Sunday, August 3, 2014

University of North Texas to Open First Vegan Cafeteria

The first vegan cafeteria has opened — but not to make a statement about animal welfare, states Dining Services director, despite praise from PETA.
Next week, the University of North Texas will open the nation’s first strictly vegan cafeteria, writes Allie Grasgreen at USA Today.
But administrators didn’t create the vegan-friendly option to make a statement about animal welfare or sustainability so much as to provide more options for a student body whose tastes are growing increasingly diverse, said Ken Botts, director of special projects for Dining Services.
Despite the coincidental timing, the fried chicken and barbecue specialties at this cafeteria were not created to appease the non-vegan crowd, Botts said.
“It is the other end of the spectrum, but it wasn’t meant as a comfort for those folks who are going to say, ‘Well, I’m not vegan and I want to eat meat,’ ” Botts said. “It’s in alignment with the same thought, that this is a way for us to offer our population variety.”
North Texas is winning praise from animal welfare advocates even if its officials didn’t set out to make a statement of that sort: People for the Ethical Treatment of Animals is awarding North Texas a “compassionate campus award.”
North Texas is the first mainstream university to offer an all-vegan facility, said Ryan Huling, manager of college campaigns for PETA.
“This is certainly the latest example of a growing trend of schools offering a wide variety of vegan samples,” he said, “responding to overwhelming student demand for meatless meals.”
Huling noted a 2004 survey by the food service provider Aramark finding that a quarter of college students say vegan options on campus are “important to them.”
Most colleges that start up special menus find that vegan foods fare much better than they would have expected, said Huling of PETA.
Botts said that in conducting research for this project, he couldn’t find a single other all-vegan dining hall. Neither has Roger Pigozzi, executive chef for dining services at theUniversity of California at Los Angeles, which was named the most vegan-friendly college in 2010 by PETA.
UCLA doesn’t have a single dining hall devoted to veganism. But each restaurant and cafeteria under the dining services umbrella offers a handful of vegan options at all times.
Now, vegan offerings at UCLA have a 5 to 10 percent “take rate” — that is, that’s their market share of food purchased by the diners.
Even though he’s clearly a proponent of students’ rights to choose vegan food, Pigozzi’s thoughts on opening an all-vegan space may be indicative of why more people haven’t done so. When he first started planning vegan options, he considered a small university venue where he could train his staff on vegan preparation without worrying about cross-contamination.
But, in the end, the staff didn’t think there was enough demand for the supply.
Botts believes he has the demand. Even though North Texas already carries plenty of vegetarian options, Botts could tell there was an appetite for vegan food from the popularity of a number of new hot dish options and from the emphatic support of many students, faculty and staff for the idea.
Of course, students don’t always like to be told what to eat. Last fall at Bowdoin College, during the dining halls’ observation of ‘Meatless Mondays,’ some students protested by throwing impromptu barbecues outside cafeterias. According to PETA, just under 40 colleges observe Meatless Mondays.
But students in Texas will still be able to opt for meat. Regular dining hours start up again on Monday, and Botts doesn’t expect any sort of vegan-Southern comfort throwdown. In fact if all goes well, the vegan hall will even attract some newcomers. With options like pizza, vegetable sushi, a panini bar and a variety of Middle Eastern sauces, there won’t be anything “really foreign and strange,” he said.
- http://www.educationnews.org/higher-education/north-texas-university-to-open-first-vegan-cafeteria/#sthash.BMbJHH22.dpuf

Armenian students prefer European education now



As compared to previous years, fewer Armenian students receive education in US educational institutions, Gayane Grigoryan, Senior Educational Adviser, American Councils for International Education, told Tert.am at the Education USA exhibition. 
The reason is that more Armenians prefer European education now. 

“According to the Institute of International Education, 350 Armenian students studied at US educational institutions in 2011. In previous years, this number was higher, about 400,” Grigoryan said.

Organized by the US Embassy in Armenia, in cooperation with the US Alumni Association of Armenia, the Education USA exhibition is aimed at raising public awareness of the opportunity to get education in the United States.

Grigoryan pointed out the importance of education exchange projects.

Twenty-two US universities, as well as Yerevan State Linguistic University, are participating in the exhibition.

Talking to journalists, US Ambassador to Armenia John Heffern pointed out the advantages of receiving education in the US, particularly opportunities to master English.

With respect to Armenia’s education system, Ambassador Heffern said he met with many lecturers and noted their high professional level. Armenia has talented students and good universities, he said.

Almast Tonoyan, a lecturer at Yerevan State Linguistic University, noted that the university is displaying the books and manuals authored by the university staff.

DOCTORAL EDUCATION IN THE USA

UW News and Information
CIRGE has analyzed the history, structure, and its implication on doctoral education in the USA. Being the country that produces the largest number of PhDs in the world,  CIRGE has examined in depth the structure and outcomes of Doctorate Education.

  • Flores, E. & Nerad M. (2012). Peer in Doctoral Education: Unrecognized Learning partners. New Directions for Higher Education. No 157, Spring 201, pp.73- 83.  Download: Peers in Doctoral Education
  • Nerad, M. 2009.  Graduate Education and its Changes in the U.S. In Daigakuin Kyoiku no Genjo Kadai [Graduate Education, and Future], pp. 291-305. Hiroshima: Research Institute for Higher Education, Hiroshima University, Japan.  Download: Graduate Education and its Changes in the U.S.
  • Nerad, M. (2008). Doctoral Education in the United States of America. In M. Nerad  Toward a Global Phd?: Forces and Forms in Doctoral Education Worldwide, University of Washington Press, Seattle,  pp.2078-300.  Download: Doctoral Education in the United States
  • Nerad, M. (2007). Doctoral Education in the USA. In S. Powell and H. Green Eds., The Doctorate Worldwide, Berkshire, England: Open University Press.  Download: Doctoral Education in the USA
  • Wulff, D. & Nerad M. 2006. Using an Alignment Model as a Framework in the Assessment of Doctoral Programs. In P. L. Maki &   N. Borkowski Eds., Assessing Learning at the Doctoral Level, pp. 83- 108. Sterling, Virginia: Stylus.  Download: Using alignment model…
  • Nerad, M. (2004). Promovieren in den USA. (The US PhD) Deutscher Akademischer Austauschdienst [DAAD] Hersg., Die Internationale Hochschule, Band 3:  Bielefeld, Germany. Download: Promovieren in the USA (English Version)
  • Nerad, M. & Cerny, J. (1999). Widening the Circle: Another Look at Women Graduate Students, The Council of Graduate Schools Communicator, vol. XXXII, no. 6, pp. 1-7. Washington, D.C. Download: Widening the Circle
  • Nerad, M., June, R., & Miller, D. (1997). The Cyclical Problems of Graduate Education: Institutional Responses in the 1990s, In M. Nerad, R. June, & D. Miller, Graduate Education in the United States, pp. vii-xiv, New York: Garland Press. Download: The Cyclical Problems of Graduate Education
  • Nerad, M. (1995). University of California, Berkeley: Beyond Traditional Modes of Mentoring, in A Conversation about Mentoring: Trends and Models, The Council of Graduate Schools, Washington. D.C.
  • Nerad, M. (1992). Using Time, Money, and Human Resources Effectively and Efficiently in the Case of Women Graduate Students. Paper prepared for the conference proceedings of Science and Engineering Programs: On Target for Women? Sponsored by the National Academy of Sciences/ National Research Council/ Office of Scientific and Engineering Personnel. Download: Using Time…
  • Nerad, M. & Stewart, C.L. (1991). Assessing Doctoral Student Experience: Gender and Departmental Culture, Higher Education Abstracts, Graduate School, winter 1991, Claremont.
  • Nerad, M. (1991). Doctoral Education at the University of California and Factors Affecting Time-to-Degree.  In response to the California State Senate (SRC 66). Report to the Office of the President. Oakland, CA.
  • Nerad, M. (1990). Doctoral Education at the University of California and Issues of Time-to-Degree: Their Impact on Minorities and Women. Part I: Factors Affecting Completion of Doctoral Degrees at the University of California. A Report prepared in Response to Senate Concurrent Resolution 66 (Hart, 1989), Oakland: University of California, Office of the President.

Computer Education for Teachers


Know Your USA is featured in the new book: Computer Education for Teachers: Integrating Technology into Classroom Teaching by V. Sharp;"An example of an addictive drill-and-practice program is Know Your USA".We are delighted that Know Your USA was featured in such a great publication for teachers.

Book Description (from Amazon)
Teachers who want an up-to-date, readable, and concise introduction to computers continue to turn to Computer Education for Teachers. The new edition places more emphasis on multimedia and the Internet, covering topics such as digital photography, iPods in the classroom, the Internet, and distance learning. A robust Web site also accompanies this streamlined book. It contains video tutorials on topics such as creating a digital portfolio and making a Podcast. These tutorials are from 1 to 3 minutes in duration and are step-by-step projects. Teachers who are unfamiliar with the use of the computer in the classroom will find this to be the perfect resource.

About the Author (from Amazon)
Vicki F. Sharp is a professor at California State University with experience teaching in elementary school. She received her Ph.D. in Quantitative Research from St. Louis University and a Bachelor of Arts degree from Washington University. She teaches math/science methods courses and computer courses and supervises student teachers. She has authored or co-authored over twenty-five books including Statistics for the Social Sciences (Little Brown), HyperStudio in an Hour and PowerPoint in an Hour(ISTE), Make it with Office and Make it with Inspiration (Visions Technology in Education). She serves as a computer consultant and trainer for software publishers and school districts in Southern California. She speaks at computer conventions such as Computer User Educators (CUE) and The National Education Computing Conference (NECC).