A Sticky Space Model for Explanation and Individuation of Anchoring Effects

Current explanations for anchoring phenomena seem to be unable to account for the diversity of effects found by 40 years of research. Additionally, the theories do not have much to say about the processes that make anchors so resilient to modification. I argue that by focusing on the mechanisms involved in spatial representation, we can account for most anchoring effects which have spatial components

Structure of the Northern Portion of the Dumplin Valley Fault Zone in East Tennessee

(From the Introduction) The purpose of this investigation is to study, synthesize, and interpret the structure of the Dumplin Valley family of faults and associated folds. The ultimate objective of the investigation is to present a clear, concise hypothesis for the origin of the structure. Finally, the writer has tried to relate the fault to other structures in East Tennessee, and to determine if the interpretation as formulated fits the regional tectonic picture

Orbit Spaces of Gradient Vector Fields

We study orbit spaces of generalized gradient vector fields for Morse functions. Typically, these orbit spaces are non-Hausdorff. Nevertheless, they are quite structured topologically and are amenable to study. We show that these orbit spaces are locally contractible. We also show that the quotient map associated to each such orbit space is a weak homotopy equivalence and has the path lifting property.Comment: 16 pages, 4 figures; strengthened a main result (Corollary 3.5) and updated the introduction and the conclusio

Bringing the Gap between Service and Learning

Learning theorists recognize that not all experiences result in learning, particularly discipline-based learning. John Dewey called for education to be deeply rooted in experience (1916), yet he acknowledged that experience in and of itself is not always educative (1933). Experiences often create controversy, and if the controversy is not reflected upon, it can be a misleading, even harmful experience, which produces a lack of sensitivity and responsiveness in the learner (Dewey 1933). Although an encounter has the potential to develop key perceptions that foster personal growth, it is only when the experience is thoughtfully considered and analyzed that generalizations are formed to influence future action (Glenn and Nelson 1988)

A Service-Learning Curriculum for Faculty

The development of service-learning courses is contingent upon faculty. Institutions of higher education which are interested in service-learning can engage in faculty development activities in order to (a) develop a common understanding on campus concerning the nature of service- learning, (b) establish and maintain the academic integrity of service-learning, (c) increase the confidence of faculty as they implement a new pedagogy, and (d) increase the likelihood that service-learning is institutionalized in higher education. This article describes a curriculum for a series of faculty workshops: Introduction to Service-Learning, Reflection, Building Community Partnerships, Student Supervision and Assessment, and Course Assessment and Research. Each module provides a synopsis of topics and suggested readings for participants

The Scholarship of Civic Engagement: Defining, Documenting, and Evaluating Faculty Work

Civic engagement, which is presented as teaching, research, and service in and with the community, presents new challenges for evaluating faculty work as part of the reappointment, promotion, and tenure process. The nature of service learning, professional service, and participatory action research are examined as faculty work that can be scholarly (i.e., well-informed) and the basis of scholarship (i.e., contributing to a knowledge base). As such, examples of evidence for documenting the work and issues associated with evaluating dossiers are presented

Reflection in Service Learning: Making Meaning or Experience

Traditional methods of instruction based on lectures and textbook readings can be effective in some instances and for some types of! earning, yet many educators seek methods to enhance traditional student learning and to expand educational objectives beyond knowledge acquisition. Two related issues illustrate the limitations of traditional methods. The first is context-specific learning. Students are taught a particular module of content, they are provided examples of how to solve particular types of problems, and then they practice solving these types of problems. However, when the nature of the problem is varied, or when similar problems are encountered in different contexts, students fail to generalize prior learning to these new circumstances or situations. The second issue that frustrates educators is the shallow nature of the content learned through traditional instruction and the degree to which it does not promote personal understanding. That is, although students may demonstrate rote learning of a particular educational module, that new information does not always enlighten understanding of their own lives and the world outside the classroom. When knowledge acquisition is viewed as the most important goal of education, the educational system fails to develop intellectual habits that foster the desire and capacity for lifelong learning and the skills needed for active participation in a democracy.

Reflection Activities for the College Classroom

As educators committed to strengthening the integration of service into academic study, we have provided this booklet of reflection activities as our first attempt to consolidate the collective wisdom on reflection activities that can be used in college classrooms