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Educational Administration and Supervision
To Improve the Academy: A Journal of Educational Development
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Using Data To Enhance College Teaching: Course And Departmental Assessment Results As A Faculty Development Tool, Catherine M. Wehlburg
Using Data To Enhance College Teaching: Course And Departmental Assessment Results As A Faculty Development Tool, Catherine M. Wehlburg
To Improve the Academy: A Journal of Educational Development
This article highlights the need for using assessment of student learning outcomes data to guide reaching-related farolty development decision-making. Literature on the topic suggests that using assessment results to inform faculty development discussions makes better use of both the assessment data and the time spent in faculty development. Feedback and consultations regarding feedback seem to be important variables in determining if changes in teaching will occur. Types of assessment data that may especially inform reaching-related conversations are discussed.
A Vision Beyond Measurement: Creating An Integrated Data System For Teaching Centers, Kathryn M. Plank, Alan Kalish, Stephanie V. Rohdieck, Kathleen A. Harper
A Vision Beyond Measurement: Creating An Integrated Data System For Teaching Centers, Kathryn M. Plank, Alan Kalish, Stephanie V. Rohdieck, Kathleen A. Harper
To Improve the Academy: A Journal of Educational Development
Assessing the work of teaching and learning centers is crucial to maintain the support of our institutions; however, collecting and interpreting the right data can be a challenge. This chapter explores practical strategies for integrating assessment into daily work flow in order to generate information that accurately measures our impact, helps others understand and value our work, and enables us to improve what we do, without creating a major “add-on” task. We discuss ways to measure, track, and report work, and share means to use data for both summative and formative purposes that we hope will make the work of …
A Faculty Development Program To Promote Engaged Classroom Dialogue: The Oral Communication Institute, Kim M. Mooney, Traci Fordham, Valerie D. Lehr
A Faculty Development Program To Promote Engaged Classroom Dialogue: The Oral Communication Institute, Kim M. Mooney, Traci Fordham, Valerie D. Lehr
To Improve the Academy: A Journal of Educational Development
The St. Lawrence University faculty development program in oral communication promotes and enhances teaching strategies and philosophies for productive and civil classroom discourse. Started in January 2002, the Oral Communication Institute (OCI) provides a sustained forum in which faculty explore the relationship among oral communication, critical thinking, and deep learning. In addition to creating discourse communities, the OCI affords participants opportunities to develop strategies for interactive, reflective student learning. This chapter addresses the essential components for developing an oral communication institute: clear teaching and learning goals, a deliberate format and curriculum, experiential pedagogy, and opportunities for faculty dialogue and reflection.
Whispers And Sighs: The Unwritten Challenges Of Service–Learning, Rona J. Karasik
Whispers And Sighs: The Unwritten Challenges Of Service–Learning, Rona J. Karasik
To Improve the Academy: A Journal of Educational Development
Documentation of the benefits of service-learning abound, and published case studies of successful service-learning programs may be found for a variety of disciplines. Faculty new to service-learning, however, are likely to find themselves facing a variety of unexpected challenges. While these challenges are neither insurmountable nor unknown to experienced service-karning practitioners, they can make starting a service-learning program remarkably time-consumingand unnecessarily frustrating. Unfortunately. pitfalls and program flops are rarely published. This chapter forewarns some of the challenges associated with service-learning and offers realistic approaches to dealing with them successfully.
Junior Faculty Participation In Curricular Change, Judi Hetrick
Junior Faculty Participation In Curricular Change, Judi Hetrick
To Improve the Academy: A Journal of Educational Development
Participation in curriculum change can be both a necessity and a professional landmine for junior faculty members. They do not, however, have to choose between sitting on the sidelines or sacrificing young careers by working for large-scale change. This chapter presents the elements of successful curriculum change, roles junior faculty can play, and roles they should avoid—or accept with caution.
Faculty Development In Community Colleges: A Model For Part–Time Faculty, Mary Rose Grant
Faculty Development In Community Colleges: A Model For Part–Time Faculty, Mary Rose Grant
To Improve the Academy: A Journal of Educational Development
Historically, part-time faculty have not received the same development opportunities as fall-time faculty. This study surveyed current practices in faculty development for both full-time and part-time faculty in 232 public two-year colleges throughout the United States. Over 90% reported that they had a formal faculty development program for both faculty cohorts, funded with 1%–5% of their operating budgets. About one half of the colleges designated a faculty development coordinator, used needs assessment to determine program content, and evaluated program outcomes. Results of this study were used to design a generic model for part-time faculty development.
Evidence Of The Transformational Dimensions Of The Scholarship Of Teaching And Learning: Faculty Development Through The Eyes Of Sotl Scholars, Connie M. Schroeder
Evidence Of The Transformational Dimensions Of The Scholarship Of Teaching And Learning: Faculty Development Through The Eyes Of Sotl Scholars, Connie M. Schroeder
To Improve the Academy: A Journal of Educational Development
This analysis began ftom two unlikely starting points: a favorite Marcel Proust quote below that has nothing to do with faculty development, but could, and Pat Hutchings (2000) descriptive quote, “The scholarship of teaching and learning [SoTL]is characterized by a transformational agenda” (p. 8). Do SoTL faculty development programs faster transformation? Is there evidence of a transformational process and transformative learning? The project summaries of eight SoTL scholars were analyzed for evidence of transformation. The evidence for transformation of landscapes of learning, teaching, scholarship, and self are explored ftom SoTL scholars’ perspectives in a faculty development program, providing insight into …
Making Adjunct Faculty Part Of The Academic Community, Karen R. Krupar
Making Adjunct Faculty Part Of The Academic Community, Karen R. Krupar
To Improve the Academy: A Journal of Educational Development
Hundreds of adjunct faculty in four-year colleges and universities teach over 45% of the courses, especially in the general education programs, but few institutions have chosen to construct adjunct faculty development programs that integrate these faculty into the instructional community. Metropolitan State College of Denver, recipient ofa Title III grant to build an adjunct development program received a TIA-CREF Hesburgh Award of Excellence in 2001 for its innovative adjunct support activities. This chapter articulates the features of this successful program and its effect on the adjunct faculty cohort at the college.
Promoting A Sound Process For Teaching Awards Programs: Appropriate Work For Faculty Development Centers, Nancy Van Note Chism
Promoting A Sound Process For Teaching Awards Programs: Appropriate Work For Faculty Development Centers, Nancy Van Note Chism
To Improve the Academy: A Journal of Educational Development
Examination of a sample of teaching awards programs at colleges and universities in the United States shows that the selection process for most is not based on explicit criteria, evidence that matches the criteria, and announced standards for making judgments about the candidates. If teaching awards programs are to be effective on any level, whether serving as a symbol of institutional commitment, affirming good teachers, or inspiring others to teach well, the quality of their selection process must be credible. This chapter provides recommendations for how faculty development centers can help their institutions to craft a selection process that will …
A Transformative Model For Designing Professional Development Activities, David J. Langley, Terence W. O'Connor, Michele M. Welkener
A Transformative Model For Designing Professional Development Activities, David J. Langley, Terence W. O'Connor, Michele M. Welkener
To Improve the Academy: A Journal of Educational Development
A new model for professional and organizational development is presented based on concepts derived from Wilber (2000) and Astin (2001). The model consists of an individual/public dimension and a reflection/performance dimension. Four quadrants that result from connecting these dimensions are formed: 1) individual reflection, 2) public reflection, 3) individual performance, and 4) public performance. We believe this model offers faculty developers a framework for designing thoughtful programs to aid faculty in meeting the wide range of internal and external demands that confront higher education institutions.
Documenting The Educational Innovations Of Faculty: A Win–Win Situation For Faculty And The Faculty Development Center, Phyllis Blumberg
Documenting The Educational Innovations Of Faculty: A Win–Win Situation For Faculty And The Faculty Development Center, Phyllis Blumberg
To Improve the Academy: A Journal of Educational Development
Compiling faculty members’ teaching innovations into an annual campus-specific publication allows others to learn about these ideas and adapt them. This chapter will describe 1) the process used to develop such a Document of Innovation, 2) the types of innovation abstracted, and 3) this document’s impact on an institution. A dissemination process including individual meetings with campus leaders provides greater visibility for the Teaching and Learning Center and the featured faculty. An analysis of time annual publications yield comprehensive data about the campus’ faculty, their innovative teaching trends, and describes the current teaching climate on the campus.
The Hue And Cry Of Campus Climate: Faculty Strategies For Creating Equitable Work Environments, Christine M. Cress, Jennifer L. Hart
The Hue And Cry Of Campus Climate: Faculty Strategies For Creating Equitable Work Environments, Christine M. Cress, Jennifer L. Hart
To Improve the Academy: A Journal of Educational Development
Quantitative and qualitative data from faculty at a large public research university provide contrasting work lift experiences for faculty of color and white faculty. Significant differences are evident regarding teaching and research, institutional priorities, individual goals, job satisfaction, and sources of stress. Specific faculty strategies for creating equitable environments are highlighted.
Transforming The Environment For Learning: A Crisis Of Quality, Lion F. Gardiner
Transforming The Environment For Learning: A Crisis Of Quality, Lion F. Gardiner
To Improve the Academy: A Journal of Educational Development
This chapter addresses academic leaders and summarizes research findings on the conditions needed to produce learning and student development in higher education at the level required by society, and our relative success in doing this. It attempts to make clear the urgency for change that exists in the way in which we conduct our educational affairs. It describes the causes of less-than-optimal learning, outlines 10 key elements for effectively managing learning in complex institutions, presents eight steps required to lead a successfull transformation in an institution or unit, and provides resources with detailed information and guidance.
Entertaining Strangers: Providing For The Development Needs Of Part–Time Faculty, Patricia Hanrahan Valley
Entertaining Strangers: Providing For The Development Needs Of Part–Time Faculty, Patricia Hanrahan Valley
To Improve the Academy: A Journal of Educational Development
For institutions of higher education that have increasingly relied upon part-time faculty members to meet the needs of a rapidly changing society, the challenge has been to provide adequate preparation and development opportunities for these instructors, many of whom have never taught before. This study investigated the characteristics of the part-time faculty. the extent to which they believed they had been oriented by the institution to assume their teaching roles, and their reported need for selected professional development activities at Embry-Riddle Aeronautical University’s Extended Campus, an institution employing more than 2,800 adjuncts. The data provided by the needs assessment were …
Playing Well With Others: Academic Development As A Team Sport, Nancy Van Note Chism
Playing Well With Others: Academic Development As A Team Sport, Nancy Van Note Chism
To Improve the Academy: A Journal of Educational Development
An important first step to attacking significant institutional problems is working across the organizational silos that encompass campus units. This chapter draws upon an experience in collaboration through which an academic development center chose to partner with a variety of campus units to address a vexing problem facing many campuses: unacceptable rates of first-year student retention. The chapter then goes beyond the case to identify the kinds of collaborations that can be created to treat other pressing academic issues and highlight characteristics of successful collaborations that academic development centers can initiate or join.
Is The Thrill Gone? An Investigation Of Faculty Vitality Within The Context Of The Community College, Cathie J. Peterson
Is The Thrill Gone? An Investigation Of Faculty Vitality Within The Context Of The Community College, Cathie J. Peterson
To Improve the Academy: A Journal of Educational Development
This single institutional case study investigated faculty vitality within the context of the community college by answering the following research questions: What are the characteristics of vital faculty within the community college? What effect does the environment have on faculty vitality? What do the vital faculty do to maintain their vitality? Qualitative research methods were employed to study the lives of the faculty within their naturalistic setting, thereby giving voice to the vital community college faculty.