Education Commons^™

Pod Network News, December 2, 1985, Bette Lasere Erickson

POD Network News

POD/NCSPOD 1985 National Conference ... One Month Later

1985-1986 POD Membership Dues

POD's 1986 National Conference

TO IMPROVE THE ACADEMY, 1986 Edition

So You've Got Them in Your Office ... Now What?

POD Survey of Faculty Development Practices

Coming Events

Looking for a Change?

In sum, ...

Pod Network News, August 1, 1985, Bette Lasere Erickson

POD Network News

1985 POD/NCSPOD Conference

Special Request for Information from Dee Fink

POD Membership Directory

1985-1986 POD Membership Dues

POD Survey

Center for Faculty Evaluation and Development Seminars

In Case You're Concerned About Basic Skills ...

Now, about these postcards ...

Pod Network News, May 2, 1985, Bette Lasere Erickson

POD Network News

1985 NATIONAL CONFERENCE

THE PROFESSIONAL DEVELOPMENT INSTITUTE, Summer 1985

POD SURVEY OF FACULTY DEVELOPMENT PRACTICES

News, February 1985, Luann Wilkerson

POD Network News

NEW EXECUTIVE DIRECTOR FOR POD

1985 CORE COMMITTEE ELECTION

TO IMPROVE THE ACADEMY, 1985

AMERICAN ASSOCIATION OF HIGHER EDUCATION CONFERENCE

CALL FOR PROPOSALS, 1985 POD CONFERENCE

POD SUMMER INSTITUTE, 1985

CALL FOR TRAINING PROPOSALS

RESOURCES AND ANNOUNCEMENTS

CALL FOR PROPOSALS '85 POD/NCSPOD CONFERENCE

Pod Network News, January 22, 1985, Luann Wilkerson

POD Network News

No abstract provided.

Pod / Ncspod Conference - 1985

POD Network Conference Materials

Photograph

Registration And Pre-Conference Materials

POD Network Conference Materials

Program Highlights

Preliminary List of Sessions

Pre-Conference Workshops

Program Proposal Form

Registration and Membership Fees

Pod Network News, 1985, Luann Wilkerson

POD Network News

TO IMPROVE THE ACADEMY, 1984

CALL FOR PAPERS, TO IMPROVE THE ACADEMY, 1985

POD SUMMER INSTITUTE, 1985

CALL FOR PROGRAM PROPOSALS: 1. PRE-CONFERENCE WORKSHOP, 2. TRAINING OPPORTUNITIES

1985 MEMBERSHIP DIRECTORY

CORE COMMITTEE ELECTIONS

AAHE MEETING--POD SESSION

POD RESEARCH STUDY

1984 POD CONFERENCE

1985 POD CONFERENCE

POD'S HEALTH

RESOURCES AND ANNOUNCEMENTS: NETWORKING--TA TRAINING, RESOURCE IN PROFESSIONAL DEVELOPMENT, MEETING, MEETING, RESOURCES, REQUEST FOR INFORMATION, NETWORK

POD 1984 CONFERENCE, by John Anderson, Bucknell University

MEMBERSHIP DIRECTORY

Pod / Ncspod Conference Participants 1985

POD Network Conference Materials

Directory

Addendum 1985 POD / NCSPOD Conference

The Case Of The Perplexed Professor Part Ii

POD Network Conference Materials

No abstract provided.

Micro Computer Network Newsletter

POD Network Conference Materials

Welcome

Available in the Resource Room

Equipment

Software Category / Type of Machine

Luncheon Round Table

Share Your Resources at the Conference

Interactive Video Project

Dabbler's Corner

Dabbler's Corner (con't)

User Groups

Thanks

Future Newsletters

Networking

Program Information

POD Network Conference Materials

POD/NCSPOD National Conference

Tenth National Conference for the Professional and Organizational Development Network in Higher Education (POD Network) and First Joint Conference with National Council for Staff, Program and Organizational Development (NCSPOD)

1985 POD/NCSPOD Conference Sessions

Conference Addenda

An Actively Learned Special Event!

Schedule Overview

Welcome, by Rusty Wadsworth and Bob Pierleoni

Some Highlights

Lake Lawn Lodge

Conference Schedule

Lodging And Transportation Information

POD Network Conference Materials

Bus Reservation Form

Lake Lawn Lodge Reservation

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

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

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

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

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

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

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

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

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

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

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

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

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