Bridging the gap: the challenges of employing entrepreneurial processes within university settings

In Australia and elsewhere, universities face increasing pressure to improve research output and quality, particularly through partnerships with industry. This raises interesting challenges for academic staff with considerable industry experience who are ‘new’ to academe. Some of these challenges were faced by the authors who have been successful in generating research, consultancy and executive education funds since joining academe and been somewhat surprised at being described as successful researchers and entrepreneurs. Taking a reflexive look to identify and make explicit our practice through the lenses of social capital and the entrepreneurial process, we identified 10 practices. However, we remain troubled by the dissonance between organisational rhetoric and its rewards for entrepreneurial activities. We offer some considerations for universities to help bridge this gap.     

Differential effects on the achievement of males and females of teaching the particulate nature of chemistry

Chemistry concepts in three 2‐week modules were presented to a treatment and control group of high school students from 10 different high schools. The treatment group was taught using three representations of matter (macroscopic, particulate, and symbolic), whereas only two representations (macroscopic and symbolic) were used with the control group. The treatment group scored significantly higher across the combined score of all three modules. When the data were analyzed for gender–group interactions, females who were taught the particulate representation scored as well as males whereas those who were not taught the particulate representation scored significantly lower than males. Teaching males the particulate representation did not significantly affect males' achievement. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 911–927, 2002     

A school wide approach to leading pedagogical enhancement: An Australian perspective

This paper presents how some Australian schools are changing their approaches to leading the teaching and learning in their diverse and multi-characteristic contexts. Experiences of these schools shows that the development of a school wide approach to pedagogy and its implementation needs to be firmly embedded in the leadership of learning. Drawing on recent research conducted in the Sydney Catholic Education Office system in Australia (Crowther et al. in Leading and Managing 18(2):1–33, 2012) there is evidence of relationship between the development and implementation of a school wide approach to pedagogy and student achievement. There is also evidence to support leadership that is based on a mutualistic relationship between teacher leaders and the principal. This paper focuses on the way schools have used their visions and pedagogical frameworks to enhance whole of school quality outcomes. It highlights the power of teacher leaders taking responsibility for pedagogical development and implementation. In addition, it illustrates the power of mutualistic relationships (parallel leadership) when the principal takes responsibility for unleashing and trusting the creative expertise of teacher leaders in line with the role of strategic leadership and management.     

Lift Every Voice and Sing: Faculty of Color Face the Challenges of the Tenure Track

This article highlights some of the obstacles facing tenure-track faculty of color in academia. Through the perspective of Critical Race Theory (CRT) and by using a counterstories method, four faculty of color share their experiences as they explore diversity issues through engaging in a 1-year self-study. Findings of this qualitative study provide important insights from the perspectives of faculty of color to address ways in which to identify supports that lever barriers during the tenure process.     

Using Food Science Demonstrations to Engage Students of All Ages in Science,Technology, Engineering,and Mathematics (STEM)

Abstract: The overarching goal of the Science, Technology, Engineering, and Mathematics (STEM) Education Initiative is to foster effective STEM teaching and learning throughout the educational system at the local, state, and national levels, thereby producing science literate citizens and a capable STEM workforce. To contribute to achieving this goal, we have assembled six food science demonstrations for use at all educational levels and have presented these lessons to students at the elementary through higher education levels. The focus of this article is to share these food science demonstrations and our experiences using them so that others can use them for engaging students in STEM disciplines, through food science, at any educational level. Featured demonstrations include: (1) liquid nitrogen ice cream: a matter of changing phases, (2) seeing our senses work together, (3) whipping up the cream, (4) milk versus dark: what is the difference?, (5) counting calories by burning them, and (6) culinary spherification: the wonders of cross‐linking. Overall, our experience with using these demonstrations has been very positive. Students appear engaged in the learning process and love to consume the demonstration end products. Downloadable handouts containing demonstration details for each demonstration are available as supporting information.     

Religion and Science

The authors discuss the challenges of creating an integrated, interdisciplinary team-taught course. This case study focuses on conflict arising from interdependency, when interdisciplinary teams determine course content and negotiate identity, relationship, and process issues. Although no formulaic solutions can resolve such conflicts, the study makes suggestions that can help achieve integration and collaboration when disciplines join forces.     

Educational Media

Dorothy T. Taggart's A Guide to Sources in Educational Media and Technology (Metuchen, N.J.: Scarecrow Press, 1976—$6.00).

Christine L. Wynar's 1974-75 Supplement [to] Guide to Reference Books for School Media Centers (Littleton, Colo.: Libraries Unlimited, Inc., 1976—18.00 in U.S.and Canada, $10.00 elsewhere).

Bernard Chibnall's The Organization of Media (Hamden, Conn.: Linnet Books/Shoestring Press, 1976—$5.50)

Robert D.B. Carlisle's Media and the Adult Student: One Man's Journal (Lincoln, Neb.: Great Plains National Instructional Television Library, 1976—price not known, paper).

Margaret E. Chisholm and Donald P. Ely's Media Personnel in Educational: A Competency Approach (Englewood Cliffs, N.J.: Prentice-Hall, 1976—$12.95)