我的网上教学三原则

比尔.佩尔茨博士是纽约州立大学赫基默社区学院（Herkimer County Community College）（HC-CC）大学心理学教授。比尔.佩尔茨教授可以算作是HCCC大学的元老级教授,他是在1968年8月进入该校任教,第二年这所大学才开始正式运营。在38年的教学生涯中,他曾经担任过人文社科部主席,远程学习部主任等职,但是他一直没有中断他最热爱的事业-教学。1994年,他获得了“纽约州立大学系统校长优秀教学奖”;2003年,由于他在网络教学方面的尝试和出色的成果,获得斯隆基金会“Sloan-C2003年度优秀网上教学奖”-这些大奖是对他在教学方面研究和钻研的肯定。佩尔茨发表了多篇论文,近年来,他的研究兴趣集中在学生和教师对网络异步教学的满意度方面的研究和实践,目前他正在研究在虚拟学习环境中有哪些教学因素影响学生的学业成就。除了担任全职的网络教师以外,佩尔茨还是HCCC网络学院的负责人,HCCC教学设计专家。此外,他还担任SLN的主要培训师,在过去的五年里,他已经把1000多名来自纽约州立大学系统各个大学的普通教师培养成了网络教师。他还代表纽约州立大学系统担任Merlot项目的心理学科代表,Merlot是美国高校开展的一项精品网络教学资源建设和共享计划,目的是建立美国高等教育精品资源库。     

Resources abound for career educators

Conclusions This country has the proven products, methods, and committed community resources to meet most of our career development program improvement and expansion needs. But career educators must be vigorous in keeping abreast of current resources and approaches. They also need to evaluate materials for effectiveness before committing time and money to their use. Career educators need to continue to spawn local innovation and creativity. Where outside resources are more practical or desirable, career educators should look to the ERIC Clearinghouse to identify new resources, and they should contact their state department of education career guidance and career education coordinators. These are often the best resources for identifying effective career development materials for use in your state.Mr. Harry N. Drier is the Associate Director, Special Programs Division, The National Center for Research in Vocational Education, The Ohio State University, Columbus, Ohio.     

The Concept of Readiness in the Academic Department: A Case Study of Undergraduate Education Reform

While there has been emphasis on the institution and individual classroom as loci of learning and reform, less attention has been paid to the academic department. However, precisely because its structure is so endemic to institutions of higher education, the academic department may be the most logical and potent site for change. Using a case study approach, this paper examines the conditions under which change in undergraduate education takes hold and flourishes in the academic department, advances the concept of readiness, and explores its implications for those who wish to promote change in the department. Virginia S. Lee  is managing member and consultant, Virginia S. Lee & Associates, LLC, a consulting firm specializing in teaching, learning, and assessment in higher education. She received her B.A. from Smith College, her M.B.A. from New York University, and her Ph.D. from University of North Carolina at Chapel Hill. Special interests include the design and implementation of institution-wide curriculum reform efforts, course and curriculum design, inquiry-guided learning, intensive learning, outcomes-based assessment, and the scholarship of teaching and learning. Michael R. Hyman  is Director of Graduate Programs and Associate Professor in the Department of Microbiology at North Carolina State University. He received his B.S. from University College, London, his M.B.A. from Oregon State University, and his Ph.D. from Bristol University. His major research interest is the biodegradation of environmental pollutants. Geraldine Luginbuhl  is Interim Department Head and Professor in the Department of Microbiology at North Carolina State University. She received her B.S. from Stanford University and her Ph.D. from University of North Carolina at Chapel Hill. She has a longstanding interest in undergraduate education and, recently, inquiry-guided learning.     

The Effects of Engagement in Inquiry-Oriented Activities on Student Learning and Personal Development

Using data from the College Student Experience Questionnaire research program between 1998 and 2004, this study examined the effects of student engagement in inquiry-oriented activities on a range of self-reported college outcomes. The results indicate that (1) engaging in inquiry-oriented activities has significant and positive effects on a global measure of gains; (2) engagement has positive effects on some college outcomes but negative effects on others; (3) the effects of inquiry-oriented activities are conditional, with some students benefiting more than others. This study reveals the complexity of the influences of inquiry-oriented activities on college students and points to implications for institutional policies and programs that may be effective in fostering desired college outcomes. Shouping Hu  is Associate Professor of Higher Education at Florida State University. He received his M.S. degree in Economics and Ph.D. in Higher Education from Indiana University. His research and scholarship focuses on college access and success, student engagement, and higher education finance. His contact information is 113 Stone Building, Florida State University, Tallahassee, FL 32306. George D. Kuh  is Chancellor’s Professor of Higher Education and Director of the Center for Postsecondary Research at Indiana University Bloomington. He received his Ph.D. degree from the University of Iowa. His research focuses on the quality of undergraduate education. Shaoqing Li  is a senior research analyst in the Office of Institutional Research at Florida A&M University. She received her M.S. degree in Computer Science and Ph.D. in Instructional Systems Technology from Indiana University. Her expertise includes information technologies, learning theories, and institutional research.     

Simulations: Using experiential learning to add relevancy and meaning to introductory courses

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.     

Challenges in Linguistically and Culturally Diverse Elementary Settings with Math Instruction using Learning Technologies

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.     

Transforming the College through Technology: A Change of Culture

In this article we address the implementation of sustainable technological change among the faculty, staff, and students in the College of Education and Human Services at a mid-western urban institution. We examine cultural factors common to institutions of higher education and then describe particular planning and implementation processes employed at one institution to move faculty and staff from a state of minimal technology use to one of substantial technological competence over a period of years. The process turns out to be robust and stable despite growth over time. We conclude with recommendations for other educational institutions facing similar needs for cultural change in the use of technology. James A. McLoughlin has been Dean of the College of Education and Human Services at Cleveland State University since 1995 and Interim Provost from 2000 to 2001; he received his Ph.D. in Special Education from the University of Arizona. Lih-Ching Chen Wang is a Fulbright Scholar. She is currently an Associate Professor of Education in the Department of Curriculum and Foundations at Cleveland State University. Her work focuses on the integration of technology into teacher education. She holds a Ph.D. in Instructional Technology from Kent State University. William A. Beasley is a Professor of Education who specializes in Educational Technology and runs the Center for Teaching Excellence at Cleveland State University. He holds an Ed. D. in Gifted Education from the University of Georgia.     

Foreign policies of U.S. higher education institutions: Accident or design?

Based on a content analysis of The Chronicle of Higher Education from 1984 to 1989, the authors find that current foreign policy decisions of higher education institutions are being made reactively within four policy arenas: research, students, investments, and academic programs. The authors conclude that a comprehensive foreign policy should be included in an institution's strategic planning process.He has served recently as Visiting Professor of Higher Education at the University of Georgia. Previously he was Director of the Fund for the Improvement of Postsecondary Education. Carolyn P. Griswold has a M.Ed. from Georgia State University and is a doctoral candidate in the Institute of Higher Education at the University of Georgia. Phyllis Wyatt-Woodruff is Director of Enrollment at Paine College and a doctoral candidate in the Institute of Higher Education at the University of Georgia. Patricia Gregg is on the staff of Clayton State College and is a doctoral candidate in the Institute of Higher Education at the University of Georgia.     

Engaging Undergraduate Students in Research Activities: Are Research Universities Doing a Better Job?

Engaging undergraduate students in research activities has been advocated as an innovative strategy to improve American higher education (Boyer Commission, Reinventing undergraduate education: A blueprint for America’s research universities. The Carnegie Foundation for the Advancement of Teaching, Stony Brook, NY, 1998). This study compared the frequency of undergraduate student research experiences at different types of colleges and universities from the early 1990s through 2004. The results indicate that the frequency of student research experiences increased since 1998 at all types of institutions and that students at research universities were not more likely than their counterparts elsewhere to have such experiences. The findings were consistent across major fields. To live up to their claims, research universities must find additional ways to involve undergraduates in research with faculty members. Shouping Hu is Associate Professor of Higher Education at Florida State University. He received his M.S. degree in Economics and Ph.D. in Higher Education from Indiana University. His research and scholarship focuses on postsecondary access and persistence, college student experience, and higher education finance. George D. Kuh is Chancellor’s Professor of Higher Education and Director of the Center for Postsecondary Research at Indiana University Bloomington. He received his Ph.D. degree from the University of Iowa. His research focuses on the quality of undergraduate education. Joy Gaston Gayles is Associate Professor in Adult and Higher Education at North Carolina State University. She received her Bachelor’s degree from Shaw University, Master’s degree from Auburn University, and Ph.D. in Higher Education from The Ohio State University. Her research focuses on college student learning and development.     

The Influences of Faculty on Undergraduate Student Participation in Research and Creative Activities

Using data collected from surveys of college juniors and seniors and faculty members in related academic departments, this study examined whether faculty teaching and research orientations, as well as faculty external funding, had any impact on undergraduate student participation in research and creative activities. The results of the study indicated that faculty research orientation and external funding were indeed positively related to student participation in research activities. However, faculty members’ teaching orientation was not significant. Further analyses indicated that faculty teaching and research orientations had different impacts on a range of research and creative activities by undergraduate students. The findings from this study provide insight on ways of improving college teaching and learning as well as informing the development of institutional academic policies related to faculty and undergraduate education. Shouping Hu is Associate Professor of Higher Education at Florida State University. He received his M.S. degree in Economics and Ph.D. in Higher Education from Indiana University. His research and scholarship focus on college access and success, student engagement, and higher education policy. Kathyrine Scheuch is the Deputy Director of Research and Evaluation in the Division of Community Colleges, Florida Department of Education. She received her Ed.D. in Higher Education from Florida State University. Her research interests include undergraduate research activities and minority student issues. Joy Gaston Gayles is Associate Professor of Higher Education at North Carolina State University. She received her Ph.D. in Higher Education from Ohio State University. Her research interests include the college student experience and its impact on student development and learning.     

1997: Track Merging Across the Board

The year 1997 is one that holds extraordinary significance for China's higher education. The national conference on educational work that has just concluded has proposed the following: In 1997, the vast majority of colleges and universities in China must implement a merged-track system in student admissions, and students will have to pay certain fees to go to college or to a university. Because 661 colleges and universities have already merged tracks in admissions in 1996, and these already cover nearly two-thirds of all institutions that admitted students, the person in charge of the Division of College and University Students in the State Education Commission (SEC) says, with great confidence, that it is highly possible that we will complete the work of merging tracks in student admission in colleges and universities across the board throughout the nation in 1997.     

PROFESSIONAL DEVELOPMENT OF ADMINISTRATORS OF HIGHER EDUCATION INSTITUTIONS IN THE UNITED STATES

The professional development of college and university administrators is a problem which receives attention in many discussions on the policy and planning of higher education. In this connection we give below information based on an article by Charles F. Fisher, Director of the Institute for College and University Administrators of the American Council on Education.     

A study of the use of instructional development in selected college/university continuing professional education programs

This article reports on a recent study on the use of instructional development to enhance the quality of university continuing education programs for professionals. As an instructional mode of continuing professional education, instructional development principles and procedures are potentially appropriate means for achieving and maintaining the quality and effectiveness of such programs. Although the application of instructional development in higher education has been studied by several researchers, there has been little research to address its application with regard specifically to the area of continuing professional education in higher education. Based on a national survey of continuing educators, the extent of use and the major factors associated with the use or lack of use of instructional development are presented and discussed. Three models of the use of instructional development developed through selected cases are provided.Philip L. Doughty is Associate Professor of Instructional Design, Development, and Evaluation and Director of the Division of Educational Development, Counseling, and Administrative Studies at Syracuse University.The authors would like to express their appreciation to Dr. Margaret Holt, former chair of the NUCEA Survey Research Committee; Dean Frank Funk, Dr. David Krathwohl, and Dr. Roger Hiemstra, at Syracuse University; Dr. Paul Ilsley, University of Northern Illinois; and the editorial staff and reviewers ofInnovative Higher Education for their helpful comments and assistance.     

A Study of Faculty Perceptions of Summer Compressed Course Teaching

Students take summer and compressed courses for a variety of reasons and research indicates that learning outcomes in these courses are similar to those gained in traditional semester or quarter courses. This quantitative study was an attempt to clarify faculty perceptions about summer compressed courses. One hundred and fifty-one faculty members teaching at a large, multicampus institution completed a survey addressing teaching methodology, approaches to student assessment, and other pedagogical issues relating to such courses. It was determined that many faculty did make adjustments in teaching methods and approaches to student assessment. In addition, perceptions were different between experienced/tenured faculty and inexperienced/nontenured faculty.Mark Kretovics is an Assistant Professor of Higher Education Administration and Student Personnel at Kent State University. He received his Ph.D. from Colorado State University and his research interests include the assessment of student learning, business practices in higher education, distance education, and pedagogical issues in compressed courses. Mark had over 20 years of administrative experience within higher education before transitioning into his current faculty role. Alicia R. Crowe, Ph.D. is an Assistant Professor in the Department of Teaching, Leadership, and Curriculum Studies at Kent State University. Her areas of interest and research include teacher education, social studies education, teacher learning, and technology integration. Eunsook Hyun, Ph.D. is Associate Professor in the Department of Teaching, Leadership, and Curriculum Studies at Kent State University. Her area of research interests include teacher education, critical pedagogy, curriculum theorizing, and higher education curriculum     

The play of education: Volunteer teachers in Experimental University Classes

This paper describes an Experimental academic program at Kent State University in which a volunteer, nonprofessional mode of teaching seems to have produced positive results. The phenomenon of volunteerism is puzzling, but the data collected from this Experimental program suggest that people like to teach and do it well when they are part of a divergent system of openness and continued growth. In any case, this program's idealistic objectives of self-directed learning and a strong sense of community have been implemented by using volunteers.     

An experiment in providing state leadership to field experience education

The State of Pennsylvania Department of Education (PDE) provides leadership in the development of experiential education programs to many of over 200 degree granting institutions of higher education in the state. The development of this movement, the processes, past and present, and the impact of these leadership efforts are considered in this article. Special programs are also summarized as well as the roles of facilitation and consultation provided by the Office of Special Programs of PDE.Joseph F. Bard is the Director of the Office of Special Programs in the Pennsylvania Department of Education. He is also Interim President of the Society for Field Experience Education/National Center for Public Service Internship Programs (SFEE/NCPSIP).     

Personnel interviewing for quality child care

Child care directors' interest in hiring well-qualified staff has increased as issues related to insurance and liability, media-hyped occurrences of child abuse in day care, and quality of child care in general have become of greater concern. Thus, many directors are seeking and developing thorough and innovative methods for interviewing prospective employees (Leak, 1982; Neugebauer, 1982; Sciarra and Dorsey, 1990).Jan Allen is Associate Professor, and Carol Catron Director, Campus Child Care Programs, Department of Child and Family Studies, College of Human Ecology, The University of Tennessee, Knoxville, TN.     

The definition of leadership effectiveness: A conceptual and personal journey

E. Grady Bogue is currently professor of educational leadership at the University of Tennessee at Knoxville. He is chancellor emeritus of Louisiana State University in Shreveport, where he served as chancellor for ten years. In 1989, he served as the interim chancellor of Louisiana State University and A & M College. He has served in a variety of other campus and state level academic administration positions. His latest book isThe Evidence for Quality (Jossey-Bass) and he is the author of three other books and a range of articles on higher education leadership and issues.     

The new pedagogy: An essay on policy and procedural implications

He obtained his B.A. degree from Baldwin-Wallace College, M.A. from Kent State University, and Ph.D. from the University of Wisconsin.     

Real‐fiction versus historical reality: Rhetorical purification in “kent state”—the docudrama

This essay analyzes the ways in which Kent State, the made‐for‐TV docudrama, purified the image of William Knox Schroeder‐one of the four students killed on May 4, 1970, by Ohio National Guardsmen on the Kent State University campus. The author was a boyhood friend of Schroeder, his roommate at Kent State University at the time of his death, and an observer of many of the major events of the Kent State affair. This essay views the making of a docudrama as a complex problem to be solved and characterizes a docudramatist as a less‐than‐perfect decision maker. Also, this essay views Kent State as a real‐fiction through which the act of rhetorical purification was accomplished. The paper discusses the docudrama's efforts in this regard by analyzing important scenes in which inaccuracies are presented in order to achieve the purification of Schroeder's image.