Developing teaching and learning programmes for new lecturers in higher education to allow for exploration of the link between research and teaching: a collaborative UK/Canadian project

This is an ESCalate development project led by Lisa Lucas of the University of Bristol and completed in 2009. It looks at teaching and learning programmes for new lecturers in the UK and Canada, specifically the link between research and teaching. The aim of this project was to develop innovative materials and activities, and collect best practice examples that focus on the link between research and teaching that can be utilised within university Teaching and Learning in Higher Education programmes for new lecturers. A comparison between the UK and Canada was taken in order to provide an international perspective on this issue and to help develop materials that would be relevant in different national contexts. It looks at the policy contexts in the UK and Canada, reviews some example teaching and learning programmes and explores the views of early career academics in terms of linking teaching and research. It includes a final project report and colloquium paper, both presented as PDF file

The Young and the Restless: How the Twenty-Sixth Amendment Could Play a Role in the Current Debate Over Voting Laws

The Twenty-Sixth Amendment is commonly understood as lowering the voting age to eighteen. However, a close look at the Amendment\u27s language and history indicates that the Twenty-Sixth Amendment does more than just grant a right. Properly read, the Twenty-Sixth Amendment acts as an antidiscrimination law similar to the Fourteenth, Fifteenth, and Nineteenth Amendments. Accordingly, the Twenty-Sixth Amendment possesses the power not just to invalidate legislation that explicitly contravenes its purpose, but also to neutralize facially neutral legislation that was enacted with a discriminatory intent. Using Fourteenth and Fifteenth Amendment jurisprudence as a guide, this Comment proposes a framework for structuring Twenty-Sixth Amendment claims against facially neutral legislation. It argues that where claimants can show that a law was enacted for the purpose of impeding the youth vote, the Twenty-Sixth Amendment should trigger strict judicial scrutiny. It uses North Carolina\u27s new voting legislation, the Voter Information Verification Act, to illustrate how a group of students may demonstrate that this facially neutral legislation was enacted for the purpose of frustrating young and student voters

Understanding Student Use of a Disciplinary Library: A Focus Group Script

This is the script for a focus group session with college students in a science/engineering library

Patterns of Culture: Re-aligning Library Culture with User Needs

Radical changes in technology and information access have given rise to new academic disciplinary connections, new research and teaching practices, and new modes of communication. With the support of the Andrew W. Mellon Foundation, Syracuse University Library has undertaken a research project to better understand these changes at the University’s S.I. Newhouse School of Public Communications. We intend to develop an indepth understanding of one multi-disciplinary academic culture and then to examine the library’s culture and work practices to discover where services and resources are meeting needs and where they are not. The qualitative methods used in the Patterns of Culture project is informed by the ethnographic work conducted at the University of Rochester. The research team, four librarians and a graduate assistant, received training in interview and observational techniques from anthropologist Nancy Foster. Our data gathering, conducted from spring 2007 to spring 2008, involved interviews with faculty, librarians, and students about their work practice, eliciting photographic diaries from students and conducting observations in classrooms and public spaces. The goal of the Patterns of Culture (after Ruth Benedict’s landmark work) is threefold: to gain a better understanding of the needs, research, and work practices of the faculty and students and to gain the same type of understanding of library staff; to develop a plan to align library culture, resources, and services more closely with the needs of faculty and students; and to produce a model for data gathering and analysis that can be applied by the library to other academic settings. Our project is unusual in that it applies the same ethnographic methods to three groups, using comparison as a means for deeper understanding

Content Reading and Whole Language: An Instructional Approach

Many teacher education programs offer a course on content area reading which is required for certification by some states (Farrell and Cirrincione, 1984). However, as discussed by authors (e.g., Memory, 1983; Ratekin, Simpson, and Alvermann, Dishner, 1985; Stewart and O\u27Brien, 1989), preservice teachers generally do not see a need for content reading instruction. This attitude results from a range of factors, from student perception of limited opportunities for incorporating reading instruction into restricted time blocks at the secondary level (Stewart and O\u27Brien, 1989) to questions about the philosophy of and rationale behind such a course (Memory, 1983)

Digital Literacy Adoption with Academic Technology: Namely Digital Information Literacy to Enhance Student Learning Outcomes

This study explores Arts & Science faculty and librarians’ attitude of learning theory and perceptions of digital literacy (DL) and how digital information literacy (DIL) might improve and enhance student learning outcomes. Digital literacy (DL), information literacy (IL), and digital information literacy (DIL) consists of interaction with academic technology (AT) programs and tools. The objectives are: the rise of IL within the parameters of DL and discuss the birth of DIL, examine the modes of adoption and explore the levels of inclusion for faculty and librarians’ concepts of DL with DIL instruction with AT, define the IL phenomenon, and how IL affects faculty and librarian pedagogy. The study reveals the tension and distinction between DL and IL. Key research questions are: What are Arts & Science faculties’ digital literacy (DL) epistemology? What is the librarian’s/ library digital literacy (DL) epistemology perspectives, and what are Arts & Science faculties’ concept of DIL

The Evolution Of Portfolios In Teacher Education

Portfolios have been used in many fields of study to highlight the best work of individuals. In teacher education, portfolios serve as an authentic assessment, in that they contain artifacts representative of the preservice teacher’s performance in the classroom. As teachers are accountable for an in-depth understanding and implementation of teaching standards, portfolios can become the avenue for documenting how these standards are being met. The teacher preparation program at Saint Mary’s College, Notre Dame, Indiana has utilized portfolios since 1994. Over the years, these portfolios have evolved from their inception to a performance-based evidence that indicates the attainment of knowledge, skills, and attitudes needed to be a teacher

Coastal peoples and marine plants on the northwest coast

pp. 69-7

FEEDER CATTLE PRICE DIFFERENTIALS IN GEORGIA TELEAUCTIONS

Three Georgia feeder cattle teleauction markets were analyzed from 1977 to 1988 to estimate the impacts of cattle characteristics and market conditions on prices. Cattle characteristic price impacts were similar to those in previous studies. The impact of feeder cattle futures price on teleauction price was positive but varied across markets. Optimal lot size ranged from 143 to 276 head. In one market, 14 lots were necessary to generate positive price impacts. Additional buyers were estimated to have a $.30/cwt per buyer impact on price.Demand and Price Analysis,