Black Faculty Facilitating Difficult Dialogues in the College Classroom: A Cross-Disciplinary Response to Racism and Racial Violence

The Urban Review - This article examines how three Black tenure-track faculty from different academic disciplines prioritized and facilitated discussions on racism and racial violence with graduate...     

Testing a student generated hypothesis using student data

We describe an activity that allows students to experience the full process of a statistical investigation, from generating the research question, to collecting data and testing a hypothesis. Implementation of the activity is described both with and without use of clickers, handheld remotes that allow instant data collection.     

An Immodest Proposal

[CICERO] AD C. HERENNIUM DE RATIONE DICENDI (RHETORICA AD HERENNIUM) WITH AN ENGLISH TRANSLATION. By Harry Caplan. The Loeb Classical Library. Cambridge, Massachusetts: Harvard University Press, London: William Heinemann Ltd., 1954; pp. lviii+434. $3.00.

WILLIAM ELLERY CHANNING. By David P. Edgell. Boston: The Beacon Press, 1955; pp. xv+264. $4.00.

HOOF BEATS TO HEAVEN: A True Chronicle of the Life and Wild Times of Peter Cartwright, Circuit Rider. By Sidney Greenbie and Marjorie Barstow Greenbie. Penobscot, Maine: Traversity Press, 1955; pp. xx+623. $6.00.

MAKING DEMOCRACY A REALITY: JEFFERSON, JACKSON AND POLK. By Claude G. Bowers. Memphis: Memphis State College Press, 1954; pp. ix+170. $3.75.

WILLIAM LLOYD GARRISON AND THE HUMANITARIAN REFORMERS. By Russel B. Nye. Boston: Little, Brown and Company, 1955; pp. vii+215. $3.00.

ROBERT M. LA FOLLETTE. By Fola and Belle Case La Follette. Two vols. New York: The Macmillan Co., 1953; pp. xx+vii+1305. $15.00.

JOHN HART'S WORKS ON ENGLISH ORTHOGRAPHY AND PRONUNCIATION [1551 : 1569 1570], Part I, Biographical and Bibliographical Introductions, Texts and Index Verborum. By Bror Danielsson. Stockholm: Almquist &; Wiksell, 1955; pp. 338.

THE TEACHING OF MODERN LANGUAGES. A volume of studies deriving from the International Seminar organized by the Secretariat of UNESCO at Nuwara Eliya, Ceylon, in August, 1953. Paris, France: UNESCO, 1955; pp. 294. $2.50.

PHILOSOPHY AND ANALYSIS. Edited by Margaret Macdonald. New York: Philosophical Library, 1954; pp. viii+296. §7.50.

AN INTRODUCTION TO DESCRIPTIVE LINGUISTICS. By H. A. Gleason, Jr. New York: Henry Holt, 1955; pp. ix+389. $5.50.

WORKBOOK IN DESCRIPTIVE LINGUISTICS. By H. A. Gleason, Jr. New York: Henry Holt, 1955; pp. 88. $2.25.

LANGUAGE, MEANING AND MATURITY. Edited by S. I. Hayakawa. New York: Harper and Brothers, 1954; pp. xii+364. $4.00.

NOAH WEBSTER'S PRONUNCIATION AND MODERN NEW ENGLAND SPEECH: A Comparison. By Karl‐Erik Lindlad. (American Institute, Upsala University, Sweden: Essays and Studies on American Language and Literature: XI). Cambridge, Mass.: Harvard University Press, 1954, pp. 90. $2.00, paper.

PRINCIPLES OF THEATRE ART. By H. D. Albright, William P. Halstead, and Lee Mitchell. Boston: Houghton Miffln Company, 1955; pp. xii+547. $6.00.

TRAGICOMEDY. By Marvin T. Herrick. Urbana, Illinois: The University of Illinois Press, 1955; pp. 331. $5.00 cloth; $4.00 paper.

AMERICA TAKES THE STAGE ROMANTICISM IN AMERICAN DRAMA AND THEATRE, 1750–1900. By Richard Moody. Bloomington: Indiana University Press, 1955; pp. viii+328. $5.00.

WILLIAM POEL AND THE ELIZABETHAN REVIVAL. By Robert Speaight. Cambridge: Harvard University Press, 1954; pp. 302. $4.75.

SPEECH: CODE, MEANING, AND COMMUNICATION. By John W. Black and Wilbur E. Moore. New York: McGraw‐Hill Book Company, Inc., 1955; pp. viii+430. $4.50.

GUIDE TO GOOD SPEECH. By James H. McBurney and Ernest J. Wrage. New York: Prentice‐Hall, Inc., 1955; pp. vi+346. $3.75.

HANDBOOK OF PARLIAMENTARY PROCEDURE. By Henry A. Davidson. New York: The Ronald Press Company, 1955; pp. xviii+292. $3.75.

TELEVISION PROGRAM PRODUCTION. By Carroll O'Meara. New York: The Ronald Press Company, 1955; pp. vii+361. $5.00.

PREACHING THE WORD WITH AUTHORITY. By Frederick W. Schroeder. Philadelphia: The Westminster Press, 1954; pp. 128. $2.50.

SPEAKING IN THE CHURCH. By John Edward Lantz. New York: The Macmillan Company, 1954; pp. ix+202. $3.75.

A MOUSE IN THE CORNER. By Dorothy Will Simon. Illustrated by Patricia Holston. New York: Exposition Press, Inc.; pp. 63. $2.50.     

Factors Contributing to Improved Teaching Performance

This article focuses upon the quality and scholarship of teaching as it pertains to educational and faculty development. We outline what more than 200 faculty members at one institution have done over a 3-year period to make significant and sustained improvements in their teaching, surprisingly with minimal effort. The top three factors leading to improvement were active/practical learning, teacher/student interactions, and clear expectations/learning outcomes. We provide practical applications for change and suggestions for future research. Whitney Ransom McGowan  is a Ph.D. candidate at Brigham Young University (BYU), and she received an M.S. degree in Instructional Psychology & Technology from BYU. She is currently a research assistant for the Assistant to the Academic Vice President at BYU and also performs research at the Center for Teaching & Learning. She can be contacted at whitney.ransom@gmail.com. Charles R. Graham  is an Associate Professor of Instructional Psychology and Technology at Brigham Young University with a focus on technology-mediated teaching and learning. Graham received his Ph.D. in Instructional Systems Technology from Indiana University. He received his M.S. degree in Electrical and Computer Engineering from the University of Illinois and his B.S. degree in Electrical and Computer Engineering, from BYU. He is particularly interested in studying the design and evaluation of blended learning environments. He can be contacted at charles_graham@byu.edu.     

Anatomy Students That are “Team-Taught” May Achieve Better Results Than Those That are “Sole-Taught”

Anatomy practical classes have traditionally been taught by a team of demonstrators (team-taught) in a large dissection room. More recently, particularly in nonmedical contexts, practical classes have been taught by one teacher (sole-taught) to smaller student groups. The aim of this study was to compare student outcomes when the same course was delivered with practical classes team-taught at one campus (metropolitan) and sole-taught at a second campus (regional) while maintaining similar staff to student ratios. This anatomy course, for physiotherapy and lower academically credentialed exercise science/physiology students, utilized blended delivery whereby most content was delivered online and practical classes comprised the main face-to-face teaching. In 2018, the metropolitan campus introduced team-teaching practical classes while the regional campus continued with sole-teaching. Student marks and engagement with online content were compared between campuses and to the previous year (2017) when both campuses had sole-taught practical classes. While final marks for the course increased overall in 2018 (P < 0.01), exercise science/physiology students at the metropolitan campus (team-taught) improved their final marks (53.5 ± 1.1%) compared to a slight decrease for the regional (sole-taught) campus (44.8 ± 1.4%) (P < 0.01). There were no differences between campuses for physiotherapy students in 2018. Student engagement with online content did not contribute to the improvement in marks for exercise science/physiology students. Introduction of a team-teaching format improved student marks, particularly for the lower academically credentialed students. Team-teaching should be considered as the preferred format for anatomy practical classes, particularly in courses involving students with diverse academic credentials.     

Women’s association football (soccer) in Brisbane,Queensland 1921–1933: new perspectives on early competition

ABSTRACT

In September 1921, two representative women’s teams played association football (soccer) on the Brisbane Cricket Ground in Queensland, Australia. The crowd size, approximately 10,000, was not commensurate with those attending matches featuring Dick, Kerr Ladies in England during the same period, but it was nonetheless a significant crowd at a match now widely acknowledged as Australia’s first public game of women’s association football. New evidence suggests it may have been the first between representative female association football sides, with players selected from local teams.

Contemporary accounts note the match as a single event. Regular organised competition did not occur until the early 1970s, but led to the formation of a national association in 1974. An overview of current literature and new archival research highlights the emergence of a strong culture around woman’s association football that begins before the Brisbane Cricket Ground match. The evidence presents a possible imbalance between what occurred and what has been recorded, and suggests a much more prolonged, if somewhat fragmented, engagement with association football between 1921 and 1933 in southern Queensland. The emergence of competition in Brisbane in the 1920s foregrounds the city’s – and, with it, Queensland’s – contribution to the history and development of Australian women’s football.     

Teaching introductory business statistics

This paper seeks to compare the traditional delivery of introductory courses in business statistics within a business and management faculty, with that of an approach that seeks to teach through information technology (IT). To achieve this objective this paper will examine how traditionally taught courses in business statistics are delivered and compare this with a teaching approach through the use of IT