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Articles 331 - 360 of 380
Full-Text Articles in Education
Ethical Guidelines For Educational Developers
Ethical Guidelines For Educational Developers
To Improve the Academy: A Journal of Educational Development
Ethical guidelines for educational developers.
There Was Something Missing: A Case Study Of A Faculty Member’S Social Intelligence Development, Tamara Rosier
There Was Something Missing: A Case Study Of A Faculty Member’S Social Intelligence Development, Tamara Rosier
To Improve the Academy: A Journal of Educational Development
Some faculty members seem to lack the social intelligence or relational skills needed to successfully “read” and respond to their students. This chapter describes the process of developing social intelligence skills in one faculty member. During a series of ten coaching sessions, there was demonstrable change in the faculty member’s behavior and a self-reported increase in his social intelligence skills. The findings of this exploratory study suggest that social intelligence can be developed, and it has the potential to have a positive effect on teaching practices and faculty success.
A Coaching-Based Framework For Individual Consultations, Deandra Little, Michael S. Palmer
A Coaching-Based Framework For Individual Consultations, Deandra Little, Michael S. Palmer
To Improve the Academy: A Journal of Educational Development
Educational developers committed to promoting effective teaching and learning practices often make the same mistake we advise instructors to avoid: privileging content over process in individual consultations. We describe a process-oriented consultation model based on effective practices from the literature on individual consultations, coaching, learning, and motivation. Using this three-step model, educational developers can systematically create a collaborative environment that is nonjudgmental and nonprescriptive and draws on the client’s capabilities, experiences, aspirations, and resourcefulness.
About The Authors, Volume 30 (2011)
About The Authors, Volume 30 (2011)
To Improve the Academy: A Journal of Educational Development
About the editors and authors of volume 30 (2011) of To Improve the Academy: A Journal of Educational Development.
Preface, Volume 30 (2011), Judith E. Miller
Preface, Volume 30 (2011), Judith E. Miller
To Improve the Academy: A Journal of Educational Development
Preface to volume 30 (2011) of To Improve the Academy: A Journal of Educational Development, by Judith E. Miller of University of North Florida.
Enhancing Out-Of-Class Communication: Students' Perspectives, Bonnie S. Farley-Lucas, Margaret M. Sargent
Enhancing Out-Of-Class Communication: Students' Perspectives, Bonnie S. Farley-Lucas, Margaret M. Sargent
To Improve the Academy: A Journal of Educational Development
Out-of-class communication between faculty and students is linked to student learning, engagement, and success. As the source for mentoring, advising, and supplemental instruction, out-of-class communication and its barriers require explicit attention. Using a faculty-student collaborative research approach, we interviewed a diverse group of thirty-three undergraduates regarding behaviors, statements, and practices that contributed to or discouraged out-of-class communication. We found that in-class communication sets the stage for whether students approach faculty outside class and that faculty misbehaviors and disconfirming communication in class almost inevitably lead to out-of-class avoidance.
Academic Dishonesty Among International Students In Higher Education, Krishna K. Bista
Academic Dishonesty Among International Students In Higher Education, Krishna K. Bista
To Improve the Academy: A Journal of Educational Development
University instructors address and want to eschew student academic misconduct. These educators presume that students understand fully what cheating and plagiarism are. However, the issue of academic dis-honesty among international students is complex and difficult. This study investigated the perceptions of international undergraduate and graduate students in a southern U.S. university about possible causes for academic misbehavior. Results reveal several causal variables: previous learning style, English language proficiency, unfamiliarity with American academic cultures, relationship between student and teacher, and availability of technical and educational resources associated with academic dishonesty.
Working Effectively With Psychologically Impaired Faculty, Carolyn B. Oxenford, Sally L. Kublenschmidt
Working Effectively With Psychologically Impaired Faculty, Carolyn B. Oxenford, Sally L. Kublenschmidt
To Improve the Academy: A Journal of Educational Development
More than one-fourth of all residents of the United States experience mental health disorders in any given year. Evidence suggests that faculty are more likely to suffer from psychological impairment than the general population. This chapter reviews evidence on faculty stress and impairment and helps facuity developers recognize signs that mental health issues may be affecting faculty performance. It also will help faculty developers understand legal issues in relation to facuity impairment and help them work effectively with colleagues who are coping with psychological impairments.
Cross-Domain Collaborative Learning And The Transformation Of Faculty Identity, James B. Young
Cross-Domain Collaborative Learning And The Transformation Of Faculty Identity, James B. Young
To Improve the Academy: A Journal of Educational Development
This chapter addresses how faculty from disparate backgrounds collaborate in interdisciplinary learning communities and how this cross-domain collaboration leads to a tangible change in identity. Faculty enter learning communities playing the more common roles of expert and teacher, but they leave taking on the additional roles of novice, learner, and knowledge integrator. The experience of cross-domain interaction is both rewarding and transformative for faculty as they are well equipped to communicate across the disciplinary landscape and gain a rhetorical awareness that is an invaluable ingredient for learning community participation.
Professional Conversations: A Reflective Framework For Collaborative Development, Peter Shaw, Bob Cole
Professional Conversations: A Reflective Framework For Collaborative Development, Peter Shaw, Bob Cole
To Improve the Academy: A Journal of Educational Development
A small team of faculty and faculty developers at the Monterey Institute of International Studies launched a professional development initiative by adapting Edge’s (1992, 2002) framework of cooperative development into a model they labeled the professional conversation. This structured interaction involves a speaker exploring a topic of professional and personal significance through the facilitation of an understander. The details of the model are presented, along with heuristics for practicing the two roles. Assessment data indicate that the struggle to master the model is judged worthwhile for community building, professional development, and, unexpectedly, pedagogical practice.
Intersecting Identities And The Work Of Faculty Development, Cerri A. Banks, Jonathan Luzzini, Susanne M. Pliner
Intersecting Identities And The Work Of Faculty Development, Cerri A. Banks, Jonathan Luzzini, Susanne M. Pliner
To Improve the Academy: A Journal of Educational Development
On increasingly diverse college campuses, faculty members look to faculty developers for support in facilitating difficult classroom dialogues and in handling challenging interactions around their students’ identities and their own. We propose that faculty developers’ work around issues of diversity, social justice, and inclusive excellence can be enhanced by developing a foundation in the theory of intersectionality, which engages the complexity of identity and the resulting power structures that inform institutions. We discuss this theoretical perspective and provide examples of faculty development initiatives that can be strengthened through the use of an intersectional lens.
The First Day Of Class: How Should Instructors Use Class Time?, Sal Meyers, Brian C. Smith
The First Day Of Class: How Should Instructors Use Class Time?, Sal Meyers, Brian C. Smith
To Improve the Academy: A Journal of Educational Development
Students and instructors rated first-day class satisfaction and completed scales assessing the time that instructors spent on introductions, course policies, procedures, and course content. For students, interest on or before the first day, and for faculty, excitement and confidence in students’ abilities, strongly predicted satisfaction on the first day. Student and instructor satisfaction also were positively associated with time devoted to hows and whys, content, and introductions. Findings contradict previous empirical studies of student satisfaction but are consistent with faculty development recommendations.
Student And Faculty Perceptions Of Effects Of Midcourse Evaluation, Whitney Ransom Mcgowan, Russell T. Osguthorpe
Student And Faculty Perceptions Of Effects Of Midcourse Evaluation, Whitney Ransom Mcgowan, Russell T. Osguthorpe
To Improve the Academy: A Journal of Educational Development
We report on faculty and student perceptions of the effects of midcourse evaluations on teaching improvement and student learning. We provided faculty with a midcourse evaluation tool, surveyed faculty and students, interviewed faculty, observed debriefing sessions, and compared midcourse with end-of-semester ratings. Of 510 mean ratings on individual learning items, 342 (67 percent) mean scores showed improvement from midcourse to the end of the semester. Faculty who read their midcourse feedback, discussed it with their students, and made pedagogical changes saw the most improvement in their ratings.
Evolution Of A Peer Review And Evaluation Program For Online Course Development, Cynthia L. Adams, Dianna Z. Rust, Thomas M. Brinthaupt
Evolution Of A Peer Review And Evaluation Program For Online Course Development, Cynthia L. Adams, Dianna Z. Rust, Thomas M. Brinthaupt
To Improve the Academy: A Journal of Educational Development
The faculty peer assistants (FPAs) program combines a mentoring and peer review process for initial online faculty course development and subsequent course revision. An FPA mentors colleagues during course design and conducts peer reviews when the courses are complete. The program incorporates a peer review and evaluation form that outlines course standards and guides the faculty course developer, the peer reviewer, and the department chair. Feedback about the program from department chairs, faculty course developers, and FPAs was uniformly positive.
Next Generation @ Iupui: A Leadership Development Program For Faculty Of Color, Megan M. Palmer, Julianna V. Banks, Joshua S. Smith, Sherree A. Wilson
Next Generation @ Iupui: A Leadership Development Program For Faculty Of Color, Megan M. Palmer, Julianna V. Banks, Joshua S. Smith, Sherree A. Wilson
To Improve the Academy: A Journal of Educational Development
Next Generation @ IUPUI is an intensive one-year leadership program designed to develop the leadership potential off acuity of color. The program expands the pool off acuity who are ready to assume leadership positions. In addition to addressing higher education administration theories and trends, participants receive individualized coaching and mentoring to develop a broad network of peers.
Diffusing The Impact Of Tokenism On Faculty Of Color, Yolanda Flores Niemann
Diffusing The Impact Of Tokenism On Faculty Of Color, Yolanda Flores Niemann
To Improve the Academy: A Journal of Educational Development
In addition to the expected challenges related to teaching, research, service, and the tenure and promotion process, faculty of color often experience the impact of token status, or tokenism.. This chapter describes the personal, psychological, and career-damaging impacts of tokenism and provides guidelines for professional development professionals that may diffuse these negative impacts by assisting department heads to mentor faculty of color.
Difficult Dialogues And Transformational Change Through Cross–Cultural Faculty Development, Elizabeth Roderick
Difficult Dialogues And Transformational Change Through Cross–Cultural Faculty Development, Elizabeth Roderick
To Improve the Academy: A Journal of Educational Development
Across the globe, our current way of life is taking us to the edge of the cliff The systems and consciousness that we have used to try to solve problems are not working. Young people need to think and work in new ways.
Faculty Development Beyond Instructional Development: Ideas Centers Can Use, Mary Deane Sorcinelli, Tara Gray, A. Jane Birch
Faculty Development Beyond Instructional Development: Ideas Centers Can Use, Mary Deane Sorcinelli, Tara Gray, A. Jane Birch
To Improve the Academy: A Journal of Educational Development
Most faculty development programs focus on the faculty member as teacher. However, faculty seek support in many areas, including orientation, mentoring, scholarly writing, time management, career advancement, leadership, and service. Research and practice also suggest that faculty and facuity development programs benefit from an integrated approach to professional development. This chapter fills a gap in faculty development practice by suggesting ways that centers can create programming that goes beyond instructional development, thereby supporting a more expansive range of faculty work.
Go For The Gold: Fundraising For Teaching Centers, Mark A. Hohnstreiter, Tara Gray
Go For The Gold: Fundraising For Teaching Centers, Mark A. Hohnstreiter, Tara Gray
To Improve the Academy: A Journal of Educational Development
At New Mexico State University Teaching Academy, we have developed a comprehensive model to raise funds from faculty and others for our teaching center, which has resulted in a culture of giving. The payoff from a fundraising effort is huge, not only in terms of money, but in terms of the personal investment of participants, both valuable in difficult economic times. We explain in this chapter how to establish a fundraising program so that your teaching center can go for the gold.
Taking Stock: Contemplating North American Graduate Student Professional Development Programs And Developers, Dieter J. Schönwetter, Donna Ellis
Taking Stock: Contemplating North American Graduate Student Professional Development Programs And Developers, Dieter J. Schönwetter, Donna Ellis
To Improve the Academy: A Journal of Educational Development
A two-stage study was conducted to identify key competencies in graduate student development programs at Canadian and U.S. institutions. Once thirty-nine key competencies were identified, developers of graduate students were asked to rate the importance of each competency in their programming, the extent to which each competency was explicitly taught, and their own confidence in the training received to help teach these competencies. One key finding suggests that numerous potential gaps exist in the training of those who deliver graduate student development programs, which organizations such as the Professional and Organizational Development Network in Higher Education can help to address.
Toward A Scholarship Of Faculty Development, Mark Potter
Toward A Scholarship Of Faculty Development, Mark Potter
To Improve the Academy: A Journal of Educational Development
This chapter critically examines the scholarship of faculty development. Using a typology adapted from one developed to understand the scholarship of teaching and learning, I reflect on the primary currents identifiable in the literature. Much of what is published in the field of faculty development consists of descriptions of the development and assessment of particular programs. One approach that is largely missing is the metastudy or review of prior studies that can serve to preserve the findings of scholar-practitioners.
Teaching And Learning Together: College Faculty And Undergraduates Cocreate A Professional Development Model, Alison Cook-Sather
Teaching And Learning Together: College Faculty And Undergraduates Cocreate A Professional Development Model, Alison Cook-Sather
To Improve the Academy: A Journal of Educational Development
Most models of professional development assume that faculty learning is the purview of faculty colleagues or teaching and learning center staff. A program at Bryn Mawr College challenges that assumption by inviting undergraduate students to serve as pedagogical consultants to faculty members. Feedback from participants suggests that this approach affords faculty and students an unusual opportunity to coconstruct a more informed model of faculty development, deepens the learning experiences of both faculty and students, and recasts the responsibility for those learning experiences as one that faculty and students share.
Reflections On International Engagement As Educational Developers In The United States, Virginia S. Lee
Reflections On International Engagement As Educational Developers In The United States, Virginia S. Lee
To Improve the Academy: A Journal of Educational Development
An important aspect of the increasing complexity of the higher education landscape is its gradual internationalization. However, neither our colleges and universities nor we as educational developers have unequivocally embraced internationalization. In this chapter, I offer examples of international engagement and a framework for thinking about them. I argue that international engagement in the form of an evolving global scholarship and practice of educational development represents the ultimate extension of our thought and practice as educational developers.
Reflecting Together About Tenure And Promotion: A Faculty Learning Community Approach, Leslie G. Mcbride, Janelle Decarrico Voegele
Reflecting Together About Tenure And Promotion: A Faculty Learning Community Approach, Leslie G. Mcbride, Janelle Decarrico Voegele
To Improve the Academy: A Journal of Educational Development
What happens when faculty representing various disciplines and career stages reflect together on the tenure and promotion process? How does the learning community they form facilitate development of their academic portfolios, and what insights into various forms of scholarship does it provide? This chapter addresses these questions. It describes the learning community over a five-month period, explains how academic portfolio development was used as a common reference point for addressing tenure and promotion issues, and summarizes insights and perspectives shared among faculty members as they tried to understand the value of diverse forms of scholarship.
Defining Critical Thinking In Higher Education: Determining Assessment Fit, Martha L. A. Stassen, Anne Herrington, Laura Henderson
Defining Critical Thinking In Higher Education: Determining Assessment Fit, Martha L. A. Stassen, Anne Herrington, Laura Henderson
To Improve the Academy: A Journal of Educational Development
Critical thinking is an important learning outcome for higher education, yet the definitions used on campuses and national assessment instruments vary. This article describes a mapping technique that faculty and administrators can use to evaluate the similarities and differences across these definitions. Results demonstrate that the definitions reflected by standardized tests are more narrowly construed than those of the campus and leave dimensions of critical thinking unassessed. This mapping process not only helps campuses make better-informed decisions regarding their responses to accountability pressures; it also provides a stimulus for rich, evidence-based discussions about teaching and learning priorities related to critical …
Introduction, Volume 30 (2011), Judith E. Miller
Introduction, Volume 30 (2011), Judith E. Miller
To Improve the Academy: A Journal of Educational Development
Introduction to volume 30 (2011) of To Improve the Academy: A Journal of Educational Development, by Judith E. Miller of University of North Florida.
Emergent Shifts In Faculty Development: A Reflective Review, Shelda Debowski
Emergent Shifts In Faculty Development: A Reflective Review, Shelda Debowski
To Improve the Academy: A Journal of Educational Development
Faculty development has largely focused on supporting the development of early-career academic skills in teaching and learning. Even recent discussions of how facuity developers might infl.uence leaders and entire organizations have remained largely focused on teaching and learning issues. This chapter suggests the need to review and reform the role of faculty development to focus more holistically on the full nature of academic work and the evolving developmental needs of academics. It argues that the faculty developer,s portfolio will need to expand to include support for academic research, career management, and leadership roles, as well as organizational development strategies to …
Distribution And Penetration Of Teaching-Learning Development Units In Higher Education: Implications For Strategic Planning And Research, Sally Kuhlenschmidt
Distribution And Penetration Of Teaching-Learning Development Units In Higher Education: Implications For Strategic Planning And Research, Sally Kuhlenschmidt
To Improve the Academy: A Journal of Educational Development
This chapter presents descriptive information about 1,267 U.S. teachinglearning development units (TLDUs). It provides strategic planning and research tools previously unavailable. Results indicate that TLDUs occur in at least 21.2 percent of U.S. higher education institutions, and their presence is correlated at a higher level with student enrollment than with number of faculty. The study provides normative data on the nature of higher education in the United States and on TLDUs by Carnegie classification, location, and type of institution. Additional information is provided about the presence of centers at special-focus institutions such as Hispanic-serving institutions.
Growing A New Generation: Promoting Self-Reflection Through Peer Observation, Allison Boye, Micah Meixner
Growing A New Generation: Promoting Self-Reflection Through Peer Observation, Allison Boye, Micah Meixner
To Improve the Academy: A Journal of Educational Development
Many faculty developers understand the value of self-reflection in effective teaching and aim to cultivate the practice in their programming. However, many instructors regard peer observation as punitive or evaluative in nature and overlook how the practice can promote thoughtful self-reflection by the observer. This chapter outlines a model of group peer observation that supports introspection and community, thereby transforming that negative perception. We discuss how the process promotes cross-disciplinary open-door teaching and reflective practice in teaching improvement and how faculty developers from institutions and programs of all sizes can help nurture that growth.
Understanding And Supporting Full-Time Non-Tenure-Track Faculty: A Needed Change, Genevieve G. Shaker, Megan Palmer, Nancy Van Note Chism
Understanding And Supporting Full-Time Non-Tenure-Track Faculty: A Needed Change, Genevieve G. Shaker, Megan Palmer, Nancy Van Note Chism
To Improve the Academy: A Journal of Educational Development
As the face of the American faculty profession changes, targeted academic development becomes more important. A phenomenological qualitative study of full-time, non-tenure-track faculty in English portrays an experience characterized by a love of teaching but fraught with professional challenges stemming from low status and poor reward and recognition structures. These data provide the point of departure for recommendations on expanding organizational and faculty development strategies for supporting, integrating, and encouraging full-time, non-tenure-track faculty.