Tammy V. Abernathy

The Reliability of Students' Ratings of Faculty Teaching Effectiveness

Procedures for measuring faculty teaching effectiveness vary by university; however, student eval uations typically are considered in the process and are critical elements of tenure and promotion decisions (Haskell 1997; Marsh 1987). Because of the high corre lation between quality teaching and high student achievement (Darling-Hammond 1997), it is understandable that faculty teaching effectiveness be carefully moni tored. Student evaluations of faculty teaching effectiveness are also used in dispensing merit-based salary increases and can create a competitive climate among faculty members within university colleges and departments. Because of the emphasis placed on student evaluations and the pressure for junior faculty mem bers in particular to receive high ratings to bolster their promotion and tenure doc uments, an examination of the reliability of student evaluations of teaching effec tiveness is warranted. The weight that the student evaluations receive differs across universities and is continually under scrutiny (Haskell 1997; Sproule 2000). Faculty concerns regard ing the use of student-completed evalua tion forms as the sole or most important assessment of teaching quality have been

Student Ownership of Service-Learning Projects Including Ourselves in Our Community

Service-learning projects can be an effective tool to actively engage students with learning disabilities while also providing needed community service. The incorporation of academic skills, personal development, and emphasis of volunteerism are fundamental attributes of service-learning projects. This article details a five-phase construction plan designed to guide students through the process of planning service-learning projects. Students are responsible for all steps of the process with the teacher assuming the role of facilitator and guide. Active participation in the planning process results in student ownership of the project. Appropriately planned and implemented service-learning projects help students with disabilities include themselves in their community and allow all students the opportunity to use academic skills and assume personal responsibility.

Sexual Health Education for Individuals with Disabilities: A Call to Action.

ABSTRACT Expressing sexuality is part of the human experience, yet sexual health is often ignored in regard to persons with disabilities. Individuals with disabilities are at risk of sexual abuse and exploitation, unwanted pregnancies, and sexually transmitted diseases. Additionally, many adolescents with disabilities lack the knowledge needed to develop a healthy sexual identity, therefore, increasing their vulnerability (Baladerian, et al., 2013; Boehning, 2006; Preston, 2013; SEICUS, 2012, 2014). Resources have been developed to improve the sexual health of individuals with disabilities; however, those who need this education may not have access to the resources. The purpose of this literature review is to examine sexual health education for individuals with disabilities; it focuses on risks to people with disabilities, current barriers to education, and available resources.

Transitioning Adolescents with Emotional and Behavioral Disorders from Most-to-Least Possible Restrictive Environments: Views of Transition Service Providers

ABSTRACT This study examined the transition from most-to-least possible restrictive environments for youth with emotional and behavioral disorders. Components of positive transition experiences were identified from the literature as planning for transition at intake in such a way as to promote continuity of care, family involvement, academic and employment success, and assistance in navigating the adult mental health system and services. In this phenomenological study, transition service providers were interviewed to explore the transition practices currently utilized, and results were compared to recommended practices in the literature. Transition professionals were able to identify consistency, gradual change, individualization, communication between providers, opportunities for community experiences, and youth involvement in the transition as necessary to successful transition.