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Educational Administration and Supervision
To Improve the Academy: A Journal of Educational Development
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Institutional Development: Impressions From Abroad, Len Ainsworth, Einhard Rau
Institutional Development: Impressions From Abroad, Len Ainsworth, Einhard Rau
To Improve the Academy: A Journal of Educational Development
Size and Diversity
Institutional Identity
Program Structure
Individual Faculty Development
Research
Professional Research and Development
Summary
References
Part I: Introduction
To Improve the Academy: A Journal of Educational Development
In previous volumes, we have tried to include one of the keynote addresses from the annual conference. We are pleased this year to continue that tradition with Susanne and David Whitcomb's article, "The Kahuna as Professional and Organizational Development Specialist." In their session and the essay based upon it, the Whitcombs encourage us to step outside our familiar world and to see what other cultures have to teach us about our surroundings. Their analysis of the ancient Kahuna provides both specific and general hints for those of us concerned with identifying important values in our universities and colleges and establishing …
Buyouts And A Career Transition Program As A Response To Retrenchment, Carol A. Paul
Buyouts And A Career Transition Program As A Response To Retrenchment, Carol A. Paul
To Improve the Academy: A Journal of Educational Development
Introduction
Identifying Disciplines Eligible for Buyouts
Buyout Plan and the Buyouts
Table 1: Rank and Age Distribution of Faculty Buyouts
Career Transition Program
Conclusion
One Sentence Is Worth A Thousand: A Strategy For Improving Reading, Writing, And Thinking Skills, Lois Cuddy
One Sentence Is Worth A Thousand: A Strategy For Improving Reading, Writing, And Thinking Skills, Lois Cuddy
To Improve the Academy: A Journal of Educational Development
I teach literature-which also means teaching how to write critical, analytical papers. Until I developed the assignment that will be presented in this paper, I was almost defeated by the quality of writing that students assumed to be acceptable, expecially for their first essays in the course. The papers were disorganized and without a clear focus (or thesis); the writing style was grammatically poor and filled with vague, incoherent sentences and what passed as paragraphs; and there was no sense of evidence to support the statements being made. Since I had not initially established a common vocabulary for my expectations …
Techniques For Teaching Scientific Reasoning And Problem Solving, James L. Fasching, Bette Lasere Erickson
Techniques For Teaching Scientific Reasoning And Problem Solving, James L. Fasching, Bette Lasere Erickson
To Improve the Academy: A Journal of Educational Development
Small Group Discussion Exercises
Group Research Projects
Results
References
It's The Institution That Teaches, George C. Helling, Barbara B. Helling
It's The Institution That Teaches, George C. Helling, Barbara B. Helling
To Improve the Academy: A Journal of Educational Development
Parents' Day at St. Olaf College is like Parent's Day at any number of small colleges. School has been in session about a month. The leaves on the maples are starting to tum. In the distance, one can hear the pep band warming up for the football game, while in lounge or classroom, parents of freshmen and teachers of freshmen stand about holding coffee cups and making awkward conversation. Awkward, because they tend to talk past each other. Teachers try to keep the conversation light, offering general information about their courses. They don't know their freshmen well yet. The parents …
Critical Thinking In A Freshman Introductory Course: A Case Study, Lynn L. Mortensen, Willis D. Moreland
Critical Thinking In A Freshman Introductory Course: A Case Study, Lynn L. Mortensen, Willis D. Moreland
To Improve the Academy: A Journal of Educational Development
The Planning Process
Development of Curriculum Materials
Staff Development
Critical Thinking Skills
What We've Learned
References
The Instructional Skills Workshop Program: An Inter-Institutional Approach, Diane Morrison
The Instructional Skills Workshop Program: An Inter-Institutional Approach, Diane Morrison
To Improve the Academy: A Journal of Educational Development
Introduction of System-Wide Professional Development
Major Features of the Ministry of Education Initiatives
The Instructional Skills Workshop (ISW) - The Core Program
Implementation of the ISW Program
Response to the Program
On-Going Support for Facilitators
Future Directions
References
Group Problem-Solving Exercises: An Application In Economics, Yngve Ramstad
Group Problem-Solving Exercises: An Application In Economics, Yngve Ramstad
To Improve the Academy: A Journal of Educational Development
I often teach Intermediate Macroeconomic Theory, one of the courses economics majors are required to take. Macroeconomic theory is primarily directed to questions concerning inflation, employment, and economic growth. Currently, there are two professionally sanctioned "ways of thinking" about these issues-"Keynesian economics" and "monetarism".
Intermediate macroeconomics is of little value to our majors if they leave the course unable to "think like an economist". Accordingly, it is my principal objective in this course that, by the end of the semester, students be able to "do" both Keynesian economics and monetarism - that is, to think their way through concrete issues …
Silk Purses, Calvin B. Peters
Silk Purses, Calvin B. Peters
To Improve the Academy: A Journal of Educational Development
Truth be told, it can't be done. The pop quiz, the points for attendance, the points for participation, the extra credit, the early exam, the make-up exam, the practice, and countless other distortions of proper academics have failed to make a dent in the ennui which grips the majority of students. Perhaps, and I think this is a long shot, these and assorted other practices have made students appear more eager (usually judged by their mere appearance - a fact subject to influence by the awarding of points), but I think none of us believes such gimmickry has thoroughly motivated …
Small Groups In Large Classes, Wendy Holmes
Small Groups In Large Classes, Wendy Holmes
To Improve the Academy: A Journal of Educational Development
The fact that "mass lecture" is almost synonymous with "mass class" in academic circles suggests that the only thing an instructor can do with large classes is talk to (or at) them. After some desultory attempts at general discussions, question and answer sessions, and optional discussions for interested students, that is exactly what I settled into in "Introduction to Art," a class in art appreciation which I teach to roughly two hundred students every semester. I clarified and refined my lectures. I distributed mimeographed sheets bearing artists' names and dates and the main points of each lecture. I showed slides …
"It Ain't Necessarily So": Uncovering Some Assumptions About Learners And Lectures, Marilla D. Svinicki
"It Ain't Necessarily So": Uncovering Some Assumptions About Learners And Lectures, Marilla D. Svinicki
To Improve the Academy: A Journal of Educational Development
Assumption 1: The topic is of sufficient interest to students to capture their attention
Assumption 2: Students can listen to and absorb a continual flow of information for 50+ minutes
Assumption 3: Students are aural learners
Assumption 4: Students are skilled listeners and notetakers
Assumption 5: Students have sufficient background and vocabulary to follow the lecture
Assumption 6: Students can monitor their own comprehension
Assumption 7: Students are assertive enough to speak up when they don't understand
Assumption 8: Students can translate what they hear into action
In Conclusion
Part Ii: Introduction
To Improve the Academy: A Journal of Educational Development
Those of us who work in professional and organizational development in higher education must respond to a broad range of constituencies and concerns in a variety of ways. The papers in this section reflect some of that diversity of interests and strategies.
Part Iii: Introduction
To Improve the Academy: A Journal of Educational Development
The essays contained in this section of the book deal with teaching and learning in a direct and uncomplicated fashion. We expect that you will copy some of them to distribute to faculty and students; others you may want to modify to fit the particular needs of your institution. Or you may just want to carry away some good ideas to try out in your own classroom.
Applying Japanese Management Techniques To American Higher Education, Peter Seldin
Applying Japanese Management Techniques To American Higher Education, Peter Seldin
To Improve the Academy: A Journal of Educational Development
Decision-Making by Consensus
Mutual Trust and Loyalty
Respect for Employees
Looking to the Future
Using Quality Circles in the Classroom
Systematic Orientation of New Professors
Nonspecialized Careers
References
Editorial Matter 1985
To Improve the Academy: A Journal of Educational Development
Foreword
Contents
Faculty Exchanges As A Means Of Renewal And Development, Phyllis Zweig Chin
Faculty Exchanges As A Means Of Renewal And Development, Phyllis Zweig Chin
To Improve the Academy: A Journal of Educational Development
Currently, many colleges and universities are experiencing a period of steady-state or decreased enrollments. Gone are the days when departments regularly hired new faculty members who provided a steady influx of new ideas, energy, and enthusiasm to departments. Faculty members now tend to stay longer at one institution and often experience "burnout" as they continue to teach similar courses at the same place for long periods of time.
Appendix Agreement for Exchange of Faculty
References
Teaching Students To Think: A Workshop Design, Betty Lasere Erickson
Teaching Students To Think: A Workshop Design, Betty Lasere Erickson
To Improve the Academy: A Journal of Educational Development
Like faculty in most colleges and universities, professors at the University of Rhode Island (URI) have been troubled by their students' performances on tasks which require reasoning and problem-solving, thinking and creating. Although URI students seem capable of memorizing every piece of information which comes their way, many appear unable to apply course material in any manner which might be called critical or creative thinking.
Academic Counseling Techniques, Robert G. Pierleoni
Academic Counseling Techniques, Robert G. Pierleoni
To Improve the Academy: A Journal of Educational Development
Handout No. 1 Time Management Skills: Guidelines for Students
Handout No. 2 Test-Taking Skills: Guidelines for Students
A. Getting Ready
B. Organizing Content for Review
C. Building Confidence During a Test
A Theory Of Effectiveness: Faculty Development Case Studies, Ronald A. Smith, Fred S. Schwartz
A Theory Of Effectiveness: Faculty Development Case Studies, Ronald A. Smith, Fred S. Schwartz
To Improve the Academy: A Journal of Educational Development
Generation of Case Studies
Analysis and Critique of White's Effectiveness
Table 1: A Faculty Developer's (FD) Reasoning about White's Effectiveness
Table 2: Dialogue Between First Faculty Developer (FD) and White
Table 3: Dialogue Between Second Faculty Developer (FD) and White
Conclusions and Discussion
Table 4: Dialogue Between Third Faculty Developer (FD) and White
References
Faculty Careers: Satisfactions And Discontents, Mary Deane Sorcinelli
Faculty Careers: Satisfactions And Discontents, Mary Deane Sorcinelli
To Improve the Academy: A Journal of Educational Development
Methodology
Discussion of Findings
Faculty Perceptions of Their Academic Responsibilities and Strengths
Sources of Satisfaction
Sources of Concern
Recommendations
Conclusion
Appendix: Faculty Career Interview Guide
References
The Kahuna As Professional And Organizational Development Specialists, Susanne Whitcomb, David Whitcomb
The Kahuna As Professional And Organizational Development Specialists, Susanne Whitcomb, David Whitcomb
To Improve the Academy: A Journal of Educational Development
In this paper, we invite you to return to explore the ways of our professional development ancestors, for their processes were based on principles that are universal and therefore carry power to other cultures and times.
Appendix
References
Improving Classroom Climate For Women: The Faculty Developer's Role, Delivee L. Wright
Improving Classroom Climate For Women: The Faculty Developer's Role, Delivee L. Wright
To Improve the Academy: A Journal of Educational Development
Introduction
Institutional Context
What Has Been Done?
Types of Inequities for Women Students
Role of the Faculty Developer
Faculty Development Activities
Programs Tried at the University of Nebraska-Lincoln (UNL)
Conclusions
Appendix Self-Check Quiz
References
Learning In A Clinical Setting, Luann Wilkerson
Learning In A Clinical Setting, Luann Wilkerson
To Improve the Academy: A Journal of Educational Development
Modeling
Active, Appropriate Practice
Pleasant Conditions
Clarity
Feedback
Conclusion
References