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\"The Open Book' is a radical genre blend: it is an experimental co-memoir exploring the role of writing in academia. It contains stories about life without censoring and without distinguishing between traditional work/life domains and academic/non-academic ways of writing. This is done through discussions of conferences, research collaborations, supervision, taboo pleasures of 'fun' writing projects, the temptations of other work, and the everyday life encounters and experiences that stimulate academic thought and writing. Some of the main characters you will meet are researchers, their colleagues and students, sons and daughters, mothers and grandmothers, husbands (past and present), supervisors, pets, old and new friends, and creatures from myths and dreams. Some of the settings include kitchens, fireplaces, couches, gardens, universities, cars, and trains. These characters and places are all there to help examine what the above elements of an ordinary human life might mean 'in' research and 'for' research. Thus, it becomes possible for you as a reader to recognize the stories as both truly human and genuinely academic. This is the first book in a series of publications and projects from the Open Writing Community: a collaboration of academics from different disciplines and countries that seeks to push the boundaries of how we understand and practice academic work and writing.\"--Cover, page 4.

A community of inquiry and pride in central Alabama.   Creating Community explores how faculty members at Alabama State University, a historically black university in Montgomery, have been inspired by the legacy of African American culture and the civil rights movement and how they seek to interpret and extend that legacy through teaching, scholarship, and service. Authors describe a wide range of experiences from the era of segregation to the present day. These include accounts of growing up and going to college in Alabama, arriving in the South for the first time to teach at ASU, and the development of programs such as the National Center for the Study of Civil Rights and African American Culture. Together, the essays present viewpoints that reflect the diverse ethnic, cultural, and academic backgrounds of the contributors and of the university.

\"I taught undergraduates for forty-five years (the last thirty at the University of the South in Sewanee, Tennessee), and for most of those years I spent as much time as possible outside. I hunted as much as I could, and I fished some. I also spent time in the woods of Tennessee, Alabama, and Mississippi just walking around looking at things that caught my eye and trying to understand. Outdoor life and academic life for me have been intimately connected, and this collection of essays explores that connection. The essays in Wedding the Wild Particular make plain the sheer delight I have taken in the primary world and the degree to which that delight has enriched my academic vocation. They make what I believe is a coherent argument for the importance of natural literacy in the intellectual life.\" --Robert Benson.

Creating Community explores how faculty members at Alabama State University, a historically black university in Montgomery, have been inspired by the legacy of African American culture and the civil rights movement and how they seek to interpret and extend that legacy through teaching, scholarship, and service. Authors describe a wide range of experiences from the era of segregation to the present day. These include accounts of growing up and going to college in Alabama, arriving in the South for the first time to teach at ASU, and the development of programs such as the National Center for the Study of Civil Rights and African American Culture. Together, the essays present viewpoints that reflect the diverse ethnic, cultural, and academic backgrounds of the contributors and of the university.

The evaluation of students in a clinical setting is often subjective and completed differently among faculty. To describe and compare evaluation practices, faculty were asked to rank order student clinical activities important enough to write an anecdotal note regarding. A total of 15 behaviors were presented and faculty were asked to prioritize their importance. Faculty were also asked demographic information regarding clinical teaching status. The frequency of writing an anecdotal note was requested, and if student notes were documented routinely or only at the end of the semester. After securing Institutional Review Board (IRB) review, ten percent of nursing programs were selected randomly using online data websites for listings of all public and private U.S. and Canadian nursing programs. A 23% response rate was obtained from the electronic survey (n = 849). A small percent of faculty reported the use of anecdotal notes only when they felt disciplinary action against a student was required, and eleven percent reported they were able to complete clinical evaluations without supplemental records. Describing faculty record-keeping practices provides greater understanding of nursing student evaluation. Nursing is the largest health profession in the world, and faculty accuracy in identifying clinical proficiency is vital to patient outcomes.

Life is a series of experiences. We learn from everything that we do, and everything that we do becomes part of what we are. In his fifty five years of teaching biology and fifty two years of marriage to his wife Pat, Professor Marvin Druger’s experiences have been shaped by his boundless energy, quick wit, and tireless sense of adventure. With humor and refreshing candor Druger reflects on his many \"misadventures\" in this charming memoir. He shares his classroom anecdotes, fostering independent thinking in his students by making science fun and part of their everyday life. Druger offers insights on nurturing a successful marriage, on the value of childhood friendships, and the perils and unexpected rewards of aging. The Misadventures of Marvin, both hilarious and heartfelt, is a unique vision of life’s everyday trials and bounties, one that will resonate with and inspire many readers.

The aim of this paper is to work out what the author needs to do to pass with more success, and how students evaluations of her teaching may or may not indicate this. In doing so, she draws on the literature of feminist pedagogy and on anecdote, or gossip, as a counter-discourse or a mode of talk that destabilizes the official versions of evaluating teaching bodies.

A former English teacher who lectures part-time at several colleges (with miserable pay and no benefits, seniority, or security) was determined to free herself from teaching. In recovery, she has plunged into lucrative business writing and editing, has weaned herself from faculty meetings and \"excessive\" caring, and is now a high-paid corporate trainer. (MLH)

Assessing the Spectrum of International Undergraduate Engineering Educational Experiences International experiences are increasingly viewed as an important component ofengineering education. For accreditation, every engineering program must demonstrate that itsgraduates possess “the broad education necessary to understand the impact of engineeringsolutions in a global, economic, environmental, and societal context.” While it is left to eachindividual program to define what this outcome means and how it would be measured, implied isa requirement that engineering programs begin to address “global competency.” Yet little hasbeen done to define engineering global competency, specify alternatives for achieving globalcompetency, or determine to what degree global competency is the result of personal attributes,prior experiences, or curricular and even extra-curricular experiences. This paper presents results from the first phase of a multi-part study funded by theNational Science Foundation’s Research in Engineering Education (REE) initiative thatinvestigates how international experiences both in and outside of formal curricula impactengineering students’ global competency. To date, most evidence regarding impact ofinternational experience on engineering students is anecdotal, with little empirical research toguide educational practices. However, this anecdotal evidence does suggest that students whoparticipate in an international collaborative activities experience a unique set of challenges andopportunities that directly contribute to their acquiring the knowledge, skills, and behaviors of aglobally competent engineer. We develop a conceptual model for a globally competent engineerthat identifies the requisite knowledge, skills, and awareness, and the types of learningexperiences necessary to produce such an engineer. This study employed a Delphi method, a consensus-building process among carefullyselected experts who engage in interactive communication exercises to develop themes about atopic. Eighteen subject matter experts (SMEs) were recruited in approximately equal proportionfrom international education associations, universities with recognized international engineeringprograms, leaders in engineering education assessment, practitioners, government and industryrepresentatives. This Delphi, designed with three rounds and a final face-to-face summit, firstasked participants to respond to two open-ended questions: What are the specific knowledge,skills, awareness or values that you think characterize a globally prepared engineer? What arethe most effective types of learning experiences in producing (graduating) a globally preparedengineer? The responses from participants were content analyzed and used to develop a closed-form questionnaire distributed to participants in the second round of data collection. Participantsrank-ordered statements developed by researchers from the qualitative responses. Theresearchers included statements that majority of participants (> 80%) agreed upon as essential ininternational engineering education. The third and final rounds gave SMEs an opportunity torevise their judgments and clarify the reasons for disagreement with the statements. Results from this study broaden the knowledge base about how engineering studentsacquire global competence and the contextual factors that influence this acquisition. Thisresearch provides faculty with actionable information about institutional factors, curricular andextracurricular practices, and how these relate to student learning outcomes.

A Cooper's hawk at the University of North Dakota at Grand Forks is protecting its nest of four babies in an elm tree near the university's Merrifield Hall by attacking college faculty. Though hawks have summered on the campus before, only this summer have any \"stooped\" on those who got too close.