Presentations from the October, 2006 Rice University NSF Advance Conference entitled "Negotiating the Ideal Faculty Position" are herein made available to the public. This workshop provided a unique opportunity for prospective women faculty to learn from established faculty leaders across all science and engineering disciplines.

This 3-day NSF Advance leadership workshop was designed to provide women in engineering and science with information and advice regarding professional advancement issues at all career levels, including, tenure, promotion and academic leadership roles. The workshop was organized in a Gordon Conference style format to allow for networking opportunities, ample discussion times, and formulation of strategies to enhance the opportunities for women to advance at Rice University.

InterMath is a professional development effort designed to support teachers in becoming better mathematics educators. It focuses on building teachers' mathematical content knowledge through mathematical investigations that are supported by technology. InterMath includes a workshop component and materials to support instructors. For each of the following problems, consider how you would pose the same problem to your students. Would the wording need to change? Would you need to include more pictures? More detailed pictures? But remember we don't want to do TOO MUCH for the student. If we provide too much information, they will not need to think about what the question is asking.

The assessment module is meant for use either after completion of the project-based learning module or with participants who are familiar with project-based learning. The module is designed for a two to three hour class or session, divided into two parts.

Part One, Guided Process, is designed to give participants a brief introduction to assessment. It answers the questions "Why is Assessment Important?"; "What are Some Types of Assessment?"; and "How Do Rubrics Help?" The Guided Process includes the Assessment Resources section and a PowerPoint® presentation, including presenter notes. This presentation can be shown directly from the Web site or can be downloaded for use as a stand-alone slide show. The video segment, "Assessment Overview" demonstrates assessment in action at various schools. The Assessment Resources section contains additional examples of assessment in action (Urban Academy, Mountlake Terrace High School, and Assessing Project-Based Work).

Part Two, Group Participation, assigns readings and activities for experiential, project-based learning. Ideally, the tasks will be accomplished using group collaboration and with the use of technology.

Specific ISTE NETS Standards have been addressed in this module.

Beyond Penguins and Polar Bears is an online professional development magazine which focuses on preparing elementary teachers to teach polar science concepts while also integrating inquiry-based science and literacy instruction. The project draws on research showing that an integrated approach can improve student achievement in science, as well as in reading comprehension and oral and written discourse abilities. Ultimately, the project seeks to bring the polar regions “closer to home” for elementary teachers and their students.

Beyond Weather and the Water Cycle is an online professional development magazine which focuses on preparing elementary teachers to teach climate science concepts while also integrating inquiry-based science and literacy instruction. The project draws on research showing that an integrated approach can improve student achievement in science, as well as in reading comprehension and oral and written discourse abilities. Through the Beyond Weather and Water Cycle project, we propose to increase elementary teachers’ understanding of climate and climate change, increase the amount and quality of science taught in elementary classrooms, and build a virtual professional learning community of practice around the teaching of climate and climate change.

Do you currently teach online? Have you thought about teaching online but for some reason haven’t done it yet? Here at CU Online, we believe in the power of online learning. Whether you currently teach online or you are thinking about doing it in the future, we are here to help you sort through this process and we hope that this handbook might help you along the way. The boundaries between traditional face-to-face courses and completely online courses are beginning to blur. Therefore, as we move forward, we all must consider when, how, and why we integrate the tools that we do into our classrooms.

Some of the PrincipalŐs responsibilities for the school are: budget, curriculum, policies and procedures, staff and students, working with parents, completing all federal and state reports, professional development, discipline of students, and acknowledging studentŐs achievements. A BachelorŐs Degree and an Administrative Endorsement are required as well as a practicum where an administrator acts as a supervisor and mentor. Salary is significantly higher than that of teachers. Positive aspects include seeing the successes of students and others and the downside is dealing with conflict in the school.

This lecture by Dr. John Largier, coastal oceanographer and professor at UC Davis, Bodega Marine Lab, presents evidence for cumulative and systemic global environmental change with a focus on the local coastal environments along the north-central California coastline. Lecture was developed for teachers and educators participating in Our Changing Ocean and Estuaries Series.

Download the supporting PDF file for this episode http://bit.ly/fhEFBn from the Learning to Teach Online project website.

Discussions are an important component of many forms of online student interaction. For students to benefit from an online discussion, it is important for teachers to generate relevant topics, effectively moderate student activity and participate regularly. This episode will highlight several strategies to help you manage online discussions more effectively, and make them more beneficial for your students.

Download the supporting PDF file for this episode http://bit.ly/f1v3iH from the Learning to Teach Online project website.

This case study examines the use of eBooks and eReaders as an extension of the usual Blackboard Learning Management System (LMS). This initiative was undertaken as part of the DUCKLING research project (Delivering University Curricula: Knowledge, Learning and Innovation Gains) conducted by the Beyond Distance Research Alliance at the University of Leicester in the UK.

While the context of this study involves distance students, using electronic books can have applications in any discipline where students are required to undertake a significant amount of reading. This case study discusses some advantages of using eBooks, and outlines the process involved in creating and uploading them to an eReader device.

Interns work directly with on-site supervisors (mentors), home-school principals, or other principals, supervisors, or agency administrators on specified objectives for the number of clock hours designated in a signed agreement. The mentor or campus supervisor approves all experiences used for the completion of objectives. At least one reading is selected to facilitate the achievement of each objective in the internship. Reflections on the experiences, the readings, and the relationship between the two are recorded in a log, which is regularly reviewed by the on-site and campus supervisors.

With ever increasing cultural diversity in our schools, how do educators establish and maintain effective relationships with those whose experiences and beliefs differ from their own?

Dr. Darryle Craig, program manager for Fairfax County Public Schools College Success Program, presents her ideas and strategies for becoming "Culturally Competent.” According to Dr. Craig—cultural competency is “the ability to interact effectively with people from different cultures.”

During the program, Dr. Craig defines and examines the importance of cultural competence. Using first-hand examples and questions from the studio audience, Craig advises how to use this important skill to help close the achievement gap, and promote best practices that create success among diverse learners.

This website is a comprehensive clearinghouse of long-distance education information. Materials on the site are intended to help improve distance- and web-based learning opportunities for both students and educators. The site features a multitude of links to resources for creating or participating in distance education programs and courses. Links are organized into subject areas such as programs and courses, technology, teaching and learning, research, and policies and guidelines. The site also provides access to books, journal articles, research reports, and case studies. Most of the linked resources are free and a few are available for a fee. This resource is part of the Creating Web-based Resources in the Geosciences collection. http://serc.carleton.edu NAGTWorkshops/webresources03/

Download the supporting PDF file for this episode http://bit.ly/ijlL3g from the Learning to Teach Online project website.

Engaging students in online learning is critical for success. In this episode, we speak with teachers and students about strategies for improving engagement and motivation in online learning environments. Effective facilitation, creating learning communities, strategies for motivating students, and encouraging and sustaining participation are discussed.

Interns work directly with on-site supervisors (mentors), home-school principals, or other principals, supervisors, or agency administrators on specified objectives for the number of clock hours designated in a signed agreement. The mentor or campus supervisor approves all experiences used for the completion of objectives. At least one reading is selected to facilitate the achievement of each objective in the internship. Reflections on the experiences, the readings, and the relationship between the two are recorded in a log, which is regularly reviewed by the on-site and campus supervisors.

This space is for anyone interested in teaching English to students of other languages. It's open for others to copy, modify, and/or redistribute for their own purposes.

An online, video-based methods course focusing on best practices for foreign language instruction at the high-school and college levels. It features 12 interactive media-rich modules taught by different professors from the University of Texas at Austin. Modules include Listening, Speaking, Reading, Writing, Vocabulary, Grammar, Pragmatics, Culture, The Language Learner, Technology, Classroom Management, and Assessment.

Subject introduces persistent themes and challenges facing planners. Emphasizes historical roots of contemporary problems and comparative study of practice in the US and other countries. Eight week module intended for first semester MCP students. This class introduces first semester MCP students to the persistent themes and challenges facing planners. The goals of this class are: to excite students about their chosen profession; to offer a theoretical framework for thinking about the kinds of interventions that planners are expected to take; to introduce students to some of the most interesting and challenging theoretical debates in the planning field; and to press students to think about the best way of using their time to ensure their own personal professional development.