Are You A Leader? How We Learned to Stop Asking

Smith College initiated an ePortfolio pilot project to guide students in documenting key learning experiences and in linking those experiences to Smith's institutional mission of “developing leaders for society's challenges” (Smith College, 2011 Smith College. 2011. Mission of Smith College. Retrieved from http://www.smith.edu/about_mission.php. [Google Scholar]). Twenty-one college students volunteered to participate in the pilot, based on the integrative knowledge portfolio process and informed by research in the fields of narrative psychology, integrative learning theory and ePortfolio theory. This article discusses the process of guiding students in integrative learning through the development of ePortfolios and through a curriculum, which engaged them in understanding and articulating their own learning, as well as in connecting it to the college mission.     

Quantifying the assessment loads of students and staff: the challenge of selecting appropriate metrics

Assessment is central to learning. It is also central to the cost of providing higher education. Choosing how much and what forms of assessment are questions not only of good teaching but of good policy. Measuring the amount of assessment set in each course provides a basis on which to determine equitable and appropriate workloads for students and staff across disciplines and institutions and to use institutional budgets and staff time to best effect. It is, however, more difficult than it might at first appear to select metrics appropriate to this task. This article considers the advantages and disadvantages of four options. It also suggests the potential value of ratios and proposes that further consideration be given to removing the distinction commonly found in student workload formulae between time spent on learning out of class and that spent on assessment.     

Staying abreast of breast cancer: examining how communication and motivation relate to Singaporean women's breast cancer knowledge

Numerous health communication studies have highlighted the importance of factual knowledge as an antecedent to health behavior, but few have explored other dimensions of health knowledge, such as structural knowledge. This study seeks to fill this gap by investigating conceptual differences between these two kinds of knowledge in the context of breast cancer in Singapore, and find out how communication and motivational factors are related to them. Using a nationally representative random-digit-dialing survey of women aged 30–70 (N = 802), results showed that interpersonal communication and elaboration were associated with both knowledge types. Attention to online health news and the level of risk perception were positively associated with structural knowledge but not factual knowledge. Theoretical and practical implications for health communication were discussed.     

Media Production

BROADCAST WRITING: PRINCIPLES AND PRACTICES by Roger L. Walters (New York: Random House, 1988—$17.00, paper)

WRITING BROADCAST NEWS: SHORTER, SHARPER, STRONGER—A PROFESSIONAL HANDBOOK by Mervin Block (Chicago: Bonus Books, 1987—$22.95)

HANDBOOK FOR PUBLIC RELATIONS WRITING by Thomas Bivins (Lincolnwood, IL: NTV Business Books, 1988—$14.95, paper)

PUBLIC RELATIONS CASES by Jerry A. Hendrix (Belmont, CA: Wadsworth, 1988—price not given, paper—also available is a 100 page instructor's manual for adopters)     

Fostering thinking through science in the early years of schooling

The purpose of this research was to investigate and describe concrete examples of Year 1 students engaged in good thinking and to generate assertions about the ways teachers can foster habits of good thinking through science. The research design was a multiple case study of 32 lessons, of which four are analysed in detail in this paper. The results suggest that young children engaged in good thinking are likely to explain and demonstrate their ideas and actions and to make suggestions for solving problems. Children engaged in good thinking also are likely to highlight discrepancies, adopt new ideas, and work collaboratively. The results indicate that teachers can foster habits of good thinking through science; first, by accepting difficulty as an integral part of the learning process, second, by encouraging children to explain and talk about their ideas and, finally, by creating an environment where thinking is a valued classroom process.