The Scholarship of Teaching and Learning as collaborative working: a case study in shared practice and collective purpose

The Scholarship of Teaching and Learning (SoTL) has yet to fully enter the mainstream of life in higher education. In this case study, we consider a specific network focused on the reform of engineering education. The network involves global collaboration within the discipline of Engineering and is based around curricular activity that affects entire departments or groups of staff. We suggest that SoTL should pay greater attention to collaboration that addresses substantive disciplinary purposes, further embodying these purposes through spaces, motivations and capacities for action in the disciplinary and departmental setting. We frame our argument around a theoretical model of collaborative working in higher education and go on to offer a synoptic overview of ways to articulate common purpose around teaching and learning at large. Our account highlights potential drivers for such collaborative activity in other settings. In this way, we offer a means for others to develop the collective commitments, structures and understanding needed to mainstream SoTL within specific disciplinary or departmental settings.     

An Examination of Lending Fees at 30 Academic Libraries in the Southeast

Current fiscal shortfalls are projected to bring deep and long-lasting budget cuts to libraries. With every budget dollar under close scrutiny, the urgency of filling patron information needs efficiently and cost-effectively increases. Interlibrary loan plays an important role in filling in gaps in library collections, yet as significant budget cuts are made at libraries of all sizes, materials will be available from fewer and fewer lenders. Libraries unable to find items from those with whom they have reciprocal arrangements will be will be forced to use lenders who charge. This article examines fees associated with interlibrary lending in 30 academic libraries in the southeast from 1995 and 2008.     

Education and the ‘universalist’ idiom of empire: Irish National School Books in Ireland and Ontario

This paper compares the founding of the elementary school systems of Ireland and Ontario in the nineteenth century. The systems shared a common set of textbooks that had originated in Ireland. Using examples from a number of these books, which were part of a series that had been specially prepared for the Irish national school system, founded in 1831, and information from archive sources on policy and administration in both countries, the paper argues that there was a common, ‘universalist’, imperialist ideology being promulgated in both systems. The article focuses on these ‘universalist’ principles rather than undertaking a detailed analysis of the textbooks.     

The effect of ball-carrying technique and experience on sprinting in rugby union

Abstract

There are several ways of carrying the ball in rugby union, which could influence the speed at which a player can run. We assessed 52 rugby players (34 males, 18 females) during a maximum sprint over 30 m without the ball, with the ball under one arm, and with the ball in both hands. Timing gates were used to measure time over the initial 10 m and the last 20 m. It has previously been reported (Grant et al., 2003 Grant, S. J., Oommen, G., McColl, G., Taylor, J., Watkins, L.Friel, N. 2003. The effects of ball carrying method on sprint speed in rugby union football players. Journal of Sports Sciences, 21: 1009–1015. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar]) that running with the ball produces a slower sprinting speed than running without the ball. We hypothesized that the decrease in speed caused by carrying the ball would become less marked with the experience of the player. The male and female players were each divided into two groups: a “beginner” group that consisted of players in their first or second season and an “experienced” group that was composed of players who had played for more than two seasons. A 2 × 3 mixed-model analysis of variance was used to identify differences (P < 0.01) between the beginner and experienced groups in the three sprinting conditions. The times for the males for the first 10 m sprints without the ball, with the ball under one arm, and with the ball in both hands were 1.87 ± 0.08 s, 1.87 ± 0.08 s, and 1.91 ± 0.1 s for the beginners, and 1.87 ± 0.1, 1.88 ± 0.1 and 1.88 ± 0.12 for the more experienced players respectively. The times for the females for the first 10 m without the ball, with the ball under one arm, and with the ball in both hands were 2.13 ± 0.16 s, 2.19 ± 0.17 s, and 2.20 ± 0.16 s for the beginners, and 2.03 ± 0.12 s, 2.03 ± 0.09 s, and 2.04 ± 0.1 s for the more experienced players respectively. For the last 20 m of the 30-m sprint, there were differences between the different sprint conditions (P < 0.001) but no differences that were attributable to experience (P = 0.297). The times for the males over the last 20 m without the ball, with the ball under one arm, and with the ball in both hands were 2.58 ± 0.19 s, 2.61 ± 0.12 s, and 2.65 ± 0.12 s for the beginners, and 2.59 ± 0.12, 2.62 ± 0.23, and 2.65 ± 0.18 s for the more experienced players respectively. The times for the females over the last 20 m without the ball, with the ball under one arm, and with the ball in both hands were 3.25 ± 0.38 s, 3.35 ± 0.42 s, and 3.40 ± 0.46 s for the beginners, and 3.04 ± 0.32 s, 3.06 ± 0.22 s, and 3.13 ± 0.27 s for the more experienced players respectively. No gender-specific differences were detected. The results of this study suggest that practising sprints while carrying a ball benefits the early phase of sprinting while carrying the ball.     

Is Criminology Moving Toward a Paradigm Shift? Evidence from a Survey of the American Society of Criminology

Ideology impacts a number of values, beliefs, and norms across an array of domains. Relatively little research has been done in criminology exploring the relationship between ideology and theoretical orientation. This study represents not only a follow‐up of previous research exploring this relationship, but also introduces new variables exploring the extent to which biological correlates of crime are becoming more accepted in the academy. Results are gleaned from a survey given to members of the American Society of Criminology as of December 2007.     

INTERPRETING THE EXPERIENCES OF CHRISTIANS,MUSLIMS, AND JEWS ENGAGED IN INTERRELIGIOUS DIALOGUE: A COLLABORATIVE RESEARCH STUDY

This article describes preliminary findings of a doctoral research project undertaken within the doctoral program in adult and continuing education at National-Louis University in Chicago. The project, inspired by the authors' own experiences of interreligious dialogue with each other as well as their encounter with the work of Boys and Lee (1996), investigates the experiences of particular Muslims, Christians, and Jews, who have engaged in interreligious dialogue for at least one year. The authors, a Muslim and a Jewish adult and religious educator, are two of the twenty participants in the study.     

Factors affecting parental control over children's television viewing: A pilot study

In the pre-divestiture era, the regulatory environment in the US was fairly uniform and harmonious with the FCC setting the course and the PUCs making accommodative changes. The divestiture fractured this monolithic system as it forced the PUCs to respond to new forces unleashed in their own backyards. Within this new environment, there is considerable disparity among the PUCs in their ability to implement new ideas. This paper seeks to understand, via a comparative study of local telephone competition policy making in Arkansas and New York, the structural factors that influence PUCs' ability to introduce new ideas into their states.     

Suicidality, school dropout, and reading problems among adolescents

The purpose of this study was to examine the risk of suicidal ideation and suicide attempts and school dropout among youth with poor reading in comparison to youth with typical reading (n = 188) recruited from public schools at the age of 15. In a prospective naturalistic study, youth and parents participated in repeated research assessments to obtain information about suicide ideation and attempts, psychiatric and sociodemographic variables, and school dropout. Youth with poor reading ability were more likely to experience suicidal ideation or attempts and more likely to drop out of school than youth with typical reading, even after controlling for sociodemographic and psychiatric variables. Suicidality and school dropout were strongly associated with each other. Prevention efforts should focus on better understanding the relationship between these outcomes, as well as on the developmental paths leading up to these behaviors among youth with reading difficulties.