{"title":"Using High Tech: Continuing Professional Education By an Interactive Satellite System","authors":"M. Haughey, P. Murphy","doi":"10.1080/00193089.1984.10533874","DOIUrl":"https://doi.org/10.1080/00193089.1984.10533874","url":null,"abstract":"The Province of British Columbia is undoubtedly one of the m st beautiful regions f the world. The snow-capped mountains, the dense forests, and rushing rivers make it a photographer's paradise. This terrain, though extremely beautiful, has served as a barrier to ef fective communication among communities for decades. Modern highway and railway systems network the province; yet, severe weather conditions and great distances between communities restrict travel. Due to these conditions professional people from rural areas, until very recently, were offered few continuing profes sional education experiences in their local communities. The doctors, nurses, and teachers who worked in the small towns of British Columbia had to travel hundreds of miles, often at their own expense, to maintain a reasonable level of professional competence. During the early seventies, rural people began to realize that the quality of social services available to them in their communities was dependent, to a signifi cant extent, upon the experience, commitment, and qualifications of the professional people offering those services. Professional associations were similarly becoming concerned that their members working in small rural communities were not aware of many recent advances in their fields of expertise. The provincial government was lobbied by these political pressure groups to ensure that British Columbians, irrespective of their places of residence, should have a similar quality of social services.","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1984-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124844815","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Responding to Colleagues: Setting Standards in Multiple-Section Courses.","authors":"Marla Wynn Mudar Iyasere","doi":"10.1080/00193089.1984.10533870","DOIUrl":"https://doi.org/10.1080/00193089.1984.10533870","url":null,"abstract":"Demand for college composition courses appears to be growing faster than sections can be add d or in structors hired. As part of a renewed emphasis on com munication skills and in an effort to correct the serious deficiencies in basic writing among college students, composition programs have been reorganized to focus part-timers or temporaries. This proliferation of sec tions and attendant last-minute shuffling of faculty only exacerbate diversity of standards in multiple-section courses.","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1984-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129174166","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Responding to Students: Ughs, Awks, and Ahas","authors":"B. Clark","doi":"10.1080/00193089.1984.10533869","DOIUrl":"https://doi.org/10.1080/00193089.1984.10533869","url":null,"abstract":"","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1984-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116230120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Accommodating the Remedial Student in the Content Class","authors":"Rochelle B. Simms","doi":"10.1080/00193089.1984.10533875","DOIUrl":"https://doi.org/10.1080/00193089.1984.10533875","url":null,"abstract":"Increasing numbers of students who are considered to be non-traditional, unde prepared, reading deficient, marginal, and/or remedial are enrolling in institutions of higher education (5, 10, 12). With the advent of equal opportunity laws and open admissions policies, many senior colleges and universities have attempted to ad dress the needs of these students by initiating courses called remedial, basic skills, or developmental educa tion. Mason, Myers and Callaway (8) reported that 64 percent of the colleges and universities responding to their nationwide survey provide reading improvement courses for such students. The Carnegie Council on Policy Studies in Higher Education found that com prehensive basic skills programs exist in 80 percent of the nation's institutions (13). This is not surprising when one considers that 20 percent of all four-year colleges in the country must accept every high school graduate within the state (1).","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1984-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114912276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Memorandum to Michelangelo: Tenure Denied","authors":"S. Wassermann","doi":"10.1080/00193089.1984.10533872","DOIUrl":"https://doi.org/10.1080/00193089.1984.10533872","url":null,"abstract":"","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1984-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132196252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Teaching Political Theory: Meaning through Metaphor","authors":"J. Best","doi":"10.1080/00193089.1984.10533868","DOIUrl":"https://doi.org/10.1080/00193089.1984.10533868","url":null,"abstract":"If I were compelled to state my ultimate goal for my political theory students I'd have to quote George Santayana, who said, \"Hardly anybody except possibly the Greeks at their best has realized the sweetness and glory of being a rational animal.\" My goal for my Why is it that there is often resistance to thinking, to the life of the mind? Why do students believe that political theory must be an arcane and difficult subject? I offer a generalization. Most minds find abstract reasoning alien. Most minds are at least initially hostile","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1984-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115787648","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Responding to Industry: Writing in a High Tech World.","authors":"P. Durfee","doi":"10.1080/00193089.1984.10533871","DOIUrl":"https://doi.org/10.1080/00193089.1984.10533871","url":null,"abstract":"Since 1977, each Spring I have taught four sections of technic l report writing, a one semester course re quired for all students enrolled in a technology course at Broome Community College in upstate New York. The College (BCC) is a comprehensive community college Literature. Always, I felt comfortable teaching Beo wulf, Hamlet, and Paradise Lost; sometimes, I felt un comfortable teaching executive summaries, occurrence reports, and flow charts. I had never worked outside of an academic environment; indeed, until several years","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1984-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122471745","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Biology Hot Line: Use of a Telephone Answering Device in Large Classes","authors":"R. Pardy, L. Mortensen","doi":"10.1080/00193089.1984.10533873","DOIUrl":"https://doi.org/10.1080/00193089.1984.10533873","url":null,"abstract":"Two common challenges in teaching large lecture courses are student anonymity a d student heter ogeneity. Citing Thomas and Fink (6), McKeachie (4) reports that a group's use of resources is constrained because in a large group a smaller proportion of people can participate orally; and the larger the group, the less likely an individual feels free to volunteer. As the size of the class increases, the number and variety of student needs also increase. It is unlikely that the instructor's ability to meet differing expectations increases propor tionately, since class time is not expandable. Research studies conducted at three universities indi","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1984-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130709190","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Promoting Professional and Personal Renewal","authors":"Ronald D. Simpson, W. K. Jackson","doi":"10.1080/00193089.1984.10533876","DOIUrl":"https://doi.org/10.1080/00193089.1984.10533876","url":null,"abstract":"","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1984-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123832236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Does Type of College Affect Students' Task Performance/","authors":"A. Aguirre","doi":"10.1080/00193089.1984.10533865","DOIUrl":"https://doi.org/10.1080/00193089.1984.10533865","url":null,"abstract":"People possess social characteristics that determine the type of nteractive contexts they fabricate with others. A process of social orientation preceded this fabrication. The orientation process develops parame ters for social interaction that reflect the status each in teracting person assigns to the other. As a result of the evaluation strategy, each person develops for the other a set of expectations defined by the assigned status of the social characteristic. For example, as a social characteristic, sex has two states: male and female. It is a general observation that men have more opportunities for social interaction than women because it is assumed that men will contribute more to social interaction. Consequently, men are as signed higher status in social interaction, and will, there fore, be expected to be the initiators of social interaction rather than women (2).","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1984-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128629815","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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