Author: Amy Driscoll

Publisher: Routledge

Published: 1999

Total Pages: 248

ISBN-13:

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This guidebook is intended to help faculty and administrators, and departments and schools, document faculty professional service and outreach, offering detailed examples of work from various universities. Following a Foreword by R. Eugene Rice, short introductory chapters make the case for professional service, define professional service/outreach, offer recommendations for study and development of documentation, examine the issues from an administrative perspective, and look at future challenges. Sixteen prototype portfolios covering the following disciplines make up the bulk of the document: anthropology, art, biology, business, education, engineering, history, landscape architecture, nursing, political science, psychology/research, public affairs, and veterinary science. Titles include: "Challenges to Community Building in Memphis--Hearing New Voices and Charting New Paths for Urban Development" (Stan Hyland); "Creating Identity" (Susan Agre-Kippenhan); "A Professional Development Workshop for High School Biology Teachers" (Florence Juillerat); "Faculty Development in International Business" (Ben L. Kedia); "The 'Swampy Lowlands' or Academic 'High Grounds': Where Is the Scholarship in New Faculty Roles?" (Dannelle D. Stevens); "Tapping into Teachers' Dedication: The Tropical Rain Forest Field Experience" (Michael R. Cohen); "Enhancing Teacher and Student Learning through Collaborative Inquiry" (Cheryl L. Rosaen); "Earthquake Loss Estimation and Mitigation in Portland, Oregon: A Methodology for Estimating Earthquake Losses, and Retrofit Prioritization of Buildings" (Franz Rad); "Collaborations: The Portland YWCA and Women's History, 1901-2001" (Patricia A. Schechter); "Bringing Scholarship to the Public: The Academic Practitioner" (Warren J. Rauhe); "The Broadway Shalom Wellness Center: Reaching Traditionally Difficult-to-Access Inner City Population" (Sandy C. Burgener); "Free the Children: Testing the Capacity and Methods for Locally Based Efforts To Address Poverty" (David N. Cox); "Evaluation of School Restructuring" (Steven M. Ross); "Reforming the Process of Change" (Pennie G. Foster-Fishman); "Delinquent Youths and Their Futures: Can Outreach on the Part of the University Make a Difference?" (G. Roger Jarjoura); and "Professional Development for Michigan Veterinarians" (James W. Lloyd). Appended are an annotated bibliography of documents from Michigan State University, Portland State University (Oregon), Indiana University--Purdue University, Indianapolis, University of Illinois at Urbana-Champaign, University of Georgia, California State University Monterey Bay, University of California-Davis, Montclair State University (New Jersey), University of Wisconsin, and University of Alabama at Birmingham covering faculty reward systems; an annotated list of selected resources; and examples of supporting evidence. (Contains 14 references.) (SM)

Download or read book Making Outreach Visible written by Amy Driscoll and published by Routledge. This book was released on 1999 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt: This guidebook is intended to help faculty and administrators, and departments and schools, document faculty professional service and outreach, offering detailed examples of work from various universities. Following a Foreword by R. Eugene Rice, short introductory chapters make the case for professional service, define professional service/outreach, offer recommendations for study and development of documentation, examine the issues from an administrative perspective, and look at future challenges. Sixteen prototype portfolios covering the following disciplines make up the bulk of the document: anthropology, art, biology, business, education, engineering, history, landscape architecture, nursing, political science, psychology/research, public affairs, and veterinary science. Titles include: "Challenges to Community Building in Memphis--Hearing New Voices and Charting New Paths for Urban Development" (Stan Hyland); "Creating Identity" (Susan Agre-Kippenhan); "A Professional Development Workshop for High School Biology Teachers" (Florence Juillerat); "Faculty Development in International Business" (Ben L. Kedia); "The 'Swampy Lowlands' or Academic 'High Grounds': Where Is the Scholarship in New Faculty Roles?" (Dannelle D. Stevens); "Tapping into Teachers' Dedication: The Tropical Rain Forest Field Experience" (Michael R. Cohen); "Enhancing Teacher and Student Learning through Collaborative Inquiry" (Cheryl L. Rosaen); "Earthquake Loss Estimation and Mitigation in Portland, Oregon: A Methodology for Estimating Earthquake Losses, and Retrofit Prioritization of Buildings" (Franz Rad); "Collaborations: The Portland YWCA and Women's History, 1901-2001" (Patricia A. Schechter); "Bringing Scholarship to the Public: The Academic Practitioner" (Warren J. Rauhe); "The Broadway Shalom Wellness Center: Reaching Traditionally Difficult-to-Access Inner City Population" (Sandy C. Burgener); "Free the Children: Testing the Capacity and Methods for Locally Based Efforts To Address Poverty" (David N. Cox); "Evaluation of School Restructuring" (Steven M. Ross); "Reforming the Process of Change" (Pennie G. Foster-Fishman); "Delinquent Youths and Their Futures: Can Outreach on the Part of the University Make a Difference?" (G. Roger Jarjoura); and "Professional Development for Michigan Veterinarians" (James W. Lloyd). Appended are an annotated bibliography of documents from Michigan State University, Portland State University (Oregon), Indiana University--Purdue University, Indianapolis, University of Illinois at Urbana-Champaign, University of Georgia, California State University Monterey Bay, University of California-Davis, Montclair State University (New Jersey), University of Wisconsin, and University of Alabama at Birmingham covering faculty reward systems; an annotated list of selected resources; and examples of supporting evidence. (Contains 14 references.) (SM)