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April 30, 1999
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Rejuvenating Prairie With Fire
Professor James Stubbendieck demonstrates how to ignite a controlled burn at the prairie grass field east of Biochemistry Hall on East Campus last week. The burn, which is a yearly event, was conducted as part of Stubbendieck's class in rangeland ecology. Researcher: Bad Teaching Drives Women from SciencesBy Gabi Volgyes, Diversity Reporter It took 10 years of research, but Elaine Seymour finally figured out why female undergraduates left majors in science, mathematics and engineering. The startling answer is: bad teaching. The University of Colorado at Boulder sociology professor was in Lincoln April 23 and 24 for a conference on mentoring high school girls who are interested in pursuing careers in mathematics or science. She spoke April 23 to a group of about 40 students, faculty and staff. Seymour has spent much of the last 10 years interviewing students at at seven different schools. With the support of the Sloane Foundation, she interviewed an initial 335 students, trying to determine why high ability young women were leaving science, mathematics and engineering majors. She later confirmed her results via an additional 125 interviews at six other institutions. Seymour's results were startling: among students who switched out of science, mathematics and engineering majors, most students cited problems in the learning process as part of their decision to switch. More than 90 percent of these "switchers," as Seymour referred to them, cited the faculty's pedagogy as the No. 1 issue; nearly three quarters of the students who stayed in their major concurred. Non-switchers said that the focus at universities is on "weeding out students, not on providing good teachers, advisers or support." One student went so far as to say that she thought the biggest problem at her school was that the faculty simply didn't like teaching. If this is true, Seymour says, radical changes will have to take place to stem the tide of undergraduates who are leaving SME majors. She says faculty must overcome their reluctance to try new methods of teaching. If they hope to reach students, they must value teaching as a professional activity, and be willing to experiment with new teaching styles, like modular and group learning; they must reach out, and put students first. The results of Seymour's research have been published in a book, Talking about Leaving: Why Undergraduate Women Are Leaving the Sciences. Summer Hours May 10-Aug. 20Summer office hours begin on May 10 (Monday after commencement) and continue through Aug. 20 (the Friday before fall classes begin).During summer office hours, regular business hours are 7:30 a.m. to 4:30 p.m. The 4:30 p.m. closing may be extended to 5 p.m. with the approval of the vice chancellor who oversees the unit wishing to remain open longer. Voges Reception May 20A retirement reception for Richard Voges, chief photographer in Publications and Photography, will be from 2-4 p.m. May 20 in the Nebraska Union. Voges is retiring after 40 years with the university. Friends and acquaintances are invited to bid him farewell. Emerit Association Meets May 20The UNL Emeriti Association will meet at 12:30 p.m. May 20 in the Great Plains Room of the Nebraska East Union. Lisa Woeppel will speak about, and conduct a tour of, the Textile Testing Center. Members and guests may go through the cafeteria line prior to the start of the meeting and take their trays to the meeting room. UNL Libraries Need Summer AddressesIf you are planning to be away from your primary address this summer, please come to one of the UNL Libraries or e-mail richardg@unllib.unl.edu and let us know where your library-related mail should be sent. If this is not a possibility, please make arrangements for someone to check your mail (paper/electronic) and to have access to any library materials you have checked out. This is important for two reasons: 1) books may need to be renewed in your absence and 2) books may be recalled for use by another patron. If items are not returned by the recall due date, fines are levied. All library users, including staff and faculty, are liable for this type of fine. Additionally, non-return of recalled items impedes research for those who requested them. Your cooperation is appreciated. Take a Parent to Lunch This SummerWant a free lunch? New Student Enrollment invites all faculty and staff to participate in the Take A Parent To Lunch program. NU employees host the parents of incoming students participating in New Student Enrollment activities. NSE occurs between June 8 and Aug. 5. Hosts will receive a complimentary lunch at either the Selleck Dining Room or the Nebraska East Union, depending on the colleges whose students are being hosted that particular day. Parents of students enrolling in Human Resources and Family Sciences or Agriculture and Natural Resources will meet on East Campus and hosts will join them in the Nebraska East Union cafeteria. All other students and parents will be hosted at Selleck Dining Room. You can choose which campus you would like to visit. For more information, contact Kristi Kettelhut at 472-1705 by May 10. Funds Available for Faculty CollegeThe Teaching Council will provide funds for UNL faculty members for some expenses of Faculty College 1999. This conference will be held in Chadron, Neb., on May 12-14. A UNL van will provide transportation. Contact Shelley Everett, Teaching & Learning Center secretary, 472-3079, for information on the available funds. All requests must be made prior to traveling. Purchasing Card Training May 13Purchasing Card Training will be at 1:30 p.m. May 13 at the Business Services Complex, 1700 Y St. Those who feel they need a refresher course also are welcome. Contact Darla Huff, 472-5050, dhuff1@unl.edu, to register for this session. Space is limited. Future Nebraska Taskforce Summarizes Activities to DateBy Linda Ruchala, project director, Future Nebraska Taskforce The Future Nebraska Taskforce was formed by Chancellor James Moeser in November 1998 to propose an overall strategy and vision for the University of Nebraska-Lincoln's research and graduate programs. The taskforce consists of 31 individuals from the university and community; their names and affiliations are identified below. The work of the taskforce is expected to take approximately two years. During this time members will be reading, collecting data on NU and other universities and discussing visions for research with the campus community and other constituencies. Although we are still early in this planning process, this memo is intended to summarize the activity of the taskforce to date and to outline the phases we expect to follow in the coming year. Phase 1: Issues Identification The taskforce spent the initial months in identifying and clarifying issues related to the taskforce charge. In particular, the taskforce is concerned with defining "excellence" in a university like NU, both in general terms and in terms that might be particular to this university. This requires an understanding of the current status of NU and the constraints under which it currently operates as well as a vision for the future. Of particular importance is the need to recognize and appreciate the unique culture and values of our institution. At the end of this stage, taskforce members agreed that the taskforce needed to first consider long range aspirational or generational planning before more concrete, strategic objectives and plans could be considered. Phase 2: Identifying NU values and vision The taskforce is currently working in Phase 2. The taskforce is formed into three small groups, each exploring a facet of a vision for NU's research and graduate activity. The three groups are as follows: 1. Institutional Analysis: This group is investigating the quantitative and qualitative criteria and measures useful in identifying where the taskforce envisions our research and graduate studies activities in 21 years, at our 150th anniversary. This group will also recommend institutions that constitute a set of appropriate "aspirant" schools; institutions that contain elements that exemplify the level of quality in research and graduate functions to which NU might aspire in the next 21 years. 2. Climate and Core Values: This group is investigating the elements of the culture that make NU unique or historically distinctive and the elements that characterize the NU experience. This group will also identify elements of the culture that characterize aspirational schools and seem associated with their success. A comparative analysis is planned to understand differences in campus climate and values. 3. External and Internal Relations: This group is identifying key internal and external relationships for research and graduate studies functions and how NU connects to the State and other off campus entities important for research success. This group will also consider how we create a positive engagement with our process and a positive climate for change with both internal and external groups. Future Plans of the taskforce: During the next several months (through Summer 1999), the taskforce groups will work to identify, collect and analyze the data needed for their respective areas of interest. By Sept. 15, the taskforce plans to have first stage report of its activity. We expect that report to outline a set of aspirations for research and graduate study activity at NU. Our plan is to circulate this draft in early fall and invite discussion and dialogue by the university community. Following that, the taskforce will work to incorporate comments from this discussion and develop a more detailed analysis of future research and graduate study goals. Taskforce Members: The following are the members of the taskforce: Institutional Analysis group:
Climate & Core Values group:
External & Internal Relations group:
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