Launching Interdisciplinary Programs as College Signature Areas: An Example     

Tammy Stone  Kathleen Bollard  Jonathan M. Harbor 《Innovative Higher Education》2009,34(5):321-329

Increasingly administrators are concerned with inspiring and supporting faculty members in the creation of interdisciplinary programs in response to research and funding shifts and public need. This article presents an initative undertaken at the University of Colorado Denver, demonstrating a method for identifying and launching a set of signature interdisciplinary programs for a diverse college environment that overcomes hesitancy and hindrances at the individual, departmental, and institutional levels.  相似文献   

Empowering Fathers of Disadvantaged Preschoolers to Take a More Active Role in Preparing Their Children for Literacy Success at School     

Dona C. Bauman  Kathleen B. Wasserman 《Early Childhood Education Journal》2010,37(5):363-370

The purpose of this study was to evaluate the effects of a project designed to empower fathers to take a more active role in their child’s academic literacy development. The fathers were parents of children enrolled in Early Head Start or Head Start programs. Data sources included transcribed interviews with fathers, the facilitator’s journal, and field notes compiled by the researchers. Findings in three areas emerged from the data: the fathers became increasingly committed to the literacy development of their children; participants learned about and regularly engaged in a variety of emergent literacy activities with their children; and participants developed confidence in their roles as agents for change in their children’s lives.  相似文献   

Four research findings that will change what we think about perinatal depression     

Kendall-Tackett K 《The Journal of perinatal education》2010,19(4):7-9

Research by health psychologists is changing what we know about perinatal depression. In this guest editorial, the author examines depression in pregnant and breastfeeding women in light of this recent research and describes four major findings that are influencing how we think about depression in new mothers: inflammation has an etiologic role in depression, a relationship exists between sleep disturbances and depression, breastfeeding protects maternal mental health, and all effective treatments for depression are anti-inflammatory interventions.  相似文献   

Chemistry Is in the News: assessing intra‐group peer review     

Kathleen M. Carson 《Assessment & Evaluation in Higher Education》2010,35(4):381-402

Interdisciplinarity is rapidly becoming a norm within both the professional and academic worlds, and the ability to collaborate is becoming an essential skill for all graduates. Chemistry Is in the News (CIITN) is a curriculum that aims to teach students this skill by engaging student collaborative groups in a project that ties real world events and topics to the content taught in the classroom. While the collaborative activity has been successful in many ways, the challenge of maintaining individual accountability within the collaborative activity has persisted. The need to balance the tension between promoting collaboration and maintaining individual performance standards drove the development of an intra‐group peer review system. In developing this peer review system, four goals guide the design: the desire to promote collaboration, to produce a differentiated score among group members reflecting the contribution each person made, to improve student perception of fairness and accuracy in the assessment process of CIITN and to avoid artificially inflating students’ grades. The system was assessed in the winter semester of 2004 in a large lecture course at a major Midwestern university via student questionnaires and the CIITN scores. Evidence is provided to suggest that the intra‐group peer review system has met its core goals.  相似文献   

What’s it all about? Making sense of Australian university learning and teaching plans     

Kathleen Gray  Alex Radloff 《高等教育研究与发展》2010,29(3):291-305

Universities put considerable resources into developing learning and teaching plans. In this paper, we examine the purpose of these plans in the context of legislative requirements, public accountability and the quality agenda. We analyse a sample of Australian university learning and teaching plans using a framework we have developed based on theory and research on strategic planning and core themes in learning and teaching. Analysis reveals considerable variation in plans’ form and format, planning characteristics and learning and teaching themes addressed and omissions of key characteristics and themes. We consider the ability of such plans to meet the needs of internal and external readers, we discuss implications for their capacity to direct and motivate changes aimed at improving learning and teaching and we challenge the higher education sector to determine more clearly the role of learning and teaching plans.  相似文献   

Facial feature tracking: a psychophysiological measure to assess exercise intensity?     

Kathleen H. Miles  Bradley Clark  Julien D. Périard  Roland Goecke  Kevin G. Thompson 《Journal of sports sciences》2018,36(8):934-941

The primary aim of this study was to determine whether facial feature tracking reliably measures changes in facial movement across varying exercise intensities. Fifteen cyclists completed three, incremental intensity, cycling trials to exhaustion while their faces were recorded with video cameras. Facial feature tracking was found to be a moderately reliable measure of facial movement during incremental intensity cycling (intra-class correlation coefficient = 0.65–0.68). Facial movement (whole face (WF), upper face (UF), lower face (LF) and head movement (HM)) increased with exercise intensity, from lactate threshold one (LT1) until attainment of maximal aerobic power (MAP) (WF 3464 ± 3364mm, P < 0.005; UF 1961 ± 1779mm, P = 0.002; LF 1608 ± 1404mm, P = 0.002; HM 849 ± 642mm, P < 0.001). UF movement was greater than LF movement at all exercise intensities (UF minus LF at: LT1, 1048 ± 383mm; LT2, 1208 ± 611mm; MAP, 1401 ± 712mm; P < 0.001). Significant medium to large non-linear relationships were found between facial movement and power output (r² = 0.24–0.31), HR (r² = 0.26–0.33), [La^?] (r² = 0.33–0.44) and RPE (r² = 0.38–0.45). The findings demonstrate the potential utility of facial feature tracking as a non-invasive, psychophysiological measure to potentially assess exercise intensity.  相似文献   

The relationship between evaluative concerns and sport competition state anxiety among youth skiers     

Steven R. Bray  Kathleen A. Martin  W. Neil Widmeyer 《Journal of sports sciences》2013,31(5):353-361

Thirty-four youth competitive skiers (mean age = 13.74 years) completed measures of social evaluative concern and competitive anxiety. Consistent with past research, regression analyses showed that cognitive anxiety was related to performance-specific evaluative concerns. However, contrary to current conceptualizations of sport competition anxiety, somatic anxiety was correlated with concerns about evaluation of other non-performance aspects of ski racing. Competitive skiers were most concerned about parents' and friends' evaluations of their performance, and other competitors' and friends' evaluations of their skiing in general. These findings are discussed in relation to the theory and management of sport competition state anxiety.  相似文献   

Contextual career education for urban youth: A new look at experience based career education     

Juliana Taymans  Kathleen Lewis  Anita Scovanner Ramsay 《Journal of Career Development》1990,16(4):283-295

This article describes a model career education program for urban youth. The program exemplified promising practices in career education by providing all career education experiences in the context of real life experiences. Work site supervisors' ratings of youths' initiative and responsibility significantly increased over the course of the seven week program.  相似文献   

Involving peers in the evaluation and improvement of teaching: A menu of strategies   总被引：1，自引：0，他引：1  

Kathleen M. Quinlan 《Innovative Higher Education》1996,20(4):299-307

Various approaches to conducting peer coaching and peer review are described in this article. Examples of team mentoring, reciprocal class visitation, teaching circles, departmental teaching libraries, teaching portfolios, course portfolios, pedagogical colloquia and departmental reviews are discussed as methods for involving peers in the evaluation and improvement of teaching. Many departments will adapt a combination of approaches which fit their particular goals and context. All of these approaches rest on the assumption of faculty responsibility for the process; grassroots leadership; and a view of teaching as a substantive, scholarly activity.Kathleen M. Quinlan is a doctoral candidate in the Stanford University School of Education. A former research assistant with the American Association for Higher Education' s Teaching Initiative, she is now an American Association of University Women Dissertation Fellow. After she completes her Ph.D. in June 1996, she will continue to pursue her interests in disciplinary and departmental cultures and peer involvement in teaching improvement and evaluation as a lecturer at the Centre for Academic Development and Educational Methods at the Australian National University, Canberra, Australia.  相似文献   

A longitudinal study of the educational and career trajectories of female participants of an urban informal science education program     

Kathleen A. Fadigan  Penny L. Hammrich 《科学教学研究杂志》2004,41(8):835-860

The purpose of this longitudinal case study is to describe the educational trajectories of a sample of 152 young women from urban, low‐income, single‐parent families who participated in the Women in Natural Sciences (WINS) program during high school. Utilizing data drawn from program records, surveys, and interviews, this study also attempts to determine how the program affected the participants' educational and career choices to provide insight into the role informal science education programs play in increasing the participation of women and minorities in science, math, engineering, and technology (SMET)‐related fields. Findings revealed 109 participants (93.16%) enrolled in a college program following high school completion. Careers in medical or health‐related fields followed by careers in SMET emerged as the highest ranking career paths with 24 students (23.76%) and 21 students (20.79%), respectively, employed in or pursuing careers in these areas. The majority of participants perceived having staff to talk to, the job skills learned, and having the museum as a safe place to go as having influenced their educational and career decisions. These findings reflect the need for continued support of informal science education programs for urban girls and at‐risk youth. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 835–860, 2004  相似文献