Learning through Teaching and Growth through Service: Integrating the Chemistry Club Experience Throughout the Academic Major / Boucher, Michelle A.; Thomas, Alyssa C.; Pulliam, Curtis R. / http://dx.doi.org/10.1021/bk-2018-1278.ch001
Forming Bonds: Using Community Outreach To Maintain Relationships with Other Chemistry Societies / Carter, Leanna C.; Foss, Kearney M.; Mohler, Debra L.; Wilson, David L.; Sumner, Isaiah / http://dx.doi.org/10.1021/bk-2018-1278.ch003
Location of an American Chemical Society Student Chapter: Balancing Service and Community Outreach between Urban and Suburban Settings / Dierker, Theresa M.; Nguyen, Grace L.; Pothoof, Justin A.; Maxwell, Danielle N.; Johns, Cameron M.; Evans, Kendra R.; Mio, Matthew J. / http://dx.doi.org/10.1021/bk-2018-1278.ch007
If diversity is the inclusion of the other and equity is equal opportunity, then diversity equity is equal opportunity for the inclusion of the other. In order to support and advance competitiveness -that is, inclusive excellence- many in the chemistry community have been working to advance diversity equity through deliberate engagement with chemistry department chairs and heads since 2006. This book provides a recap of the last four biennial National Diversity Equity Workshops (NDEWs). The Open Chemistry Collaborative in Diversity Equity (OXIDE) hosted and facilitated these workshops in 2011, 2013, 2015, and 2017. OXIDE convened leading social and behavioral scientists, diversity experts, and chemistry leaders to contextualize the challenges for achieving diversity equity, and to develop strategies to advance diversity and inclusion across all underrepresented groups in chemistry -e.g., for women, under-represented minorities, gender identity and orientation, and disability status. (source: Nielsen Book Data)
A Professional Development Handbook for New Faculty / Besson, Dave Z., Department of Physics and Astronomy, 1082 Malott, 1251 Wescoe Hall Dr., University of Kansas, Lawrence, Kansas 66045, United States, and National Research Nuclear University MEPhI, Moskva, Russia 115409; Beuning, Penny J., Department of Chemistry and Chemical Biology, 360 Huntington Ave., Northeastern University, Boston, Massachsetts 02115, United States; Snyder, Scott A., Department of Chemistry, 5735 S. Ellis Ave., University of Chicago, Chicago, Illinois 60637, United States / http://dx.doi.org/10.1021/bk-2017-1259.ch002
The Cottrell Scholars Collaborative New Faculty Workshop: Early Lessons for Change in Teaching / Waterman, Rory, Department of Chemistry, University of Vermont, 82 University Place, Burlington, Vermont 05045, United States; Feig, Andrew L., Department of Chemistry, Wayne State University, 5101 Cass Ave., Detroit, Michigan 48202, United States / http://dx.doi.org/10.1021/bk-2017-1259.ch003
Leadership Training for Teacher-Scholars / Hernandez, Rigoberto, Department of Chemistry, Johns Hopkins University, Baltimore, Maryland 21218, United States; Stains, Marilyne, Department of Chemistry, University of Nebraska-Lincoln, Lincoln, Nebraska 68588, United States; Bjorkman, Karen S., Department of Physics and Astronomy, College of Natural Sciences and Mathematics, University of Toledo, Toledo, Ohio 43606, United States; Donovan, Ashley, American Chemical Society, 1155 Sixteenth Street NW, Washington, DC 20036, United States; Dorhout, Peter K., Vice President for Research, Kansas State University, Manhattan, Kansas 66506-1005, United States; Feig, Andrew L., Department of Chemistry, Wayne State University, Detroit, Michigan 48202, United States; Hammer, Philip W., American Institute of Physics, 1 Physics Ellipse, College Park, Maryland 20740, United States; Ross, Jennifer L., Department of Physics, University of Massachusetts, Amherst, Massachusetts 01003, United States; Wesemann, Jodi L., Vice President for Research, Kansas State University, Manhattan, Kansas 66506-1005, United States; Iyer, Srikant K., Department of Chemistry, Johns Hopkins University, Baltimore, Maryland 21218, United States / http://dx.doi.org/10.1021/bk-2017-1259.ch004
Establishing an Interdisciplinary Outreach Program at the Interface of Biology, Chemistry, and Materials Science / Byers, Jeffery A.; Weerapana, Eranthie; Chatterjee, Abhishek / http://dx.doi.org/10.1021/bk-2017-1259.ch005
From the Research Lab to the Classroom: A Multi-Faceted High School Chemistry Outreach Program / Clark, Timothy B., Department of Chemistry and Biochemistry, University of San Diego, 5998 Alcala Park, San Diego, California 92110, United States; Emmerson, David G., Science Department, La Costa Canyon High School, 1 Maverick Way, Carlsbad, California 92009, United States, Science Department, Pacific Ridge School, 6269 El Fuerte St., Carlsbad, California 92009, United States; Honsberger, June, Science Department, La Costa Canyon High School, 1 Maverick Way, Carlsbad, California 92009, United States / http://dx.doi.org/10.1021/bk-2017-1259.ch006
Introducing High School Students to Chemical Research through Science Ambassadors / Bower, Matthew M., School of Medicine, University of California – Irvine, 1001 Health Sciences Rd., Irvine, California 92617, United States; Harvey, Samantha M., Department of Chemistry, Northwestern University, 2145 Sheridan Rd., Evanston, Illinois 60208, United States; Richter, Adam J., Girls Athletic Leadership School, Denver Public Schools Charter School, 750 Galapago St., Denver, Colorado 80204, United States; Skrabalak, Sara E., Department of Chemistry, Indiana University – Bloomington, 800 E. Kirkwood Ave., Bloomington, Indiana 47405, United States / http://dx.doi.org/10.1021/bk-2017-1259.ch007
The Cottrell Scholar program was created to champion the very best early career teacher-scholars in chemistry, physics and astronomy. Within that program, the TREE award (Transformational Research and Excellence in Education) from the Research Corporation for Science Advancement recognizes the exceptional work in the integration of research and education of the pool of Cottrell Scholars. Many Cottrell Scholars continue to push boundaries in their education and outreach work in addition to their research. That community has organized into the Cottrell Scholars Collaborative (CSC). This self-organized collection of Cottrell Scholars work together to identify and tackle high-priority educational projects of national importance, often in collaboration with partner organizations. As new faculty seek to cultivate impactful projects for future CAREER grant submissions and their local institution, it seemed useful to provide a broader audience with the scope and scale of work from Cottrell Scholars and the Collaborative. This second volume shifts focus to professional development in the broadest sense. About half of these contributions examine various ways in which faculty can be supported at all stages of their careers. The latter chapters outline several interventions with high schools to promote STEM education and literacy in support of national workforce needs as well as a strong interest in fostering a science literate public. Like the first volume, there are examples that are both large in scale as well as those that can be implemented immediately. Members of the Cottrell Scholars Collaborative have been leveraging their experiences to aid in new and maturing faculty members as they embark on various stages and aspects of their careers. The idea of undertaking a professional development project may seem out of reach for a pre-tenure faculty member, but the need of many faculty for peer mentorship demonstrates how a little help goes a long way. (source: Nielsen Book Data)
Stanford Medicine, Office of Academic Affairs, <2017>-
Book — online resource (document)
Chapter 1. Medical Faculty Organization
Chapter 2. The Professoriate
Chapter 3. Clinician Educators
Chapter 4. Academic Staff - Teaching and Research
Chapter 5. Other Teaching Titles
Chapter 6. Adjunct Clinical Faculty
Chapter 7. Instructors
Chapter 8. Visiting Scholars
Chapter 9. Other Policies.
Includes information about medical faculty organization: the professoriate, clinician educators, academic staff, adjunct clinical faculty, instructors, visiting scholars, acting faculty, visiting faculty, visiting instructors, consulting faculty, and more.
Developing and Sustaining Outreach Events: Bringing Hands-On Science to Rural Communities / Bard, Jeremy P.; Deenik, Philip R.; Hamann, Katie R.; Morales, Darcy A.; Cavinato, Anna G. / http://dx.doi.org/10.1021/bk-2016-1230.ch008
This twin set of volumes is an attempt to capture numerous voices among those in the ACS who have built award-winning Student Member Chapters, as well as those who have kept them going, in some cases for decades. Volume 2 focuses on specific program areas and strengths of individual member chapters. (source: Nielsen Book Data)
First edition. - New York : Alfred A. Knopf, 2016.
Book — 290 pages ; 25 cm
Roots and leaves
Wood and knots
Flowers and fruit
Jahren has built three laboratories in which she's studied trees, flowers, seeds, and soil. She tells about her childhood in rural Minnesota with an uncompromising mother and a father who encouraged hours of play in his classroom's labs; about how she found a sanctuary in science, and the disappointments, triumphs and exhilarating discoveries of scientific work. Yet at the core of this book is the story of a relationship Jahren forged with Bill, who becomes her lab partner and best friend. Their sometimes rogue adventures in science take them over the Atlantic to the ever-light skies of the North Pole and to tropical Hawaii, where she and her lab currently make their home.
An illuminating debut memoir of a woman in science; a moving portrait of a longtime friendship; and a stunningly fresh look at plants that will forever change how you see the natural world. Acclaimed scientist Hope Jahren has built three laboratories in which she's studied trees, flowers, seeds, and soil. Her first book is a revelatory treatise on plant life but it is also so much more. "Lab Girl" is a book about work, love, and the mountains that can be moved when those two things come together. It is told through Jahren's remarkable stories: about her childhood in rural Minnesota with an uncompromising mother and a father who encouraged hours of play in his classroom's labs; about how she found a sanctuary in science, and learned to perform lab work done with both the heart and the hands; and about the inevitable disappointments, but also the triumphs and exhilarating discoveries, of scientific work. Yet at the core of this book is the story of a relationship Jahren forged with a brilliant, wounded man named Bill, who becomes her lab partner and best friend. Their sometimes rogue adventures in science take them from the Midwest across the United States and back again, over the Atlantic to the ever-light skies of the North Pole and to tropical Hawaii, where she and her lab currently make their home. Jahren's probing look at plants, her astonishing tenacity of spirit, and her acute insights on nature enliven every page of this extraordinary book. "Lab Girl" opens your eyes to the beautiful, sophisticated mechanisms within every leaf, blade of grass, and flower petal. Here is an eloquent demonstration of what can happen when you find the stamina, passion, and sense of sacrifice needed to make a life out of what you truly love, as you discover along the way the person you were meant to be. -- Publisher description.
This paper develops and estimates an equilibrium model of charter school entry and school choice. In the model, households choose among public, private, and charter schools, and a regulator authorizes charter entry and mandates charter exit. The model is estimated for Washington, D.C. According to the estimates, charters generate net social gains by providing additional school options, and they benefit non-white, low-income, and middle-school students the most. Further, policies that raise the supply of prospective charter entrants in combination with high authorization standards enhance social welfare.
Washington, D.C. : National Academies Press, 
Book — 1 online resource (1 PDF file (ix, 67 pages)) : color illustrations
1 Front Matter--
2 Background to Change--
3 Getting Started--
4 The Tenure Track and Beyond--
5 Moving into Retirement--
6 The Other Academe--
7 Looking Ahead--
9 Appendix A: Workshop Agenda--
10 Appendix B: Speakers' Biographies.
(source: Nielsen Book Data)
America's research universities have undergone striking change in recent decades, as have many aspects of the society that surrounds them. This change has important implications for the heart of every university: the faculty. To sustain their high level of intellectual excellence and their success in preparing young people for the various roles they will play in society, universities need to be aware of how evolving conditions affect their ability to attract the most qualified people and to maximize their effectiveness as teachers and researchers. Gender roles, family life, the demographic makeup of the nation and the faculty, and the economic stability of higher education all have shifted dramatically over the past generation. In addition, strong current trends in technology, funding, and demographics suggest that change will continue and perhaps even accelerate in academe in the years to come. One central element of academic life has remained essentially unchanged for generations, however: the formal structure of the professorial career. Developed in the mid-nineteenth and early twentieth centuries to suit circumstances quite different from today's, and based on traditions going back even earlier, this customary career path is now a source of strain for both the individuals pursuing it and the institutions where they work. The Arc of the Academic Research Career is the summary of a workshop convened by The Committee on Science, Engineering, and Public Policy in September 2013 to examine major points of strain in academic research careers from the point of view of both the faculty members and the institutions. National experts from a variety of disciplines and institutions discussed practices and strategies already in use on various campuses and identified issues as yet not effectively addressed. This workshop summary addresses the challenges universities face, from nurturing the talent of future faculty members to managing their progress through all the stages of their careers to finding the best use of their skills as their work winds down. (source: Nielsen Book Data)
Chicago, Illinois : Association of College and Research Libraries, A division of the American Library Association, 2014.
Book — iii, 154 pages : illustrations ; 23 cm
Libraries and assessment / Daniel C. Mack ; Gary W. White
The place of liaisons and the central role of assessment in American higher education / Gary W. White
Programmatic assessment of research services : informing the evolution of an engaged liaison librarian model / Sarah Anne Murphy ; Craig Gibson
Assessment of teaching, learning, and literacies / Ellysa Stern Cahoy
Library assessment for online, blended, and other learning environments / Maria R. Barefoot
Beyond the bibliographer : assessing collection development activities in the new digital library / Daniel C. Mack
Liaison librarians and scholarly communication : a framework and strategies for assessment / Dawn Childress ; Daniel Hickey
The library as platform : assessing outreach and engagement in the library of the future / Marcy Bidney
Professional development of liaison librarians : fostering skills for the twenty-first century / Gary W. White
Designing and implementing a liaison assessment program / Daniel C. Mack.
Assessment is increasingly important to higher education. Tight budgets and scarce resources demand accountability from the entire academy, including the library. Librarians must be prepared to document the impact of the programs they create, the collections they develop, and the services they offer. Liaison librarians in academic libraries focus on engagement with academic units and outreach to students, faculty, and the community of scholars. In a series of scholarly essays, Assessing Liaison Librarians: Documenting Impact for Positive Change examines how academic libraries assess liaison activities and offers recommendations for documenting the impact of programs and services. Individual chapters address liaison activities relating to collection development; library instruction; research services; engagement and outreach; online, blended and other learning environments, including MOOCs; scholarly communications and information technology; the importance of assessment in the 21st century research library; and professional development of liaisons librarians.
Fourteenth edition. - Belmont, California : Wadsworth, Cengage Learning, 
Book — xxiii, 392 pages ; 21 cm
Part I: GETTING STARTED.
2. Countdown for Course Preparation.
3. Meeting a Class for the First Time. Part II: BASIC SKILLS FOR FACILITATING STUDENT LEARNING.
4. Reading as Active Learning.
5. Facilitating Discussion.
6. How to Make Lectures More Effective.
7. Assessing, Testing, and Evaluating: Grading Is Not the Most Important Function.
8. Testing: The Details.
9. Good Designs for Written Feedback for Students.
10. Assigning Grades: What Do They Mean? Part III: UNDERSTANDING STUDENTS.
11. Motivation in the College Classroom.
12. Teaching Culturally Diverse Students.
13. Different Students, Different Challenges. Part IV: ADDING TO YOUR REPERTOIRE OF SKILLS AND STRATEGIES FOR FACILITATING ACTIVE LEARNING.
14. Active Learning: Group-Based Learning.
15. Experiential Learning: Case-Based, Problem-Based, and Reality-Based.
16. Using High-Stakes and Low-Stakes Writing to Enhance Learning.
17. Technology and Teaching. Part V: SKILLS FOR USE IN OTHER TEACHING SITUATIONS.
18. Teaching Large Classes (You Can Still Get Active Learning!).
19. Laboratory Instruction: Ensuring an Active Learning Experience. Part VI: TEACHING FOR HIGHER-LEVEL GOALS.
20. Teaching Students How to Become More Strategic and Self-Regulated Learners.
21. Teaching Thinking.
22. The Ethics of Teaching. Part VII: LIFELONG LEARNING FOR A TEACHER.
23. Vitality and Growth Throughout Your Teaching Career. References. Index.
(source: Nielsen Book Data)
This indispensable handbook provides helpful strategies for dealing with both the everyday challenges of university teaching and those that arise in efforts to maximize learning for every student. The suggested strategies are supported by research and adaptable to specific classroom situations. Rather than suggest a "set of recipes" to be followed mechanically, the book gives instructors the tools they need to deal with the ever-changing dynamics of teaching and learning. Available with InfoTrac (R) Student Collections http://gocengage.com/infotrac. (source: Nielsen Book Data)