Developing Competency Models Of Faculty Developers: Using World Café To Foster Dialogue,
2010
University of Western Ontario
Developing Competency Models Of Faculty Developers: Using World Café To Foster Dialogue, Debra Dawson, Judy Britnell, Alicia Hitchcock
To Improve the Academy: A Journal of Educational Development
Recent research by Chism (2007); Sorcinelli, Austin, Eddy, and Beach (2006); and Taylor (2005) speaks to the critical roles that faculty developers play in ensuring institutional success. Yet we have not as a profession identified the specific competencies necessary for success at different career stages. Our research generated these competencies for three faculty developer positions—entry-level, senior-level, and director—within a teaching and learning center. We used World Café, a collaborative discussion-based technique, to engage developers in building a matrix of competencies for each position and in determining how these competencies could be demonstrated.
Promoting Dialogue And Action On Meta–Professional Skills, Roles, And Responsibilities,
2010
Youngstown State University
Promoting Dialogue And Action On Meta–Professional Skills, Roles, And Responsibilities, Michael Theall, Bonnie B. Mullinix, Raoul A. Arreola
To Improve the Academy: A Journal of Educational Development
Collecting and using information about faculty skills can serve as an organizational development activity to guide faculty evaluation and professional development policy and practice with the goal of leading to improved teaching and learning. This chapter presents findings from a study with international, local, quantitative, and qualitative components. Readers are encouraged to explore data patterns and consider courses of action that these imply, and to reflect on the potential usefulness of the Meta-Profession model for furthering reflection, dialogue, and action on development and evaluation processes on their own campus.
Developing And Renewing Department Chair Leadership: The Role Of A Teaching Center In Administrative Training,
2010
University of Michigan, Ann Arbor
Developing And Renewing Department Chair Leadership: The Role Of A Teaching Center In Administrative Training, Mary C. Wright, Constance E. Cook, Chris O'Neal
To Improve the Academy: A Journal of Educational Development
Most faculty development centers offer limited resources for leadership development, and most existing programs focus on training the new chair. The key questions we address are: What role do teaching centers play in administrative professional development? How can we develop programs that assist new chairs with their immediate questions, while also promoting continued growth in institutional leadership? We present one model at the University of Michigan, initiated by the provost and organized by the Center for Research on Learning and Teaching, which involves an extensive needs assessment process, a developmentally oriented leadership training program, and an evaluation.
Communication Climate, Comfort, And Cold Calling: An Analysis Of Discussion-Based Courses At Multiple Universities,
2010
Humboldt State University
Communication Climate, Comfort, And Cold Calling: An Analysis Of Discussion-Based Courses At Multiple Universities, Tasha J. Souza, Elise J. Dallimore, Eric Aoki, Brian C. Pilling
To Improve the Academy: A Journal of Educational Development
One of the challenges in discussion facilitation is creating a climate that allows multiple voices to be heard. Although the practice of calling on students whose hands are not raised has been used to engage the entire class in discussions, many believe that cold calling sabotages the communication climate and makes students extremely uncomfortable. This study examines the impact of cold calling on student comfort and communication climate. The results suggest that when instructors choose to cold-call, they must create a supportive communication climate to ensure student comfort. This study challenges the assumption that cold calling makes students uncomfortable.
Access To Success: A New Mentoring Model For Women In Academia,
2010
Park University
Access To Success: A New Mentoring Model For Women In Academia, Amber Dailey-Hebert, Emily Donnelli, B. Jean Mandernach
To Improve the Academy: A Journal of Educational Development
The scarcity of women leaders in academia influences policies, procedures, and expectations and in turn perpetuates a climate that deters development of future women leaders. Despite research supporting the need for institutional change to create leadership avenues for women faculty, little evidence of such change exists. The Presidential Leadership Program for University Women was developed as a proactive, integrative mentoring model to link female academics. Crucial to the program’s success are networking opportunities, peer mentoring in a group setting, and a culminating “legacy project” designed to improve the campus climate and services for women.
Preface, Volume 28 (2010),
2010
Clemson University
Preface, Volume 28 (2010), Linda B. Nilson
To Improve the Academy: A Journal of Educational Development
Preface to volume 28 (2010) of To Improve the Academy: A Journal of Educational Development, by Linda B. Nilson of Clemson University.
Theoretical Frameworks For Academic Dishonesty: A Comparative Review,
2010
Carnegie Mellon University
Theoretical Frameworks For Academic Dishonesty: A Comparative Review, Michele Dipietro
To Improve the Academy: A Journal of Educational Development
Academic dishonesty has so far been understood using theoretical frameworks derived from criminology literature. These frameworks contribute pieces of the puzzle and even enjoy some empirical support, but conceptualizing students as delinquents is problematic and ultimately ineffective. This chapter reviews the current frameworks, including their theoretical underpinnings, empirical support, and strategies they suggest, and goes on to analyze their limitations and suggest alternative frameworks.
Strategic Committee Involvement: A Guide For Faculty Developers,
2010
University of the Sciences in Philadelphia
Strategic Committee Involvement: A Guide For Faculty Developers, Phyllis Blumberg
To Improve the Academy: A Journal of Educational Development
Faculty developers should seek purposeful involvement in committee service because committees are essential to the functioning of higher education institutions. The unique expertise and perspectives that faculty developers bring to the table help committees execute their tasks and benefit faculty development efforts. Given the number of possible institutional committees and limitations on time, developers should decide carefully about their service. Offered here is a framework for making strategic decisions about committee membership on five criteria: committee characteristics, individual’s impact on the committee, personal characteristics, conditions that should discourage service, and pitfalls to consider before deciding to serve.
Transforming Teaching Cultures: Departmental Teaching Fellows As Agents Of Change,
2010
Curry College
Transforming Teaching Cultures: Departmental Teaching Fellows As Agents Of Change, Cassandra Volpe Horii
To Improve the Academy: A Journal of Educational Development
The Departmental Teaching Fellows (DTF) program of the Derek Bok Center for Teaching and Learning at Harvard University employs doctoral students as peer teaching mentors. Four years of program assessment data include quantitative work inventories, surveys and self-reports, interviews of faculty and administrators, and a survey of all graduate students recently teaching in arts and sciences. Observed program outcomes include (1) better informal support for teaching, (2) higher quality and quantity of interactions between graduate students and faculty on teaching, and (3) more systematic opportunities for teaching-related professional development. Qualitative assessment data suggest that the DTFs occupy several liminal positions …
Macgyvers, Medeas, And Bionic Women: Patterns Of Instructor Response To Negative Feedback,
2010
Texas Technological University
Macgyvers, Medeas, And Bionic Women: Patterns Of Instructor Response To Negative Feedback, Allison P. Boye, Suzanne Tapp
To Improve the Academy: A Journal of Educational Development
Few studies have examined instructor responses to negative feedback and their interplay with gender, but faculty developers must be cognizant of and sensitive to the needs of the instructors with whom they work. This chapter identifies six general patterns of response among male and female instructors to negative feedback from students and consultants, based on survey results, interviews, and observations. A combination of empathy, resources, and time is the key to understanding and responding to those patterns and meeting the needs of individual instructors. Further, comparisons across gender reveal interesting differences related to language use, internalization versus externalization of feedback, …
Using Affective Assessment To Understand Our Students’ Identities As Readers (And Non-Readers),
2010
Virginia Community College System
Using Affective Assessment To Understand Our Students’ Identities As Readers (And Non-Readers), Susannah M. Givens
Inquiry: The Journal of the Virginia Community Colleges
In this article, the author provides a rationale for assessing students’ affective characteristics as they relate to reading, presents examples of assessments she designed, and discusses the benefits of such assessments for faculty and students
Researching The Quest: Are Community College Students Motivated By Question-And-Answer Reviews?,
2010
Virginia Community College System
Researching The Quest: Are Community College Students Motivated By Question-And-Answer Reviews?, Don F. Cavendish Jr.
Inquiry: The Journal of the Virginia Community Colleges
The author presents his research on and use of question-and-answer reviews as an active strategy for motivating and reinforcing student learning.
Solving The Esl Writers’ Dilemma,
2010
Virginia Community College System
Solving The Esl Writers’ Dilemma, Thomas Nowalk
Inquiry: The Journal of the Virginia Community Colleges
The author explains how he uses a classical teaching method to help his English-as-a-Second Language students combine intention, language, and genre for academic writing
Universal Design For Learning: Application For Technology-Enhanced Learning,
2010
Virginia Community College System
Universal Design For Learning: Application For Technology-Enhanced Learning, Thom Morra, Jim Reynolds
Inquiry: The Journal of the Virginia Community Colleges
The authors illustrate how the concept of Universal Design can be used to enhance community college teaching and learning.
Improvisation: Not Just For Kids,
2010
Virginia Community College System
Improvisation: Not Just For Kids, Kerrigan Sullivan
Inquiry: The Journal of the Virginia Community Colleges
This article argues for the use of improvisation in various subject areas as a way to help students engage with the subject matter.
Research-Based Strategies To Promote Academic Integrity,
2010
Kennesaw State University
Research-Based Strategies To Promote Academic Integrity, Michele Dipietro
Professional and Organizational Development Network in Higher Education: Archives
A cursory glance at the literature on cheating paints a bleak picture. In the past decades, the prevalence of cheating has hovered at discouragingly high level, with about 75% of students admitting to some sort of cheating, and with peaks of over 90% in some prevalence studies. Given these figures, where does a wellintentioned instructor start? A good place to start untangling this complex problem is to understand it better. Academic dishonest behaviors vary in their frequency, seriousness, and motivations behind them, but they have been extensively researched, and we can abstract general principles to conceptualize this problem. Once we …
Deep/Surface Approaches To Learning In Higher Education: A Research Update,
2010
National Teaching and Learning Forum
Deep/Surface Approaches To Learning In Higher Education: A Research Update, James Rhem
Professional and Organizational Development Network in Higher Education: Archives
Instead of looking at and trying to adjust to differences, the deep/surface researchers concentrated on observing commonalities. How did actual students actually study and what were the environmental cues that prompted them to take the approach (“deep” or “surface”) they chose? This research and renewed awareness of it here have had a powerful influence on thinking about teaching and learning in higher education in the United States especially with regard to assessment. Why? Because the research has found that students’ intention in studying/learning relates strongly to their perceptions of what they will be assessed on and how they will be …
Using Undergraduate Students As Teaching Assistants,
2010
Purdue University
Using Undergraduate Students As Teaching Assistants, Joseph "Mick" La Lopa
Professional and Organizational Development Network in Higher Education: Archives
Given the procedure for recruiting and selecting undergraduate students to be teaching assistants (TAs) and the pros and cons mentioned, there is every reason to continue using them to help administer my classes. I completely trust undergraduate TAs to keep an accurate record of attendance, grade assignments based on the rubric, and adhere to the course policies concerning attendance and assignment deadlines. Other educators should consider using the recruitment techniques suggested in this essay to select bright undergraduates to serve as a TA. They will reap many benefits from their work.
A Follow-Up Study To Compare Success Rates Of Developmental Math Students,
2010
Virginia Community College System
A Follow-Up Study To Compare Success Rates Of Developmental Math Students, Teresa Woodard, Sexton Burkett
Inquiry: The Journal of the Virginia Community Colleges
The authors present follow-up data to their 2003 comparison of student success in developmental math courses offered for three credits versus five credits.
Back Matter,
2010
Virginia Community College System
Back Matter
Inquiry: The Journal of the Virginia Community Colleges
No abstract provided.
