis on
Teacher Education and Learning to Teach from the University of Colorado at Boulder. Her interests include data driven instruction,
assessment for learning, teacher education, professional development schools, and mathematics education. Her email is kuchiyam@psdschools.org.
Jean L. Radin is an adjunct professor at Colorado State University and a co-primary investigator for the Preparing Tomorrow’s Teachers to
Use Data grant. She received her Ph.D. from Colorado State University. Her interests are brain-based teaching and learning,
data driven instructional practices, teacher education and professional development schools. Her email is jradin@cahs.colorado.edu. 相似文献
16.
Miles McNall Celeste Sturdevant Reed Robert Brown Angela Allen 《Innovative Higher Education》2009,33(5):317-331
Although substantial areas of agreement exist regarding the characteristics of effective community–university partnerships
for research, there is little empirical research on the relationship between the characteristics of such partnerships and
their outcomes. In this study, we explored the relationship between partnership characteristics and partnership outcomes.
Analyses of the relationships between partnership dynamics and perceived benefits show that (1) effective partnership management
is associated with increased research on a community issue, problem, or need; (2) co-creation of knowledge is associated with
improved service outcomes for clients; and (3) shared power and resources are negatively associated with increased funding
for community partners’ organizations. Our findings suggest that effective partnership management and opportunities for the
co-creation of knowledge are practices that are worthy of deliberate cultivation within community–university partnerships
for research.
Miles McNall is the Assistant Director of the Community Evaluation and Research Center, University Outreach and Engagement, Michigan State
University. He received his Ph.D. in sociology from the University of Minnesota. His research and scholarship focus on program
evaluation and the evaluation of university–community partnerships.
Celeste Sturdevant Reed is an evaluator with University Outreach and Engagement at Michigan State University. She has an M.S.W. from the University
of Michigan and a Ph.D. in Interdisciplinary Social Science/Labor and Industrial Relations from Michigan State University.
Her current evaluation projects focus on comprehensive early childhood services and out-of-school time (K-12) programs.
Robert E. Brown is the Associate Director of University–Community Partnerships, Michigan State University Outreach and Engagement. He brokers,
facilitates, and participates in university-community partnerships that are scholarly, community-based, collaborative, responsive,
and capacity-building for the public good. He has a master’s degree in public administration from Western Michigan University.
Angela Allen is an ABD Research Associate with the Charles F. Kettering Foundation. She is completing her Ph.D. in Higher, Adult, and
Lifelong Education at Michigan State University. She holds an M.S.W from the University of Michigan-Ann Arbor and a B.S. in
Urban and Regional Planning from Michigan State University. Her dissertation research is entitled, “Faculty and Community
Collaboration in Sustained Community–University Engagement Partnerships”. 相似文献
17.
Undergraduate Student Socialization and Learning in an Online Professional Curriculum 总被引：1，自引：0，他引：1
Using data collected from a qualitative case study of an online baccalaureate nursing program, we examined the influence of
online degree programs on undergraduate student socialization and learning. We considered how components of socialization—knowledge
acquisition, investment, and involvement—are influenced by the online context. The findings suggest the importance of considering
non-academic influences in regards to nontraditional student experiences. The theoretical intersection of online learning
and undergraduate student development offers new and significant areas of research, specifically related to the pedagogical
role of faculty and the impact of social engagement. Implications for future research and practice are offered.
Karri A. Holley received her Ph.D. from the University of Southern California. She is Assistant Professor at the University of Alabama. Her
research interests include graduate/professional education, interdisciplinary curricula, and qualitative inquiry.
Barrett J. Taylor is a Ph.D. student at the University of Georgia. His research focuses on religious colleges and universities. 相似文献
18.
Denise Nitterhouse 《Early Childhood Education Journal》1986,13(4):10-12
Comparing salaries is a favorite pastime among employees and a necessity for day care center administrators, as qualified employees become increasingly difficult to attract and retain.Denise Nitterhouse is Visiting Assistant Professor in the Dept. of Accountancy at DePaul University. She is on leave from the University of Illinois at Urbana-Champaign. 相似文献
19.
J. Patrick Biddix Patricia A. Somers Joseph L. Polman 《Innovative Higher Education》2009,34(3):133-147
Using a case study approach, the authors examine the democratic and civic engagement learning outcomes of a campus protest.
The conceptual framework is built on the ideas outlined in Learning Reconsidered (Keeling 2004) and modeled in its pragmatic follow-up, Learning Reconsidered 2 (Keeling 2006). Results suggest student and campus administrator actions during a campus protest support democratic aims, student development,
and digital age democracy. Recommendations for campus educators are included. This study extends previous discussion on activism’s
journey from detrimental to developmental (Astin 1999; Chambers & Phelps 1993; Hamrick 1998; Hunter 1988) by mapping the learning environment through the interaction of protestor and university and by incorporating new forms of
activism.
J. Patrick Biddix received his Ph.D. in Educational Leadership and Policy Studies with specialization in Higher Education from the University
of Missouri–St. Louis. He is currently Assistant Professor of Higher Education and Research Methodology in the Department
of Curriculum, Leadership, and Technology at Valdosta State University. His primary research interests include college student
uses of technology outside the classroom, career pathways in student affairs, and research methodology.
Patricia A. Somers received her Ph.D. in Educational Administration with specialization in Higher Education from the University of New Orleans.
She is currently an Associate Professor of Higher Education at the University of Texas at Austin. Her primary research interests
include college access, student persistence, student development theory, and two-year colleges.
Joseph L. Polman received his Ph.D. in Learning Sciences from Northwestern University. He is currently an Associate Professor of Educational
Technology in the Division of Teaching and Learning at the University of Missouri–St. Louis. His primary research interests
include inquiry-based learning involving computers and the Internet as tools, viewed from a sociocultural perspective. 相似文献
20.
Role play simulations: The assessment of an active learning technique and comparisons with traditional lectures 总被引：4，自引：0，他引：4
Although effective teaching is focusing more on the need to use active learning techniques, the research literature regarding the efficacy of various teaching methods is inconclusive. An innovative active learning technique combining the features of role plays and simulations for an industrial psychology course is presented. Subjective reports and objective assessments of knowledge retention measured at two distinct times indicated the role play simulation is an effective teaching technique. The differential importance of active learning and passive learning (i.e., lectures) techniques for the college classroom was also examined. Finally, the application of this technique for several college courses is presented.Professor DeNeve is an Assistant Professor in the Department of Psychology and Neuroscience at Baylor University. She received a B.A. in Psychology and Theology from St. Ambrose University and her M.A. and Ph.D. in Social Psychology from the University of Missouri-Columbia. Her current teaching interests are focused upon the use of laserdiscs and computer-generated media in the classroom. Her primary research interests include empirical investigations of active learning techniques, quantitative research synthesis, subjective well-being, and the psychology of religion. Professor Heppner received her Ph.D. in Counseling Psychology and is an Assistant Professor in the Psychology Department at the University of Missouri-Columbia. She has developed an innovative two-semester course in the Psychology Department called the Practicum in the Teaching of Psychology, in which graduate instructors teach and participate in a seminar to learn about and receive feedback on their teaching. Her research interests include pedagogical innovations, vocational development of adults, and rape prevention. 相似文献