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- Innovations in Undergraduate Research and Honors Education: Proceedings of the Second Schreyer National Conference 2001 (32)
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Full-Text Articles in Education
Mass Program At Penn State, Serge Tabachnikov
Mass Program At Penn State, Serge Tabachnikov
Innovations in Undergraduate Research and Honors Education: Proceedings of the Second Schreyer National Conference 2001
The MASS program--Mathematics Advanced Study Semesters--at Penn State's Mathematics department was founded in 1996. MASS is a unique, innovative, intensive program for select groups of undergraduates recruited every year from around the United States and brought to Penn State's campus for the fall semester. This program provides a unique and mutually reinforcing blend of learning and research activities for its participants.
Promise, Peril, And Potential: Developing, Implementing; And Assessing Problem-Based Learning At The Undergraduate Level, Carol F. Whitfield
Promise, Peril, And Potential: Developing, Implementing; And Assessing Problem-Based Learning At The Undergraduate Level, Carol F. Whitfield
Innovations in Undergraduate Research and Honors Education: Proceedings of the Second Schreyer National Conference 2001
In an effort to cope with the vastly expanding body of knowledge in medicine, medical educators in the last 20 years began to realize that not all the facts one needed to know to practice could be 'taught' in four years of medical school. Furthermore, recall of material learned during the 'chock-full-of-facts' early years was discouragingly poor, and learned information went out of date very quickly. Educators came to the realization that producing students who were life-long self-learners was a reasonable solution. Even earlier, a few schools such as McMaster University in Canada began using problem based learning (PBL) in …
Community Action Research: A Three-Part Servicelearning Course Model, Joann C. Vender
Community Action Research: A Three-Part Servicelearning Course Model, Joann C. Vender
Innovations in Undergraduate Research and Honors Education: Proceedings of the Second Schreyer National Conference 2001
This paper discusses a model for a three-part service-learning course developed by the Schreyer Honors College and Department of Geography at Penn State. Piloted during the spring, summer, and fall semesters of 2001, "Geography 298H--Experiences in International Service Learning: Juarez, Mexico" was designed to engage participants in a meaningful community development project while learning about the conditions, challenges, and prospects of a specific world region. After a semester of background preparation that included discussions with faculty members across many disciplines and team research resulting in a l48-page field guide, participating students traveled to Ciudad Juarez, Mexico, where they constructed a …
The Role Of Libraries In Honors Thesis Research: A Library Credit Course As A Model For Thesis Research Support, Carol A. Wright
The Role Of Libraries In Honors Thesis Research: A Library Credit Course As A Model For Thesis Research Support, Carol A. Wright
Innovations in Undergraduate Research and Honors Education: Proceedings of the Second Schreyer National Conference 2001
The honors thesis is considered to be the capstone undergraduate academic experience. Beyond representing the culmination of course work, it can provide a unique opportunity to work in an interdisciplinary mode. Moreover, it provides acculturation to the academic environment and the opportunity to participate in the scholarly communication process. At the undergraduate level, the significance of the acculturation process is equal to, or more important than, the final thesis product. In addition to mastering subject content, students must learn the fundamentals of designing and executing research. Honors theses share several important characteristics: mentorship, originality, acceptability (consistent with current practice in …
Meeting The Boyer Challenge: A Model For Team-Based, Student-Directed Undergraduate Research, Douglas F. Williams, Peter Sederberg, Stefka Eddins
Meeting The Boyer Challenge: A Model For Team-Based, Student-Directed Undergraduate Research, Douglas F. Williams, Peter Sederberg, Stefka Eddins
Innovations in Undergraduate Research and Honors Education: Proceedings of the Second Schreyer National Conference 2001
At most research universities, a major divide separates the world of the undergraduate student and the world of research. The standard model of undergraduate research is the apprenticeship model in which students are transported across this divide with little cognitive or practical preparation. Sinking or swimming, the student is then presented with a problem or project, shown the basics of how to solve the problem, and allowed to give it his/her best shot. This effort frequently takes place under the guidance of graduate students and/or .research associates who themselves have little cognitive or practical preparation for this role. This research …
Pod Honored Presentation Awards
Pod Honored Presentation Awards
POD Network Conference Materials
POD Honored Presentation Awards In Recognition of Robert J. Menges
Session Schedule
Conference Registration Information, Bill Burke, Sally Kuhlenschmidt, Mary Deane Sorcinelli
Conference Registration Information, Bill Burke, Sally Kuhlenschmidt, Mary Deane Sorcinelli
POD Network Conference Materials
Invitation to Attend
Overview of the POD Network and POD Conference
Conference Theme, Tracks, and Topics
Conference Overview
Plenaries
Pre-Conference Workshops
Educational Expeditions
Hotel Room Reservation
Conference Registration Form
Additional Information
Conference Program: Interfaces, Intersections, And Gateways
Conference Program: Interfaces, Intersections, And Gateways
POD Network Conference Materials
Letter, by Bill Burke (Conference Coordinator), Sally Kuhlenschmidt (Program Chair), Mary Deane Sorcinelli (President)
Core Committee, 2001-2002
POD Presidents / Conference Sites
Conference Overview
Acknowledgements
Conference Tracks
Schedule
Changes to POD Program as of Wednesday noon, October 10
Pod Network News, January 2001
Pod Network News, January 2001
POD Network News
President's Column
Thanks!
Bright Ideas Award Winners
POD Grant Program-Call for Proposals
Center Update
Member News
Conference Notes
Summer School
Traveling Workshops
Journal of Innovative Higher Education
Future Newsletter Items
Call for Proposals POD Network 2000-2001
2001-02 Unopa Executive Board Minutes
2001-02 Unopa General Meeting Minutes
Pod Conference Evaluation
POD Network Conference Materials
Pre-Conference Workshops
Plenary Sessions
Concurrent and Roundtable Sessions
Other Conference Events
Conference Meeting Rooms and Equipment
Conference Food and Refreshments, Lodging, and Services
Overall Assessment and Worst/Best Experiences at the Conference
2001 Pod Network Conference Attendees
2001 Pod Network Conference Attendees
POD Network Conference Materials
No abstract provided.
Letter And Call For Manuscripts
Letter And Call For Manuscripts
POD Network Conference Materials
Letter, by Bill Burke (Conference Chair)
Call for Manuscripts, To Improve the Academy
Manuscript Cover Sheet
2001 Pod Conference Newsletter #3, Karen Thoms
2001 Pod Conference Newsletter #3, Karen Thoms
POD Network Conference Materials
Changes to POD Program Booklet (Sessions)
New Jersey Faculty Development Network Conference
Expedition Announcements
E-mailing
To Improve the Academy
Pilot Regional Network Program for New Faculty Developers
Presenters: Session Evaluations
Attention All Kentucky Participants
Silver Memories: POD Stories (continued)
Ethical Guidelines For Educational Developers
Ethical Guidelines For Educational Developers
To Improve the Academy: A Journal of Educational Development
Ethical guidelinesfor educational developers prepared by Mintz, Smith, and Warren, January 1999, revised March 1999, September 1999, and March 2000.
Publish, Don't Perish: A Program To Help Scholars Flourish, Tara Gray, Jane Birch
Publish, Don't Perish: A Program To Help Scholars Flourish, Tara Gray, Jane Birch
To Improve the Academy: A Journal of Educational Development
Faculty often believe that if they do not publish, they will perish. Faculty developers can respond to this need by helping faculty increase their scholarly productivity. Research shows that faculty are more productive if they write for 15-30 minutes daily, organize their writing around key sentences, and get extensive feedback on drafts. This article evaluates a program hosted on two campuses that aimed at supporting 115 faculty achieve these goals. Throughout the program, participants kept records of time they spent writing and the number of pages they wrote and at the end of the program, they were surveyed. These data …
Strengthening Collegiality To Enhance Teaching, Research, And Scholarly Practice: An Untapped Resource For Faculty Development, Gerlese S. Åkerlind, Kathleen M. Quinlan
Strengthening Collegiality To Enhance Teaching, Research, And Scholarly Practice: An Untapped Resource For Faculty Development, Gerlese S. Åkerlind, Kathleen M. Quinlan
To Improve the Academy: A Journal of Educational Development
Collegiality lies at the intersection of various aspects of academic practice, including teaching as well as research. As such, assisting junior faculty in learning to build their collegial networks becomes a powerful point of intervention for faculty developers, even for those who focus on teaching development. Data from interviews with faculty engaged in both teaching and research, plus our experiences in conducting a series of career building initiatives are analyzed to identify junior faculty perceptions of the role of collegiality and barriers to establishing collegial ties. Two main barriers are identified: 1) knowing that collegiality and networking is important, and …
A Prophet In Your Own Land? Using Faculty And Student Focus Groups To Address Issues Of Race, Ethnicity, And Gender In The Classroom, James Francisco Bonnilla, Patricia R. Palmerton
A Prophet In Your Own Land? Using Faculty And Student Focus Groups To Address Issues Of Race, Ethnicity, And Gender In The Classroom, James Francisco Bonnilla, Patricia R. Palmerton
To Improve the Academy: A Journal of Educational Development
In this study, six focus groups of faculty and students addressed issues of how race, ethnicity, and gender affected their classroom experiences. Consistent themes emerged across all groups, including feeling unsafe and vulnerable, concerns about equity, power, and role modeling. As importantly, the research process itself became a vehicle for growth and change in the community at large, both inside and outside the classroom. Six recommendations are offered for those who seek innovative approaches to addressing race and gender in the classroom.
Clarity In Teaching In Higher Education: Dimensions And Classroom Strategies, Nira Hativa
Clarity In Teaching In Higher Education: Dimensions And Classroom Strategies, Nira Hativa
To Improve the Academy: A Journal of Educational Development
This essay presents research knowledge regarding the main dimensions of effective teaching in higher education, concentrating on clarity in teaching and its components—classroom behaviors and strategies that promote clear teaching. On this basis, I suggest arranging all dimensions and classroom strategies of effective teaching within a logical structure of interconnected teaching behaviors whose contribution to student learning is based on theory and research. The model organizes all dimensions and strategies of effective teaching in three hierarchical levels and is illustrated by successively breaking down clarity in teaching into intermediate dimensions and classroom behaviors and strategies. The model may help faculty …
Technology And The Culture Of Teaching And Learning, Sean Courtney
Technology And The Culture Of Teaching And Learning, Sean Courtney
To Improve the Academy: A Journal of Educational Development
Faculty development professionals in postsecondary institutions face many challenges helping faculty adapt to the new forms of information technology. Chief among them is understanding how technology is forcing us to rethink current classroom practices. To aid this effort, this essay identifies and analyzes six key dimensions of traditional cultures of teaching and learning and attempts to show how technology, particularly computer-mediated forms, is transforming their meaning and potential impact.
Higher–Level Learning: The First Step Toward More Significant Learning, L. Dee Fink
Higher–Level Learning: The First Step Toward More Significant Learning, L. Dee Fink
To Improve the Academy: A Journal of Educational Development
In order to design significant learning experiences far students, teachers first need to be able to formulate powerful and challenging goals for their courses. This essay describes a taxonomy of higher-level learning that consists of six kinds of learning: foundational knowledge, application, integration, the human dimension, motivation, and learning how to learn. The argument is made that this taxonomy goes beyond the familiar taxonomy of Benjamin Bloom and encompasses a wide range of goals that are currently advocated by many national organizations and scholars in higher education. The taxonomy can be used to design better courses, choose among alternative teaching …
Introduction, Volume 19 (2001), Devorah Lieberman
Introduction, Volume 19 (2001), Devorah Lieberman
To Improve the Academy: A Journal of Educational Development
Introduction to volume 19 (2001) of To Improve the Academy: A Journal of Educational Development, written by Devorah Lieberman of Portland State University.
Education For Responsible Citizenship: A Challenge For Faculty Developers, Thomas Ehrlich
Education For Responsible Citizenship: A Challenge For Faculty Developers, Thomas Ehrlich
To Improve the Academy: A Journal of Educational Development
Higher education professionals need clearer, stronger frameworks for the integration of both civic and moral learning and the more common cognitive learning that occurs in traditional classrooms. This article addresses when and why this author chose to focus on community service-learning as a way to reengage in direct work with students and other civic responsibilities. His discussion focuses on student acquisition of academic knowledge and skills through service-learning and the study of ethical dilemmas facing professionals in different fields. He proffers in-depth discussion on service-learning programs championed by the Carnegie Foundation and addresses how these programs working with faculty across …
Preface, Volume 19 (2001), Devorah Lieberman
Preface, Volume 19 (2001), Devorah Lieberman
To Improve the Academy: A Journal of Educational Development
Preface to volume 19 (2001) of To Improve the Academy: A Journal of Educational Development, written by Devorah Lieberman of Portland State University.
Fostering The Scholarship Of Teaching And Learning: Communities Of Practice, Barbara L. Cambridge
Fostering The Scholarship Of Teaching And Learning: Communities Of Practice, Barbara L. Cambridge
To Improve the Academy: A Journal of Educational Development
September 1999, and March 2000.
The Case For Sophisticated Course Syllabi, Michael J. Strada
The Case For Sophisticated Course Syllabi, Michael J. Strada
To Improve the Academy: A Journal of Educational Development
Just as the last thing a fish would notice is water, academics tend to overlook the value of a comprehensive course syllabus. It seems too prosaic for some instructors to take seriously. Despite operating largely in obscurity, a nascent body of literature appreciative of the syllabus’ latent potential is emerging. The distinguishing features of model syllabi are traced here, and their respective benefits analyzed. First and foremost, good syllabi enhance student learning by improving the way courses are taught. But the potential of syllabi can also be tapped by using them more prominently in the faculty evaluation process. Much slower …
Designing Teaching Portfolios Based On A Formal Model Of The Scholarship Of Teaching, Carolin Kreber
Designing Teaching Portfolios Based On A Formal Model Of The Scholarship Of Teaching, Carolin Kreber
To Improve the Academy: A Journal of Educational Development
Many universities now encourage, and some even require, faculty to submit a teaching portfolio as part of their tenure application package. How to evaluate these portfolios, however, remains an unresolved issue, particularly if the task is to make a judgment about whether what is demonstrated in the portfolio reflects engagement in the scholarship of teaching. The thesis of this chapter is that judgments regarding the validity and truthfulness of a teaching portfolio can be made by assessing the extent to which the author has attended to an agreed-upon process of knowledge construction and validation in teaching. A model of the …
Faculty Quality Of Life, Sally S. Atkins, Kathleen T. Brinko, Jeffrey A. Butts, Charles S. Claxton, Glenda T. Hubbard
Faculty Quality Of Life, Sally S. Atkins, Kathleen T. Brinko, Jeffrey A. Butts, Charles S. Claxton, Glenda T. Hubbard
To Improve the Academy: A Journal of Educational Development
An interdisciplinary research team conducted a formal assessment of campus culture and faculty quality of life at Appalachian State University. Interviews with a stratified random sample of full-time, tenure-track faculty revealed five themes: 1) the importance of human relationships, 2) the deep commitment of faculty to student learning, 3)general satisfaction with academic life, 4) the personal sacrifice of faculty members for their work, and 5) perceptions of incongruence between institutional rhetoric and action. Recommendations are offered for readers to apply to their own universities to help faculty, staff, students, and administrators work together toward becoming an institution that is a …
Doing Faculty Development As If We Value Learning Most: Transformative Guidelines From Research To Practice, Thomas Anthony Angelo
Doing Faculty Development As If We Value Learning Most: Transformative Guidelines From Research To Practice, Thomas Anthony Angelo
To Improve the Academy: A Journal of Educational Development
If producing high-quality student learning is American higher education’s defining goal, how can faculty development best contribute to its realization? In response to that question, this essay synthesizes theories, findings, and strategies from a variety of literatures into seven transformative ideas which, taken together, have the potential to make our mental models of and approaches to faculty development more effective. It also offers seven guidelines based on these ideas, as well as related, practical strategies for doing faculty development as if student learning matters most.