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Pod Network News, December 1996
Pod Network News, December 1996
POD Network News
POD Conference Communiqués: Many Thanks to Conference Volunteers, Future Conference Sites, 1997 Conference, Call for Proposals
Core Committee News: Core Committee Report, Core Committee Elections, Information Request, POD Joins ICED
Your Thoughts on POD
Bright Ideas
Regional Association Overview
An Invitation to POD Retirees for Membership Emeritus/Emerita
WWW Workings: Pages on Practice, New Home Page
Conferences
New Journal
New Books
Member News
FIPSE Participation Opportunity
Call for Manuscripts
POD Electronic Mailing List
POD Network News Submissions
Defining the Field Survey
For You to Do
Developing Learning Communities: Seven Promising Shifts And Seven Powerful Levers, Thomas A. Angelo
Developing Learning Communities: Seven Promising Shifts And Seven Powerful Levers, Thomas A. Angelo
POD Network Conference Materials
Seven Promising Shifts in Academic Culture
Select References
Earning The Right: A Model For Transcultural Practice, Cynthia A. Gray
Earning The Right: A Model For Transcultural Practice, Cynthia A. Gray
POD Network Conference Materials
Background
Session Goals
Presentation methods
Pod Network News, May 1996
POD Network News
1996 Conference Theme: Scaling the Heights
From the President
Call for Manuscripts for Face to Face
Web Pages
Meetings
POD Authors
New Books
New Journals
Position Available
Special Thanks
To Improve the Academy: Associate Editor/Reviewer Self-Nomination Form
POD Network 1996-97 POD Grant Program
Proposal Format for 1996-97 POD Grant Program
Pod Network News, March 1996
POD Network News
New Leadership for POD Core Committee
POD at AAHE
POD Conference October 17-20, 1996 Snowbird, Utah
From the President
Bright Ideas Addition
Position Announcements
New World Wide Web Pages
POD Authors
Resources
Spring and Summer Conferences
The Teaching Professor, March 1996
The Teaching Professor, March 1996
POD Network Conference Materials
Lessons From 10 Exemplary Faculty
Cheating: An Analysis of Relevant Circumstances
"Demonstrating The Quality And Impact Of Faculty Development Workshops" And "Transforming Today's Teaching Assistants Into Tomorrow's Faculty: A Workshop For Ta Supervisors, Executive Summary"
POD Network Conference Materials
Demonstrating the Quality and Impact of Faculty Development Workshops, by James Eison:
Session Abstract
Session Objectives
Discussion Questions: Some Personal Observations
Transforming Today's Teaching Assistants into Tomorrow's Faculty: A Workshop for TA Supervisors, Executive Summary:
Introduction
Workshop Facilitators
Workshop Application Procedure
Workshop Participants
Workshop Goals
Workshop Assumptions
Workshop Topics and Calendar
Workshop Activities
Participants' Assignment
Post-workshop Activities
Workshop Evaluation Data
Ten Qualities Of Self-Renewing Faculty, Frederick M. Hudson
Ten Qualities Of Self-Renewing Faculty, Frederick M. Hudson
POD Network Conference Materials
1. They are value-driven.
2. They are connected to the world around them.
3. They require solitude and quiet.
4. They pace themselves.
5. They have contact with nature.
6. They are creative and playful.
7. They are adaptive to change.
8. They learn from down-time.
9. They are always in training.
10. They are future-oriented.
Financial Matters
POD Network Conference Materials
"Getting the Biggest Bang for the Buck!" (From Your Faculty Development Funds), "Top Ten" Suggestions, by Dan Rice
Keeping the Books: Developing Financial Capacity in Your Nonprofit Press, by The Stevens Group
Glossary: Terms Used in Nonprofit Accounting, compiled by The Stevens Group with acknowledgement to the Public Management Institute and the Financial Accounting Standards Board
Creating and Managing Budgets for Faculty Development: Nuts and Bolts, by Lesley K. Cafarelli
Getting the "Biggest Bang for the Buck," by Phyllis Worthy Dawkins
Faculty Development Opportunities
Table of Contents
Pod Network, Scale The Heights, 1996, "Blind Review" Proposal Forms
Pod Network, Scale The Heights, 1996, "Blind Review" Proposal Forms
POD Network Conference Materials
No abstract provided.
1996 Pod Network Conference Attendees
1996 Pod Network Conference Attendees
POD Network Conference Materials
No abstract provided.
1996 Pod Conference: Individual Session Evaluation Form
1996 Pod Conference: Individual Session Evaluation Form
POD Network Conference Materials
No abstract provided.
Patterns In Telephone Interviews About Professional Development Activities Of Developers, Nancy Chism, Barbara Szabo
Patterns In Telephone Interviews About Professional Development Activities Of Developers, Nancy Chism, Barbara Szabo
POD Network Conference Materials
Study Design
Major Patterns
Working With Administration: Getting And Keeping Support For Professional Development Programs
Working With Administration: Getting And Keeping Support For Professional Development Programs
POD Network Conference Materials
Outline
Positioning Your Office: The Real Organization Chart
Seven Competencies Required of Faculty Developers
Seven Competencies Required of Administrators
"Newe" ... Our People.
POD Network Conference Materials
Newe Group Facilitators
Purpose
Facilitator's Tasks
About Newe Groups
Scaling the Heights, National Conference 1996, POD Network: Newe Group Locations
Letter to POD Newe Facilitators
Responses from Newe One-Minute-Paper, October 1996:
1. What were the best, most productive aspects of your newe group?
2. What were the least effective, or productive, aspects of your newe group?
3. What suggestions do you have for improvements to the conference small group initiative (Newes, PODumbaughs and/or wasuk-la)?
Annual Conference Program
POD Network Conference Materials
Professional and Organizational Development Network in Higher Education: Mission Statement
Welcome, by Lynn Sorenson (Conference Chair), Ed Jensen (Program Coordinator), David Graf (Mgr. of Administrative Services)
1996-97 Core Committee
Executive Directors/Presidents
Acknowledgments
Conference Overview
Changes
Section Ii: Faculty Development
Section Ii: Faculty Development
To Improve the Academy: A Journal of Educational Development
The five articles focused on faculty development in this issue use assessment and surveys to bring us information on the state of our faculty.
Through The Lens Of Learning: How Experiencing Difficult Learning Challenges And Changes Assumptions About Teaching, Stephen Brookfield
Through The Lens Of Learning: How Experiencing Difficult Learning Challenges And Changes Assumptions About Teaching, Stephen Brookfield
To Improve the Academy: A Journal of Educational Development
The author challenges faculty to cast themselves in the role of learners for tasks or subjects which, unlike their areas of expertise, do NOT come easily to them. The purpose is to better understand what it is to experience the struggle shared by many students to grasp new material. The author recounts his own efforts to master a daunting new skill and the many lessons he learned about teaching and learning in the process.
On Student Development In College: Evidence From The National Study Of Student Learning, Ernest T. Pascarella
On Student Development In College: Evidence From The National Study Of Student Learning, Ernest T. Pascarella
To Improve the Academy: A Journal of Educational Development
This paper summarizes some of the major findings of the National Study of Student Learning, a longitudinal investigation of the factors influencing student intellectual development at 23 diverse colleges and universities in 16 states. Findings from the following analyses are presented: effects of perceived teacher behaviors on general cognitive skills and internal locus of attribution; influences on critical thinking; cognitive effects of two- and four-year colleges; cognitive effects of historically Black and predominantly White colleges; and cognitive effects of Greek affiliation.
Section Iii: Organizational Development
Section Iii: Organizational Development
To Improve the Academy: A Journal of Educational Development
This section, in which the authors discuss institutional programs or approaches to teaching change, has three parts.
Partners In Pedagogy: Faculty Development Through The Scholarship Of Teaching, Gabriele B. Sweidel
Partners In Pedagogy: Faculty Development Through The Scholarship Of Teaching, Gabriele B. Sweidel
To Improve the Academy: A Journal of Educational Development
The Partners in Pedagogy project uses a three-pronged plan of action to address faculty development through the scholarship of teaching: a) the formation of faculty pairs to conduct classroom observations of each other's teaching, b) interviews with three of each other's students, and c) collegial discussion, both between faculty pairs and cross-discipline at monthly meetings. The combination of monthly meetings to discuss pedagogy, feedback from peers concerning teaching methods and techniques unrelated to evaluations, student interviews, and cross-discipline participation contribute to the powerfulness of this campus-wide program.
Computer-Mediated Communication In The Classroom: Models For Enhancing Student Learning, Karin L. Sandell, Robert K. Stewart, Candace K. Stewart
Computer-Mediated Communication In The Classroom: Models For Enhancing Student Learning, Karin L. Sandell, Robert K. Stewart, Candace K. Stewart
To Improve the Academy: A Journal of Educational Development
The introduction of computer-mediated communication into the college classroom has been a subject of concern to faculty interested both in exploring means of enhancing communication with their students and in facilitating students' learning about the technological revolution occurring in the business and professional worlds. The tools available to faculty include electronic mail (e-mail), bulletin boards, electronic conferencing, and electronic searching (or surfing) for information, via the Internet. This paper reviews the findings from different measures taken during a campus-wide project to test computer- mediated communication, in order to provide some suggestions about ways of enhancing the teaching-learning connection through classroom …
Professors As Clients For Instructional Development, Ronald A. Smith, George L. Geis
Professors As Clients For Instructional Development, Ronald A. Smith, George L. Geis
To Improve the Academy: A Journal of Educational Development
Although there is a large amount of activity and a sizeable literature in the area of instructional development, there has been relatively little research on faculty members, the clientele for improvement efforts. This paper highlights some characteristics of professors that are relevant to improvement activities. Professors are interested in, value, and work on their teaching; they think they teach rather well. However, they demonstrate a lack of sophistication in talking about teaching and the development of instruction. They focus primarily upon content rather than design or methodology. Teachers' views of what should be done to enhance instruction are discussed and …
A Department-Based Approach To Developing Teaching Portfolios: Perspectives For Faculty Developers, Milton D. Cox
A Department-Based Approach To Developing Teaching Portfolios: Perspectives For Faculty Developers, Milton D. Cox
To Improve the Academy: A Journal of Educational Development
The Department-Based Teaching Portfolio Project, now in its third year at Miami University, provides departments the flexibility to design and implement teaching development processes that honor the diversity of disciplines, departmental cultures, and leadership styles of department project coordinators. This approach has generated an interesting variety of departmental processes and results, for example, in the use of off-campus consultants and in the manner in which teaching portfolios are developed. Based upon the outcomes of the Project, 20 recommendations inform faculty developers in their roles as department developers.
Transforming Faculty Into An Agile Workforce, Robert Dove, Dina Wills
Transforming Faculty Into An Agile Workforce, Robert Dove, Dina Wills
To Improve the Academy: A Journal of Educational Development
Some institutions of higher education have begun to implement agile operational strategies as they work to take advantage of new technologies and respond to new demands made from their various constituencies. Key to the success of these agile strategies is the ability of the faculty to create an agile learning environment. This paper focuses on the role of the faculty developer in creating that agile environment. It presents concrete programming suggestions and a model for faculty developers to follow as they assume the role of helping faculty become agile.
Making The Transition From Soft To Hard Funding: The Politics Of Institutionalizing Instructional Development Programs, Mary L. Everley, Jan Smith
Making The Transition From Soft To Hard Funding: The Politics Of Institutionalizing Instructional Development Programs, Mary L. Everley, Jan Smith
To Improve the Academy: A Journal of Educational Development
The institutionalization of grant-funded instructional development programs is a political process. This paper reviews the experiences of programs that have both failed and succeeded to cross the hard-to-soft-money divide and the literature on planning and change in higher education, and offers strategies that will encourage institutionalization. Changing institutional culture, building a strong advocacy group, and gaining the support of key administrators are essential to program continuance.
Designing, Implementing And Assessing A University Technology-Pedagogy Institute, Devorah A. Lieberman, John Reuter
Designing, Implementing And Assessing A University Technology-Pedagogy Institute, Devorah A. Lieberman, John Reuter
To Improve the Academy: A Journal of Educational Development
This article describes two models for designing and implementing technology-pedagogy institutes as part of university wide faculty development. Each model contains similar learning objectives for Institute participants, yet describes different institute designs. The authors describe the strengths and weaknesses of each model as learned through assessment evidence gathered during institutes on their campus. Assessment of student learning in relation to technology introduced within the class is discussed. Suggestions for more effective Institutes and assessment tools are addressed.
Experiences Of Newly Hired Faculty, Robert J. Menges
Experiences Of Newly Hired Faculty, Robert J. Menges
To Improve the Academy: A Journal of Educational Development
Faculty experiences during the first three years in a new job were investigated by following new hires at five colleges and universities. Their initial years are characterized by stress, dilemmas about how to allocate time to competing responsibilities, uncertainty about what is expected of them, and dissatisfaction with feedback about their progress. Faculty development offices can promote more enlightened policies and practices to help ease faculty transition into a new job.
Monitoring The Pulse Of The Faculty: Needs Assessment In Faculty Development Programs, Jon E. Travis, Dan Hursh, Gentry Lankewicz, Li Tang
Monitoring The Pulse Of The Faculty: Needs Assessment In Faculty Development Programs, Jon E. Travis, Dan Hursh, Gentry Lankewicz, Li Tang
To Improve the Academy: A Journal of Educational Development
Although needs assessment is a common and necessary element of faculty development programs, the process never seems to be as easy or as effective as we might like it to be. Sadly, the literature is relatively weak in this all-important area of responsibility. Such a problem, no doubt, is due in part to the individual environment of each institution. Based on a presentation at the 1995 POD Conference, this article reviews a number of institutional approaches to gathering data from faculty, which may suggest some options for the reader.