Angela Lumpkin

Teachers as Role Models Teaching Character and Moral Virtues

(2008). Teachers as Role Models Teaching Character and Moral Virtues. Journal of Physical Education, Recreation & Dance: Vol. 79, No. 2, pp. 45-50.

Caring Teachers -- The Key to Student Learning

Abstract When students know that their teachers genuinely care, they respond by exerting greater effort to reach their potential.

A Model for Mentoring University Faculty

Abstract Operational characteristics for successful mentoring programs of new university faculty include clarity of purpose of the program, methods for matching mentors and protégés, mentor training, mentor–protégé relationship building, and program effectiveness assessment. Strengths of formal, informal, peer, group or consortia, intra-departmental, inter-departmental, and research mentoring approaches to mentoring from the literature are presented. Using characteristics and outcomes from successful programs, a proposed four-stage model of conceptualization, design and development, implementation, and evaluation can lead to the benefits of socialization into the culture, emotional support, networking, and increased job performance.

Mentoring New Faculty in Higher Education

Some scholars trace the origin of mentoring to Odysseus (in the Odyssey). When he went away to war, Odysseus gave his friend, Mentor, the duty to oversee his household, including the training of his son. The reason for this delegation of responsibility was that Odysseus knew that his son heeded guidance in order to develop into the citizen he was expected to become (Odell, 1990). Similarly, new faculty in institutions of higher education often need assistance managing the occasionally conflicting requirements of course preparation, research expectations, and appropriate levels of service. In addition, new faculty might need help in becoming a good colleague and citizen in a new culture. A mentor is an experienced faculty member who commits time and energy, as part of his or her professional responsibility or by choice, to mentoring a colleague. Traditionally, the mentoring process occurs whenever respected professors support arid guide novices in the fulfillment of their responsibilities. A new colleague is defined operationally as a faculty member in his or her first appointment at an institution of higher education. A mentor has been described as teacher, trusted guide, sponsor, counselor, advisor, coach, trainer, colleague, and role model (Fraser, 1998; Mawer, 1996). Attributes of successful mentors include being available; a good listener,encouraging, insightful, sharing, helpful, honest, nonjudgmental, and collegial. Mentors provide support and information regarding the institutional culture, rules, and processes; assist with instructional planning and dealing with student issues;

Metabolic Effects of Soldier Performance on a Simulated Graded Road March while Wearing Two Functionally Equivalent Military Ensembles

OBJECTIVES The purpose of this study was to examine metabolic effects of soldier performance on a simulated road march, comparing two functionally equivalent military ensembles (FEMEs) with changing gradation of marching, and to create prediction equations addressing workload with different loads and treadmill grades. METHODS Fourteen male military subjects were tested while wearing two different FEMEs on a graded (0%, 5%, or 10%), 3.5 miles/h, road march for 30 minutes. Data collected included oxygen uptake (VO2), carbon dioxide output, ventilation, respiratory exchange ratio, and heart rate (HR). RESULTS No significant differences were found between the two FEMEs in each graded condition. Combining ensemble data, significant differences occurred in all conditions, comparing all grades. A 10% graded road march (3.5 miles/h, approximately 27-kg load) represented 61% to 90% of maximal values. For treadmill grades of <10%, VO2 and HR were modeled as follows (adjusted R2 = 0.89 [VO2] and 0.82 [HR]): VO2 (mL/kg per minute) = 10 + [2 - grade (%)] + [0.2 - load (% of body mass)]; HR (beats per minute) = 90 + [6 . grade (%)] + [0.7 - load (% of body mass)]. CONCLUSIONS Three factors, namely, elevation grade, equipment weight (load), and overall subject physical abilities, were significant for overall metabolic demand during a simulated graded road march and might affect field performance.

Follow the Yellow Brick Road to a Successful Professional Career in Higher Education

Abstract Mentors and other colleagues can help guide faculty through various career stages as they develop and demonstrate their competence in teaching, research, and service; earn tenure and promotion; balance personal and professional responsibilities; meet post-tenure review expectations; and enjoy career-long productivity and satisfaction. Nurturing the ongoing development of faculty, including through faculty helping each other grow professionally, will prepare them to successfully meet the changes and challenges facing higher education.

Interscholastic Sports: A Character-Building Privilege.

Abstract High school coaches should teach, model, and reinforce to their athletes that participation in interscholastic sports is a character-building privilege earned by showing respect, playing fair, and striving to win while keeping winning in perspective.

10 School-Based Strategies for Student Success.

Abstract To enhance student learning, implement positive school-wide changes that effectively support teachers and principals.

Enhancing the Effectiveness of Department Chairs.

Abstract Not a department chair? Thats okay. Anyone in a leadership position will benefit from this article.

Developing a Personal Philosophy of Sport

A moral crisis pervades sport in America in the new century (Coakley, 2001; Murphy, 1999; Quirk & Fort, 1999; Sperber, 1990, 1998). Sport is replete with individuals who have seemingly lost a sense of the value of human life, respect for others, and fair play. The media continually bombard the public with graphic examples of delinquent behavior by individuals participating in professional, collegiate, K-12, youth, and even recreational sports. The unethical behaviors of athletes, coaches, and sport leaders are not confined to playing fields and arenas, but pervade other aspects of sport, such as violations of rules governing drug use or recruiting. Athletes and others involved with sport have been suspended or fined for a variety of questionable and illegal actions and have even been found guilty of drug abuse, assault, and murder. Episodes of taunting by athletes, bench-clearing brawls, and unnecessary intimidation are now common during competition. Some athletes, coaches, and sport leaders defend such behaviors as necessary competitive strategies to secure monetary benefits, to gain recognition and rewards, and, especially, to win. These and other motives have contributed to a winning-at-all-costs approach to sports at all levels. Historically, many Americans have believed that sport teaches positive values such as teamwork, ethical conduct, and self-discipline. Yet, research suggests that this is a myth. Beller and Stoll (1992, 1995), Stoll, Beller, RealI, and Hahm (1994), Stoll, Beller, Cole, and Burwell (1995), Priest, Krause, and Beach (1999), and Lumpkin, Stoll, and Beller (1999) have reported that the longer an individual is engaged in