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Full-Text Articles in Education

The Relationship Of Institutional Planning And Institutional Research To Faculty Development, Carol A. Paul Jan 1983

The Relationship Of Institutional Planning And Institutional Research To Faculty Development, Carol A. Paul

To Improve the Academy

Institutional Research

Academic Planning

Examples of Relationship of Institutional Planning and Research to Faculty Development

Factors That Influence Effective Interaction

References

Table 1: An Outline for an Educational Plan


Section I: Approaches To Teaching, Sandra C. Inglis Jan 1983

Section I: Approaches To Teaching, Sandra C. Inglis

To Improve the Academy

Preparing a book of readings from our POD members requires us to take time to fully appreciate the talents of our colleagues. This short chapter on approaches to teaching is a fine example. Each of the contributors presents his or her own motivation in re-thinking the classroom experience - one saw the light while watching a football game; another finally tired of "the same old thing."


Section Iii: Faculty Development And Institutional Planning, Michelle Fisher Jan 1983

Section Iii: Faculty Development And Institutional Planning, Michelle Fisher

To Improve the Academy

All the papers in this section share a now frequently heard concern for the stagnant, trapped, and even resentful faculties that the financial stringencies of the 1980s are creating at many colleges and universities. Yet the solution of all of these authors is not simply the standard fare of faculty development - consultation, workshop, handbooks, etc. - at least not as these are offered to individual faculty members. Instead, the authors' plea is to set faculty development in a larger context, to apply it to entire departments at a minimum and to the whole institution, especially as research reveals that institution's ...


Dreams And Actualities: Danforth Fellows In Mid-Career, R. Eugene Rice Jan 1982

Dreams And Actualities: Danforth Fellows In Mid-Career, R. Eugene Rice

To Improve the Academy

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


Section Iii: Evaluating Practices To Improve Teaching, 1982 Jan 1982

Section Iii: Evaluating Practices To Improve Teaching, 1982

To Improve the Academy

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!"


A Comprehensive Evaluation Of A College Course, Richard R. Sudweeks, Robert M. Diamond Jan 1982

A Comprehensive Evaluation Of A College Course, Richard R. Sudweeks, Robert M. Diamond

To Improve the Academy

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


On Doing Intellectual Work: Grasping The Power Of The Gestalt, Rita Weathersby Jan 1982

On Doing Intellectual Work: Grasping The Power Of The Gestalt, Rita Weathersby

To Improve the Academy

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


A Mathematician's Journey: From Applying The Pure To Purifying The Applied, Ronald A. Smith Jan 1982

A Mathematician's Journey: From Applying The Pure To Purifying The Applied, Ronald A. Smith

To Improve the Academy

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


Tanning My Hide With Research, Robert E. Young Jan 1982

Tanning My Hide With Research, Robert E. Young

To Improve the Academy

Some Central Intellectual Issues

Some Specific Research Questions

Research Methods

Negotiating with Participants

Standards of Quality

Wider Influence

Getting Everything Done

References


A Second Look At Faculty Development And The Second Sex, Michele Fisher, Winifred E. Anderson Jan 1982

A Second Look At Faculty Development And The Second Sex, Michele Fisher, Winifred E. Anderson

To Improve the Academy

Schedule and Content

Case Studies

Select Bibliography


Undergraduate Reactions To Teaching Assistants, Robert J. Menges, Jeremy Wilson Jan 1982

Undergraduate Reactions To Teaching Assistants, Robert J. Menges, Jeremy Wilson

To Improve the Academy

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


Instructional Improvement Through Individual Consultation, Deborah E. Simpson, Kathleen A. Dalgaard, Clyde A. Parker Jan 1982

Instructional Improvement Through Individual Consultation, Deborah E. Simpson, Kathleen A. Dalgaard, Clyde A. Parker

To Improve the Academy

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 Classroom Information Manual: A Guide To The Teaching Environment, Marina Estabrook Jan 1982

The Classroom Information Manual: A Guide To The Teaching Environment, Marina Estabrook

To Improve the Academy

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.


Overview Of Trigger Film Strategies, Linc. Fisch Jan 1982

Overview Of Trigger Film Strategies, Linc. Fisch

To Improve the Academy

Variations in Use

Production

Bibliography


Editorial Matter 1982 Jan 1982

Editorial Matter 1982

To Improve the Academy

Foreword, by Sandra Cheldelin Inglis and Stephen C. Scholl

Table of Contents


The Scholar-Practitioner Dilemma, Robert J. Menges Jan 1982

The Scholar-Practitioner Dilemma, Robert J. Menges

To Improve the Academy

Purpose of These Papers

The Contributors

Discontinuities Between Preparation and Practice


Empowerment In Academic Cultures: Whose Responsibility Is It?, Lance C. Buhl Jan 1982

Empowerment In Academic Cultures: Whose Responsibility Is It?, Lance C. Buhl

To Improve the Academy

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


Knowing, Understanding, And Other Forms Of Learning, Bette Lasere Erickson, Glenn R. Erickson Jan 1982

Knowing, Understanding, And Other Forms Of Learning, Bette Lasere Erickson, Glenn R. Erickson

To Improve the Academy

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 Jan 1982

The Creativity Of Being Marginal: A Style Of Generating Research In Education, John D.W. Andrews

To Improve the Academy

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


The Design Of Intellectual Experience, Donald L. Finkel, G. Stephen Monk Jan 1982

The Design Of Intellectual Experience, Donald L. Finkel, G. Stephen Monk

To Improve the Academy

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


The Unaccepted Challenge: Faculty Development For Women, Michele Fisher Jan 1982

The Unaccepted Challenge: Faculty Development For Women, Michele Fisher

To Improve the Academy

First Steps

Programs For Graduate Women

Programs For Faculty Women

Conclusion

References


The Dreaded Discussion: Ten Ways To Start, Peter Frederick Jan 1982

The Dreaded Discussion: Ten Ways To Start, Peter Frederick

To Improve the Academy

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 "First Day" Workshop, Peter Frederick Jan 1982

The "First Day" Workshop, Peter Frederick

To Improve the Academy

Guidelines for Giving Constructive Feedback in Microteaching Sessions

Evaluation of Workshop on "The First Day"


Teaching With Charisma, James D. Milojkovic Jan 1982

Teaching With Charisma, James D. Milojkovic

To Improve the Academy

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


The Path Of Passionate Inquiry: A Comment On Smith, Young, Weathersby And Andrews, Michael M. Piechowski Jan 1982

The Path Of Passionate Inquiry: A Comment On Smith, Young, Weathersby And Andrews, Michael M. Piechowski

To Improve the Academy

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


Section I: People And Priorities: Reflections On Our Work, 1982 Jan 1982

Section I: People And Priorities: Reflections On Our Work, 1982

To Improve the Academy

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.


Section Ii: Intellectual Journeys In Faculty Development, 1982 Jan 1982

Section Ii: Intellectual Journeys In Faculty Development, 1982

To Improve the Academy

No abstract provided.


Section Iv: Tools For Training And Development, 1982 Jan 1982

Section Iv: Tools For Training And Development, 1982

To Improve the Academy

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.


Effect Of A Teaching Consultation Process Upon Personal Development In Faculty, Mary Deane Sorcinelli Jan 1982

Effect Of A Teaching Consultation Process Upon Personal Development In Faculty, Mary Deane Sorcinelli

To Improve the Academy

Design

Results and Discussion

Table I

Changes in Teaching Skills and Behaviors

Summary and Conclusions

References