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Educational Administration and Supervision
To Improve the Academy: A Journal of Educational Development
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Undergraduate Reactions To Teaching Assistants, Robert J. Menges, Jeremy Wilson
Undergraduate Reactions To Teaching Assistants, Robert J. Menges, Jeremy Wilson
To Improve the Academy: A Journal of Educational Development
A Survey
General Characteristics of Respondents
Perceived Quality of Teaching
How Time is Spent
How Time Should be Spent
Experience with Other Teaching Assistants
For Further Investigation
University Committee Survey
References
Overview Of Trigger Film Strategies, Linc. Fisch
Overview Of Trigger Film Strategies, Linc. Fisch
To Improve the Academy: A Journal of Educational Development
Variations in Use
Production
Bibliography
Section Ii: Intellectual Journeys In Faculty Development, 1982
Section Ii: Intellectual Journeys In Faculty Development, 1982
To Improve the Academy: A Journal of Educational Development
No abstract provided.
The Dreaded Discussion: Ten Ways To Start, Peter Frederick
The Dreaded Discussion: Ten Ways To Start, Peter Frederick
To Improve the Academy: A Journal of Educational Development
The conspiracy of silence is breaking up: we are learning to talk more openly about our joys and fears as teachers, our achievements and frustrations in the classroom. As I have listened to my colleagues talk about their students and their classrooms, the one fear and frustration mentioned more than any other, as for Henry Adams, was in leading a discussion. No matter how many articles on technique we read, or workshops we attend, the dreaded discussion continues to bother us more than any other part of our daily teaching lives. Freshman seminar and discussion-based core programs continue to develop. …
The Path Of Passionate Inquiry: A Comment On Smith, Young, Weathersby And Andrews, Michael M. Piechowski
The Path Of Passionate Inquiry: A Comment On Smith, Young, Weathersby And Andrews, Michael M. Piechowski
To Improve the Academy: A Journal of Educational Development
The Outsider's Journey
The Shared Journey
Themes in Common: Teaching and Learning
Themes in Tension: Science and Art
Toward Resolution: From Image to Model
References
Dreams And Actualities: Danforth Fellows In Mid-Career, R. Eugene Rice
Dreams And Actualities: Danforth Fellows In Mid-Career, R. Eugene Rice
To Improve the Academy: A Journal of Educational Development
Three Distinct Groups of Fellows
Teaching: Dreams and Development
Graduate Fellowships for Women, 1965-1970
Becoming Professional
Colleagues
Love and Work
A Sense of Institutional Drift
References
Effect Of A Teaching Consultation Process Upon Personal Development In Faculty, Mary Deane Sorcinelli
Effect Of A Teaching Consultation Process Upon Personal Development In Faculty, Mary Deane Sorcinelli
To Improve the Academy: A Journal of Educational Development
Design
Results and Discussion
Table I
Changes in Teaching Skills and Behaviors
Summary and Conclusions
References
On Doing Intellectual Work: Grasping The Power Of The Gestalt, Rita Weathersby
On Doing Intellectual Work: Grasping The Power Of The Gestalt, Rita Weathersby
To Improve the Academy: A Journal of Educational Development
A Transformative Gestalt
What Led Me to These Questions
Research as Perspective Transformation
Gathering and Analyzing Data
Relevance and Cooperation
Standards of Scholarship
Influencing Other Researchers and Practitioners
Protecting Time for Intellectual Work
References
Knowing, Understanding, And Other Forms Of Learning, Bette Lasere Erickson, Glenn R. Erickson
Knowing, Understanding, And Other Forms Of Learning, Bette Lasere Erickson, Glenn R. Erickson
To Improve the Academy: A Journal of Educational Development
Introduction
Memorization
Writing Objectives for Memorization
Teaching for Memorization and Retention
Testing for Memorization
Concept Formation
Writing Objectives for Concept Formation
Teaching for Concept Formation
Testing for Concept Formation
Application
Writing Objectives for Application
Teaching for Application
Testing for Application
Complex Problem Solving
Writing Objectives for Complex Problem Solving
Teaching for Complex Problem Solving?
Testing for Complex Problem Solving
Selected Bibliography
The Creativity Of Being Marginal: A Style Of Generating Research In Education, John D. W. Andrews
The Creativity Of Being Marginal: A Style Of Generating Research In Education, John D. W. Andrews
To Improve the Academy: A Journal of Educational Development
Forces That Shape Specific Research Questions
The Combination of Pure and Applied
Interplay between the Personal, Experimental, and the Public "Objective," Aspects of Events
The Clinical and the Experimental
Interdisplinary Interactions
Extending Practiced Skills into Novel Settings
The Creative Process
Theoretically and Conceptually Significant
Applicable and Usable
Of Direct Concern to the Setting in Which I Work
Amenable to Formal Research Procedures
Dissemination and Application
Assessing Student Understanding
Student Participation in Discussion
Transition from Student to Teacher
In Conclusion
References
A Mathematician's Journey: From Applying The Pure To Purifying The Applied, Ronald A. Smith
A Mathematician's Journey: From Applying The Pure To Purifying The Applied, Ronald A. Smith
To Improve the Academy: A Journal of Educational Development
I Searched for the Theory
Some Potholes and Detours
Is Teaching a Science?
Experience: A Better Teacher
I Needed Skills Too
Looking at My Learning
My New Perspective
A Really Good Problem
A Lovable Theory at Last
Does the Model Fit the Facts?
My Research and Practice Married
References
The Design Of Intellectual Experience, Donald L. Finkel, G. Stephen Monk
The Design Of Intellectual Experience, Donald L. Finkel, G. Stephen Monk
To Improve the Academy: A Journal of Educational Development
Why Teach?
The Dilemma of Sharing
Sharing Intellectual Experiences
An Example
Eloise and the Philosophers
Eloise's Diary
Sample Quotes
Principles of Design
Diverse Applications
Conclusion
References
Suggested reading list
Empowerment In Academic Cultures: Whose Responsibility Is It?, Lance C. Buhl
Empowerment In Academic Cultures: Whose Responsibility Is It?, Lance C. Buhl
To Improve the Academy: A Journal of Educational Development
I. Introduction
II. The Theme Encapsulated
III. Taking the Cultural Perspective
IV. Development and the Disempowering Paradigm
V. Taking Up the Empowering Paradigm
VI. A Note on Leadership References
Teaching With Charisma, James D. Milojkovic
Teaching With Charisma, James D. Milojkovic
To Improve the Academy: A Journal of Educational Development
Cold Cognition vs. Hot Cognition
A Profile of the Charismatic Teacher
Developing a Charismatic Teaching Style
Towards Charismatic Teaching
The Challenge of Charismatic Teaching
References
Section Iv: Tools For Training And Development, 1982
Section Iv: Tools For Training And Development, 1982
To Improve the Academy: A Journal of Educational Development
Here is where the rubber hits the road. The materials that follow are attempts to translate theory into practice. Much of what we read (and do) for training our colleagues to be more effective teachers is rough and untidy. It often seems simplistic. But that is the state of the art - and it will always be so to some degree. In the classroom, in the faculty lounge and at the sylvan retreats where workshops are held, we must finally decide what to do on Monday.
Editorial Matter 1982
To Improve the Academy: A Journal of Educational Development
Foreword, by Sandra Cheldelin Inglis and Stephen C. Scholl
Table of Contents
A Second Look At Faculty Development And The Second Sex, Michele Fisher, Winifred E. Anderson
A Second Look At Faculty Development And The Second Sex, Michele Fisher, Winifred E. Anderson
To Improve the Academy: A Journal of Educational Development
Schedule and Content
Case Studies
Select Bibliography
The Unaccepted Challenge: Faculty Development For Women, Michele Fisher
The Unaccepted Challenge: Faculty Development For Women, Michele Fisher
To Improve the Academy: A Journal of Educational Development
First Steps
Programs For Graduate Women
Programs For Faculty Women
Conclusion
References
The "First Day" Workshop, Peter Frederick
The "First Day" Workshop, Peter Frederick
To Improve the Academy: A Journal of Educational Development
Guidelines for Giving Constructive Feedback in Microteaching Sessions
Evaluation of Workshop on "The First Day"
Instructional Improvement Through Individual Consultation, Deborah E. Simpson, Kathleen A. Dalgaard, Clyde A. Parker
Instructional Improvement Through Individual Consultation, Deborah E. Simpson, Kathleen A. Dalgaard, Clyde A. Parker
To Improve the Academy: A Journal of Educational Development
Theoretical Bases:
Theory 1: Instructional Interaction
Theory 2: Student Differences
Theory 3: Change
The Approach
An Example:
Step 1: Identify the Instructor's Major Concerns
Step 2: Challenge Instructor's Concepts of Teaching
Step 3: Formulate Alternative Teaching Approaches
Step 4: Evaluate New Approach
Conclusions
References
The Scholar-Practitioner Dilemma, Robert J. Menges
The Scholar-Practitioner Dilemma, Robert J. Menges
To Improve the Academy: A Journal of Educational Development
Purpose of These Papers
The Contributors
Discontinuities Between Preparation and Practice
A Comprehensive Evaluation Of A College Course, Richard R. Sudweeks, Robert M. Diamond
A Comprehensive Evaluation Of A College Course, Richard R. Sudweeks, Robert M. Diamond
To Improve the Academy: A Journal of Educational Development
Consider Each of the Following Questions and Check Those That are Appropriate for the Specific Course Your are Evaluating:
I. Course Rationale
II. Development and Current Status of the Course
III. Credit and Curricular Implications
IV. Course Objectives
V. The Content of the Course
VI. Instructional Strategies
VII. Procedures and Criteria for Evaluating Students' Achievement
VIII. Organization of the Course
IX. Course Outcomes
X. Institutional Costs and Benefits
Questions to be Investigated in Evaluating Two Inter-Disciplinary Communications Skills Courses
Section Iii: Evaluating Practices To Improve Teaching, 1982
Section Iii: Evaluating Practices To Improve Teaching, 1982
To Improve the Academy: A Journal of Educational Development
No one gets out of graduate school without learning that the proper emphasis in "critical thinking" is on the word critical: if you don't think otherwise, you must not be thinking. Not surprising, then, is it that we are regularly, inevitably asked "What is the evaluation?" "Does it work?" "What is the effect?" "Yes, but compared to what?" "What is the level of significance? Surely at least the .05 level!"
Section I: People And Priorities: Reflections On Our Work, 1982
Section I: People And Priorities: Reflections On Our Work, 1982
To Improve the Academy: A Journal of Educational Development
Learning takes place at several levels-in the individual, in groups, in organizations and in the larger society. It is amazing how much of our efforts in the past have focused exclusively on individual learning. It may be that we are learning slowly as a society, and our institutions seldom seem to develop much beyond their initial geniuses. But as a group, those of us engaged in faculty, staff and organizational development in higher education have aimed at being more reflective and intentional about our learning.
Tanning My Hide With Research, Robert E. Young
Tanning My Hide With Research, Robert E. Young
To Improve the Academy: A Journal of Educational Development
Some Central Intellectual Issues
Some Specific Research Questions
Research Methods
Negotiating with Participants
Standards of Quality
Wider Influence
Getting Everything Done
References
The Classroom Information Manual: A Guide To The Teaching Environment, Marina Estabrook
The Classroom Information Manual: A Guide To The Teaching Environment, Marina Estabrook
To Improve the Academy: A Journal of Educational Development
The Classroom Information Manual
Follow-up
Most courses offered by colleges and universities are housed in what are called general assignment classrooms. Although much similarity exists among classrooms they are not all alike nor do they serve all instructional purposes equally well. Therefore to provide instructors with information about campus classrooms can greatly assist them with their teaching.