Education Commons^™

Pod Network News, December 1994

POD Network News

POD Conference in Portland

Thanks to Conference Organizers and Other Special Volunteers

To Improve The Academy

Did you Get your POD Mug?

Report on CORE Committee Strategic Planning Session

CORE Committee Decisions/Reports

Enclosures about Upcoming Events

Conferences, Resources and Job Openings

Pod Network News, August 1994

POD Network News

Portland, here we come!

Oops!!

To Improve The Academy

Teaching Tips Calendar

Photos needed for POD Picture History Book

POD Membership

Some sad news

Enclosures: Directory update, Announcements, Conferences, Resources, Videotapes

Job Openings

From the President

To Do List

POD Membership and 1994 Conference Registration Confirmation Form and Receipt

Pod Network News, May 1994

POD Network News

1994 POD Conference in Portland

Thanks to Dan and Don

Welcome to Nancy

CORE Meeting in Chicago

POD Activities at AAHE

Future Conference Sites

Congratulations

Screeners for Hesburgh Award

Enclosures

Conferences, Resources and Job Openings

Announcements

Visions from the New POD President

Some things to do

To Improve the Academy: Associate Editor/Reviewer Self-Nomination Form

Pod Network News, February 1994

POD Network News

1994 POD Conference in Portland, OR

POD Participation in AAHE

CORE Meeting at AAHE

Welcome to the CORE

Special Thanks

Congratulations, Karron and Nancy

To Improve the Academy

Announcements

Conferences

Resources of Interest

Message from the President

The Abominable Mystery Of The First Flowers: Clues From Nebraska And Kansas, M. R. Bolick, R. K. Pabian

University of Nebraska State Museum: Programs Information

The plant fossils found in shales and sandstones of the late Cretaceous age Dakota Group in Nebraska and Kansas figure prominently in the "drama tis plantae" of the long-running and still unsolved mystery of the origin of flowering plants (angiosperms). This mystery has many fans because almost all of the plants that humans depend on for food and shelter are angiosperms; half of the calories in the world's diet come from the grass family alone. The Dakota fossils were discovered by western science more than one hundred years ago during the early stages of geological exploration of the western territories. …

Preserving Vertebrate Fossils: Notes From The Laboratory, Gregory Brown, Pauline Denham

University of Nebraska State Museum: Programs Information

The word "paleontology" is derived from the Greek words meaning "the science or study of ancient life". Usually, paleontology does not concern itself with human remains, artifacts or cultures; these are the realms of archeology and anthropology. Paleontologists excavate and study fossils, the remains of once-living plants and animals. By convention, such remains must be at least 10,000 years old to be considered fossils. In North America, there is very little overlap between the sites and materials that are studied by paleontologists and by archeologists because humans are relative newcomers to the continent. A site which produces …

Defining The Field: A National Membership Survey, Sponsored By The Pod Network

POD Network Conference Materials

Section 1 : POD Membership

Section 2: POD Membership Services

Section 3: Job-Related Information

Section 4: Personal Demographic Information

General Conference Evaluation

POD Network Conference Materials

No abstract provided.

19th Annual Conference Program

POD Network Conference Materials

Exploring the Conference Theme

Welcome, by Larry K. Quinsland, Conference Coordinator

POD Executive Directors

1994-95 CORE Committee Members

Acknowledgements

Conference Information and Resources

Conference Overview

Conference At-a-Glance

Special Events and Speakers

Conference Program

Meeting Facilities Red Lion Hotel Columbia River

Program Modifications

1994-95 Unopa Executive Board Minutes

UNOPA Minutes

No abstract provided.

The Piscatory Press: A 1994 Pod Production From The Banks Of The Columbia River

POD Network Conference Materials

No abstract provided.

1994 Pod Network Conference Attendees

POD Network Conference Materials

No abstract provided.

19th Annual Conference Advance Program And Registration Materials

POD Network Conference Materials

Vision Quest: Dialogues on Dreams and Best Practice in Professional and Organizational Development

Welcome, by Larry K. Quinsland, Conference Coordinator

Preliminary Conference Schedule

Special Events and Speakers

Preconference Workshops

Concurrent Sessions and Roundtable Discussions

Special Interest Networking

Poster Sessions and Materials and Resource Fair

Educational Expeditions

Alphabetical Listing of Sessions Being Reviewed As This Publication Went to Press

Call For Papers For The 1994 Edition Of To Improve The Academy

POD Network Conference Materials

Deadline for submission: February 1st, 1994.

POD invites submissions for the 1994 edition of To Improve The Academy.

To Improve The Academy is the journal of the Professional and Organizational Development (POD) Network in Higher Education which is published annually. It is a collection of essays written by POD's members and supporters. Since its inception in 1982, To Improve The Academy has provided a forum for articles on improving higher education through instructional, faculty, and organizational development.

Second Annual National Conference On Rewarding Teaching

POD Network Conference Materials

Some Expected Conference Outcomes

Further Information

Index

POD Network Conference Materials

No abstract provided.

Complex Cooperative Learning Structures For College And University Courses, Philip G. Cottell Jr., Barbara J. Millis

To Improve the Academy: A Journal of Educational Development

Instructors who have succeeded with cooperative learning in their classrooms may wish to move beyond the basics of structured small group work to more complex techniques which enable them to simultaneously meet multiple teaching objectives. This paper describes cooperative learning structures which not only help students learn course material but also enhance their learning skills. Instructors who use complex cooperative learning structures prompt their students to teach, to question, and to evaluate the learning of their peers.

Section I: Teaching Improvement Practices And Programs

To Improve the Academy: A Journal of Educational Development

As we go about our daily business of encouraging faculty to examine and to improve their teaching, it would be helpful to know where we can most effectively expend our energies and resources. The articles in this section define which teaching improvement practices instructional developers believe are most likely to result in improved teaching and describe several successful instructional development programs.

Section Ii: Including ''The Other": Transforming Knowledge And Teaching

To Improve the Academy: A Journal of Educational Development

In "Implications of Cultural Diversity in American Schools," Johnson Afolayan reminds us of the history of education in the United States and its response to immigration. He suggests that in the past immigrant groups have looked to education as a vehicle through which to "escape poverty." Education has responded by insisting that immigrants adapt to the United States culture. Afolayan contends that education should include the diversity of student backgrounds as a positive element in content and teaching techniques.

Editorial Matter 1994

To Improve the Academy: A Journal of Educational Development

Ordering Information

Permission to Copy

Instructions to Contributors for the 1995 Volume

In Memory of Tom Pasternack (1937-1994)

Foreword, by Emily C. (Rusty) Wadsworth

Mission Statement

Membership

Conference and Programs

Contents

List of Contributors

Creating Teaching And Learning Partnerships With Students: Helping Faculty Listen To Student Voices, Helen Rallis

To Improve the Academy: A Journal of Educational Development

Teaching effectively involves developing a partnership with our students based on mutual respect and trust. The first part of this paper provides a way in which we can initiate or further develop this partnership by inviting our students to tell us about themselves. Readers are shown how to become more aware of the diverse ways in which students learn and, hence, how to expand both teaching methods and content. The second part of the paper presents suggestions for facilitating a faculty development workshop on this topic. It shows how-by engaging in discussion with other faculty about our students' concerns-we can …

Knowledge Into Wisdom: Incorporating Values And Beliefs To Construct A Wise University, Susan M. Awbrey, David K. Scott

To Improve the Academy: A Journal of Educational Development

Philosopher Nicholas Maxwell argues that universities today are founded on a philosophy of knowledge that is too narrowly focused on solving the technical problems of specialized academic disciplines. Maxwell believes that the foundation for the university should be a new type of inquiry that would have as its aim the improvement of not only knowledge but personal and global wisdom-a type of inquiry that would help us address the larger, complex problems that threaten our society. The authors agree with Maxwell but submit that the university has already begun a transformation to the philosophy of wisdom. As evidence of this …

Unconscious Values Within Four Academic Cultures: An Address Given At The 1994 Pod Annual Conference, William Bergquist

To Improve the Academy: A Journal of Educational Development

The Origins Of POD

The Unconscious Dimension Of Values In Academic Cultures

The Four Cultures Of The Academy: An Overview: The Collegial Culture, The Managerial Culture, The Negotiating Culture, The Developmental Culture

Interaction Among the Four Cultures

Developmental Culture In Dialogue With The Other Three Cultures

Personal Values of the Four Cultures

Group Values Of The Four Cultures

References

Academic Leaders And Faculty Developers: Creating An Institutional Culture That Values Teaching, Norman D. Aitken, Mary Deane Sorcinelli

To Improve the Academy: A Journal of Educational Development

In recent years, a great deal has been said and written about the need to improve teaching in the academy, especially in large research universities. College presidents, national associations representing higher education, private foundations, and individual faculty scholars all have challenged faculty, chairs, deans, campus administrators, and faculty developers to work together to improve support for undergraduate teaching and learning (Bok, 1986; Bowen & Schuster, 1986; Boyer, 1987; Carnegie Foundation for the Advancement of Teaching, 1989; Diamond & Adam, 1993; Seldin & Associates, 1990). Despite such calls for collaborative efforts to improve undergraduate education, faculty developers still often feel alone …

A Report Card For Diversity, Johnnella E. Butler

To Improve the Academy: A Journal of Educational Development

This article was originally prepared for and presented as the keynote address for the 1993 POD conference. As an assessment of where we are and need to go intellectually in efforts to incorporate diversity into the liberal arts curriculum, it argues for the recognition of the multiple, connected stories in our national story, in order to allow for a transformation in our teaching, our curricula, and in the structure of colleges and universities that moves us to an individualism defined and supported by collective, shared memory, thereby promoting the generative learning necessary to the evolution of a just, plural society.

Assessment And Values: A New Religion?, Anita Gandolfo

To Improve the Academy: A Journal of Educational Development

Since the mid-1980s, outcomes assessment has been mandated for most institutions of higher education by governing boards, state legislatures, and accrediting bodies. As the movement has progressed, there has been a shift from summative assessment, primarily useful for purposes of accountability, to formative assessment that has a better potential to improve teaching and learning. Nevertheless, the issue of accountability focuses attention on the summative model, creating a danger that units responsible for curriculum and faculty development will not discover the value of assessment for their work. Perhaps the least known aspect of outcomes assessment is its importance as a vehicle …

Conducting Cooperative Cases, Barbara J. Millis

To Improve the Academy: A Journal of Educational Development

The power of case studies has been well-documented. Most facilitators use the widely known whole-group Harvard discussion model. However, a cooperative case approach serves as an effective alternative or supplementary approach. This article, which uses-appropriately-the example of a cooperative learning case study, provides a detailed look at the cooperative case study method, including its rationale and value, creative group formations, and facilitation guidelines.

The Value Of Classroom Humor, Richard J. Nichols, Beverley T. Amick, Madelyn Healy

To Improve the Academy: A Journal of Educational Development

This article provides a model workshop which faculty developers can present to make the case for faculty to use humor as an aid to student learning. The uses of humor, the potential for it to be harmful, the benefits of humor when effectively used, and guidelines for classroom use are addressed.

Leveling The Playing Field, Linda Hilsen, Deborah Petersen-Perlman

To Improve the Academy: A Journal of Educational Development

To promote equity in education the authors contend that teachers must: 1) hear all the voices in their classrooms, 2) distribute power so students can vocalize, 3) establish ground rules with students on how to interact in the classroom, and 4) use active teaching and learning strategies in their classrooms. By employing each of these four strategies, the authors believe the educational playing field will become level, enabling all to participate equitably in attaining educations.

Increasing Sensitivity To Diversity: Empowering Students, Mary Anne Johnston

To Improve the Academy: A Journal of Educational Development

This paper describes a model program for increasing sensitivity to diversity in an academic environment. To improve the learning environment for all students, faculty developers provide educational programs that enhance the faculty's understanding of differences related to gender, race, ethnicity, culture, religion, sexual orientation, and physical abilities. This report highlights the process of working closely with students to design and implement an orientation program for first-year students to increase an awareness of the influence of diversity on their learning and working together.