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Full-Text Articles in Education
Strengthening Faculty Development Programs Through Evaluation, Ann Ferren, Kay Mussell
Strengthening Faculty Development Programs Through Evaluation, Ann Ferren, Kay Mussell
To Improve the Academy: A Journal of Educational Development
Theoretical Framework for Program Evaluation
Methods and Data Sources
Findings
Implications
Conclusions
References
Rescue The Perishing: A New Approach To Supplemental Instruction, Calvin B. Peters
Rescue The Perishing: A New Approach To Supplemental Instruction, Calvin B. Peters
To Improve the Academy: A Journal of Educational Development
The Idea of Supplemental Instruction
Preliminary Considerations
Timing and Structure
A Sample Session
Concluding Thoughts
References
The University And The Rediscovery Of Teaching: A System-Level Model, John Bailiff, Susan Kahn
The University And The Rediscovery Of Teaching: A System-Level Model, John Bailiff, Susan Kahn
To Improve the Academy: A Journal of Educational Development
A Statewide Project
The Undergraduate Teaching Improvement Grant Program
The Undergraduate Teaching Improvement Council
Conferences and Faculty College
The Wisconsin Teaching Fellows
Dissemination of Teaching Ideas
Patterns Of Successful Faculty Career Change: A Study Of Career Transition Within The University, Sripen Supapidhayakul, Edwin L. Simpson
Patterns Of Successful Faculty Career Change: A Study Of Career Transition Within The University, Sripen Supapidhayakul, Edwin L. Simpson
To Improve the Academy: A Journal of Educational Development
Major Themes
Theme 1 : Background and Characteristics of the Changers
Theme 2: Factors that Influence the Change
Theme 3: Choice of Career Area
Theme 4: Support for and Barriers to the Change
Theme 5: Processes of Transition
Theme 6: Life After the Change
Patterns of Successful Faculty Career Transition
Pattern A: Institution-Initiated Change
Pattern B: Situation-Initiated Change
Pattern C: Self-Initiated Change
Discussion
Implications for Practice
References
Teaching The Hearing-Impaired College Student: Current Practices In Faculty Development, Karen Conner, Harry G. Lang
Teaching The Hearing-Impaired College Student: Current Practices In Faculty Development, Karen Conner, Harry G. Lang
To Improve the Academy: A Journal of Educational Development
Guidelines for Postsecondary Programs
What Are the Needs?
Faculty Development Approaches
General Formats
Implementing Faculty Development Program Offerings
Conclusion
References
Notes
Developmental Models Of Faculty Careers: A Critique Of Research And Theory, Mary Pat Mann
Developmental Models Of Faculty Careers: A Critique Of Research And Theory, Mary Pat Mann
To Improve the Academy: A Journal of Educational Development
An Introduction to Developmental Models
Applying Developmental Models to Faculty Careers
Limitations of Current Research
Developmental Models and Faculty Development
References
Faculty Collaboration For Better Teaching: Adult Learning Principles Applied To Teaching Improvement, Elizabeth A. Mcdaniel
Faculty Collaboration For Better Teaching: Adult Learning Principles Applied To Teaching Improvement, Elizabeth A. Mcdaniel
To Improve the Academy: A Journal of Educational Development
Rationale
Adult Learning Principles
The Instructional Improvement Model
Illustrations of the Model
Summary
References
Non-Traditional Intervention Strategies For Improving The Teaching Effectiveness Of Graduate Teaching Assistants, Jody D. Nyquist, Ann Q. Staton-Spicer
Non-Traditional Intervention Strategies For Improving The Teaching Effectiveness Of Graduate Teaching Assistants, Jody D. Nyquist, Ann Q. Staton-Spicer
To Improve the Academy: A Journal of Educational Development
Standard-Other Model
Self-as-Model
Video Coaching
References
It's Working: A Training Program For Foreign Teaching Assistants, Rosslyn M. Smith, C. Len Ainsworth
It's Working: A Training Program For Foreign Teaching Assistants, Rosslyn M. Smith, C. Len Ainsworth
To Improve the Academy: A Journal of Educational Development
National Awareness
Program Description
Goals
Admission
Pre-Screening
Testing
Curriculum
Materials Used
Administration and Staff
Results and Follow-Up
In Summary
References
Notes
Editorial Matter 1987
To Improve the Academy: A Journal of Educational Development
Foreword
Contents
Indexes: Cumulative Title Index, Cumulative Author Index
Faculty Development Needs As A Function Of Status In The Academic Guild, Sandra Powell Barber
Faculty Development Needs As A Function Of Status In The Academic Guild, Sandra Powell Barber
To Improve the Academy: A Journal of Educational Development
Professional Development Stages
Stage-Related Faculty Development Needs
Faculty Development: A Need for the Academy
References
Notes
Appendix: Faculty Profile
Faculty Developers As Facilitators Of Scholarly Writing, Robert Boice, Jim L. Turner
Faculty Developers As Facilitators Of Scholarly Writing, Robert Boice, Jim L. Turner
To Improve the Academy: A Journal of Educational Development
Holding Workshops on Writing Attitudes and Habits
Instituting Writer Support Groups
Using Productive Faculty to Model Ideal Writing Habits
Making Brief, Casual Visits to Faculty Offices
Helping to Arrange Mentoring and Collaboration
Becoming an Active Model for Good Writing Habits
Preparing for Resistance and Frustration
References
The Need For Classroom Research, K. Patricia Cross
The Need For Classroom Research, K. Patricia Cross
To Improve the Academy: A Journal of Educational Development
The single most important question in higher education for the rest of this decade will be, I think-What can and should be done to improve the quality of undergraduate education?
The reports that constitute the higher educational reform movement of the 1980s have taken as their major mission the improvement of undergraduate education. Most of the recommendations have to do with what is taught, i.e. the curriculum. Some seem to think that is where the problem lies-that students don't learn what they should learn in college. I am inclined to think, however, that how students are taught is even more …
A Marketing Approach To Conducting Successful Workshop-Based Programs For Faculty, Linda Hilsen, Emily (Rusty) Wadsworth, Judy Cohen
A Marketing Approach To Conducting Successful Workshop-Based Programs For Faculty, Linda Hilsen, Emily (Rusty) Wadsworth, Judy Cohen
To Improve the Academy: A Journal of Educational Development
A Marketing Orientation: The Key to Successful Workshops
Marketing Research: Identifying the Needs of Your Target Market
Marketing Your Workshop: Planning, Implementation and Control
Planning: Product
Product: Choosing a Presenter
Product: Getting the Presenter Ready
Product: Choosing a Format, Length, and Date
Planning: Promotion
Planning: Place
Implementation
Implementation: Place
Implementation: Product
Control
Conclusion
Notes
Appendix A
Appendix B
Appendix C
Part Iii: Conceptualizations - Models For Program Planning
Part Iii: Conceptualizations - Models For Program Planning
To Improve the Academy: A Journal of Educational Development
In this section, we present a spectrum of articles illustrating professional and organizational development practice informed by the theory, research, and methodology of many disciplines. These articles share a theme that characterizes our organization as well as emerging thought in many of the disciplines from which we borrow: the value of collaborative action as a vehicle for improving teaching and enhancing program effectiveness.
Part Iv: Practice-Improving Teaching And Learning
Part Iv: Practice-Improving Teaching And Learning
To Improve the Academy: A Journal of Educational Development
We come now to the practice of teaching improvement, the bread-and-butter of most faculty development programs. The articles in this section describe programs that range in purpose from training foreign teaching assistants to offering Supplemental Instruction without benefit of a "Supplemental Budget."
Starting At The Beginning: The Concerns And Needs Of New Faculty, Jim L. Turner, Robert Boice
Starting At The Beginning: The Concerns And Needs Of New Faculty, Jim L. Turner, Robert Boice
To Improve the Academy: A Journal of Educational Development
Project Objectives and Design
Sample Characteristics
Results
Discussion
References
Appendix A: New Faculty Interview Schedule A (administered during first semester on campus with new faculty)
Appendix B: New Faculty Interview Schedule B (administered at end of second semester for new faculty)
Appendix C: New Faculty Interview Schedule C (administered during the third semester for new faculty)
Appendix D: New Faculty Rating Tracking Sheet
Appendix E: New Faculty Self-Tracking Sheet (Robert Boice and Jim Turner)
Part Ii: Reflections - Career Development Patterns And Needs Of Faculty
Part Ii: Reflections - Career Development Patterns And Needs Of Faculty
To Improve the Academy: A Journal of Educational Development
Thoughtful, effective programming for faculty and institutional development depends on an understanding of faculty as individuals, but this understanding must be conditioned by a knowledge of faculty roles, the contexts in which faculty work, and the forces at work in their career development. However, as our first paper points out, assumptions about faculty career patterns based on "generic" research on adult development have not been subjected to rigorous empirical testing. The author, Mary Pat Mann, notes limitations of existing research on faculty career development and points out the dangers of uncritical acceptance of frequently-cited stage models.
Colleagues As Catalysts For Change In Teaching, Robert J. Menges
Colleagues As Catalysts For Change In Teaching, Robert J. Menges
To Improve the Academy: A Journal of Educational Development
The Feedback Seeker
The Relationship Between Feedback Giver and Feedback Seeker
The Feedback Message
Costs
Programmatic Issues
Three Program Examples
Training
Rewards
Conclusion
References
Part I: Research - Toward A Research Agenda On Classroom Teaching
Part I: Research - Toward A Research Agenda On Classroom Teaching
To Improve the Academy: A Journal of Educational Development
In this volume, we continue our custom of publishing the keynote address from our annual fall conference. This year, Harvard educator K. Patricia Cross, most familiar to us through her work on non-traditional students, proposes a non-traditional approach to teaching improvement. She suggests that by empirically investigating questions that arise from their own teaching experiences, faculty can improve their teaching and revitalize themselves as educators. Although we've titled this section "research," it really incorporates elements of reflection, conceptualization, and practice into an argument in favor of faculty-generated research on teaching.