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Articles 151 - 168 of 168
Full-Text Articles in Education
Faculty Development As An Organizational Process, C. Edward Kaylor Jr., J. William Smith
Faculty Development As An Organizational Process, C. Edward Kaylor Jr., J. William Smith
To Improve the Academy: A Journal of Educational Development
Background
Two Forms of Faculty Development
Management, Leadership, and Missions
Faculty Involvement as Development
Planning for Excellence Through Participation
Incentives and Personal Recognition
Conclusion
References
Motivating Faculty To Pursue Excellence In Teaching, Dean N. Osterman
Motivating Faculty To Pursue Excellence In Teaching, Dean N. Osterman
To Improve the Academy: A Journal of Educational Development
Introduction
Patience
Getting a Start, Curriculum of Seminars, Advisory Committee, Networking Campus Resources, Innovative Funds, Establishing Ownership of a Program, Using Student Assistant/Volunteers, Individual Consultation
Priorities
Two Approaches at Innovation, Faculty Day Orientation and Departmental Presentations, Faculty Recognition for Quality Teaching, Establishing Visibility, Gaining Support from Administration, Faculty, and Students, Serving on Committees, Developing Materials and Using Micro-Computers, Teaching Courses on Campus, GTA Workshop, Evaluating Faculty, Informal Involvement with Faculty, Writing with Faculty
Polish
Keeping Innovation Alive
References
Footnotes
Reading Students' Written Comments On Evaluations Of Teaching, Joyce T. Povlacs
Reading Students' Written Comments On Evaluations Of Teaching, Joyce T. Povlacs
To Improve the Academy: A Journal of Educational Development
College teachers who make use of student surveys evaluating instruction frequently invite written comments, too. These remarks can clarify data gathered by use of a standard set of objective questions. Sometimes, however, the students' comments present a wide diversity of opinions. Statements in one class might range from "the material is interesting and very applicable" to a flat "the poorest teacher I have ever had." Instructors who venture to invite students to comment express frustration over seeming contradiction and consequently are tempted to dismiss the importance of written comments. Yet written comments can provide valuable insights leading to the improvement …
The Development Of Faculty As Teachers: A Multi-Faceted Approach To Change, Alton O. Roberts, John H. Clarke, David Holmes
The Development Of Faculty As Teachers: A Multi-Faceted Approach To Change, Alton O. Roberts, John H. Clarke, David Holmes
To Improve the Academy: A Journal of Educational Development
The Problem
Toward a Theory of Change
Figure 1: A Force Field Analysis of Influence on Faculty Self Improvement Efforts
The Vermont Program
Figure 2: Intended Impact of Programs on Forces for Change Driving Forces
A Scenario of Development
Conclusion
Figure 3: Interaction of one Professor with Development Options over Four Years
References
Section Ii: Renewing Centers For Professional Development, Lance C. Buhl
Section Ii: Renewing Centers For Professional Development, Lance C. Buhl
To Improve the Academy: A Journal of Educational Development
What do we know about infusing life into professional development programs? This is something we have struggled with throughout the fifteen (+3) year history of the contemporary professional development movement in postsecondary education. The question is especially pertinent during a time when "retrenchment" has lost its shock value and has become a tired, but accurate, descriptor of what most POD members live with daily. Is there programmatic life after retrenchment? If so, what can be done to ensure it and give it meaning?
Starting A Faculty Development Program: Strategies And Approaches, Luann Wilkerson
Starting A Faculty Development Program: Strategies And Approaches, Luann Wilkerson
To Improve the Academy: A Journal of Educational Development
Who Should be Involved in Program Planning?
What is the Purpose of the Proposed Program?
How Will the Proposed Program Affect Desired Changes?
Who Should Participate?
How do We Determine the Needs of Our Constituency?
What Goals and Objectives Should We Pursue?
What Institutional Structure Will Best Encourage Success?
What Activities Shall the Program Provide?
How Should we Finance These Lofty Schemes?
What Type of Staff Does the Program Require?
Table 1: Characteristics Required in Faculty Development Leaders
How Do We Publicize Our Programs and Reward Participants?
How Do We Evaluate Our Accomplishments?
References
Appendix A: Planning and Implementing a …
Instructional Support Centers And The Art Of Surviving: Some Practical Suggestions, Robert M. Diamond
Instructional Support Centers And The Art Of Surviving: Some Practical Suggestions, Robert M. Diamond
To Improve the Academy: A Journal of Educational Development
Steps to Survival
1. Identify the priorities of your institution
2. Identify the key decision-makers
3. Identify the criteria the decision-makers will use to judge the agency
4. Develop goals that are clearly defined
5. Select your projects with care
6. Those who need to know must know
In Summary
Table I
Project Selection: Some Factors to Consider
Options
References
Note
Writing For Learning: The Student/Content Connection, Lois Barry
Writing For Learning: The Student/Content Connection, Lois Barry
To Improve the Academy: A Journal of Educational Development
The Restricted Role of Writing in the Schools
Writing as a Means of Thinking
Writing as an Active Form of Learning
Table 1
''What Kinds of Writing Have Been Helpful in What Ways" EOSC Students Answer
Using Ungraded Writing to Improve Students' Learning
As an Aid to Class Discussions
As Feedback to Students on the Clarity of their Thinking
As a Way to Prepare Students to Listen and Observe Critically
As a Source of Feedback on Content Needing Further Attention
A Note of Using Journals
Broadening the Audience
Implications for Instruction
References
Section I: The Keynote Address To The 1983 Annual Conference, Lance C. Buhl
Section I: The Keynote Address To The 1983 Annual Conference, Lance C. Buhl
To Improve the Academy: A Journal of Educational Development
It is a special thing to introduce Gene Rice and the substance of remarks he made to POD'ers gathered last October at Arlie House. Gene is a special person. He models the best qualities of the academic humanist: the personal presence of a Friend, the sensibility of a Jeffersonian, the rigor of a Talmudic scholar, and the vision of an ethnicist. And all of this is a contemporary twentieth century person. He's been with and of POD since the network's first days. And across that span, Gene's wisdom, bred equally of careful research, hands-on professional development experience and a lively …
Test 1532: Hesston 80-66dt And 80-66 Fiat Diesel 12-Speeds, Nebraska Tractor Test Lab
Test 1532: Hesston 80-66dt And 80-66 Fiat Diesel 12-Speeds, Nebraska Tractor Test Lab
Nebraska Tractor Tests
EXPLANATION OF THE TEST PROCEDURE General Tractors are tested at the University of Nebraska according to the Agricultural Tractor Test Code approved by the American Society of Agricultural Engineers and the Society of Automotive Engineers or official Nebraska test procedure. The manufacturer selects the tractor to be tested and certifies that it is a stock model. Each tractor is equipped with the common power consuming accessories such as power steering, power lift pump, generator, etc., if available. Power consuming accessories may be disconnected only when the means for disconnecting can be reached from the operating station. An official representative of …
Test 1538: Massey-Ferguson 670 Diesel And Massy-Ferguson 270 Multipower Diesel 12-Speeds, Nebraska Tractor Test Lab
Test 1538: Massey-Ferguson 670 Diesel And Massy-Ferguson 270 Multipower Diesel 12-Speeds, Nebraska Tractor Test Lab
Nebraska Tractor Tests
EXPLANATION OF THE TEST PROCEDURE
General
Tractors are tested at the University of Nebraska according to the Agricultural Tractor Test Code approved by the American Society of Agricultural Engineers and the Society of Automotive Engineers or official Nebraska test procedure.
The manufacturer selects the tractor to be tested and certifies that it is a stock model. Each tractor is equipped with the common power consuming accessories such as power steering, power lift pump, generator, etc., if available. Power consuming accessories may be disconnected only when the means for disconnecting can be reached from the operating station. An official representative of …
Test 1536: Ford Tw-15 Fwd Diesel Also Ford 8630 Diesel 16-Speeds, Nebraska Tractor Test Lab
Test 1536: Ford Tw-15 Fwd Diesel Also Ford 8630 Diesel 16-Speeds, Nebraska Tractor Test Lab
Nebraska Tractor Tests
EXPLANATION OF THE TEST PROCEDURE
General
Tractors are tested at the University of Nebraska according to the Agricultural Tractor Test Code approved by the American Society of Agricultural Engineers and the Society of Automotive Engineers or official Nebraska test procedure.
The manufacturer selects the tractor to be tested and certifies that it is a stock model. Each tractor is equipped with the common power consuming accessories such as power steering, power lift pump, generator, etc., if available. Power consuming accessories may be disconnected only when the means for disconnecting can be reached from the operating station. An official representative of …
Nebraska Summary S113: Agco Allis 7650, Nebraska Tractor Test Lab
Nebraska Summary S113: Agco Allis 7650, Nebraska Tractor Test Lab
Nebraska Tractor Tests
ABOUT THE TEST REPORT AND USE OF THE DATA The test data contained in this report are a tabulation of the results of a series of tests. Due to the restricted format of these pages, only a limited amount of data and not all of the tractor specifications are included. The full OECD report contains usually about 30 pages of data and specifications. The test data were obtained for each tractor under similar conditions and therefore, provide a means of comparison of performance based on a limited set of reported data. EXPLANATION OF THE TEST PROCEDURES Purpose The purpose of …
Nebraska Summary S021: Zetor 16145, Nebraska Tractor Test Lab
Nebraska Summary S021: Zetor 16145, Nebraska Tractor Test Lab
Nebraska Tractor Tests
ABOUT THE TEST REPORT AND USE OF THE DATA The test data contained in this report are a tabulation of the results of a series of tests. Due to the restricted format of these pages, only a limited amount of data and not all of the tractor specifications are included. The full OECD report contains usually about 30 pages of data and specifications. The test data were obtained for each tractor under similar conditions and therefore, provide a means of comparison of performance based on a limited set of reported data. EXPLANATION OF THE TEST PROCEDURES Purpose The purpose of …
Nebraska Summary S020: Zetor 12145, Nebraska Tractor Test Lab
Nebraska Summary S020: Zetor 12145, Nebraska Tractor Test Lab
Nebraska Tractor Tests
ABOUT THE TEST REPORT AND USE OF THE DATA The test data contained in this report are a tabulation of the results of a series of tests. Due to the restricted format of these pages, only a limited amount of data and not all of the tractor specifications are included. The full OECD report contains usually about 30 pages of data and specifications. The test data were obtained for each tractor under similar conditions and therefore, provide a means of comparison of performance based on a limited set of reported data. EXPLANATION OF THE TEST PROCEDURES Purpose The purpose of …
Nebraska Summary S019: Zetor 12111, Nebraska Tractor Test Lab
Nebraska Summary S019: Zetor 12111, Nebraska Tractor Test Lab
Nebraska Tractor Tests
ABOUT THE TEST REPORT AND USE OF THE DATA The test data contained in this report are a tabulation of the results of a series of tests. Due to the restricted format of these pages, only a limited amount of data and not all of the tractor specifications are included. The full OECD report contains usually about 30 pages of data and specifications. The test data were obtained for each tractor under similar conditions and therefore, provide a means of comparison of performance based on a limited set of reported data. EXPLANATION OF THE TEST PROCEDURES Purpose The purpose of …
Nebraska Summary S018: Zetor 10145, Nebraska Tractor Test Lab
Nebraska Summary S018: Zetor 10145, Nebraska Tractor Test Lab
Nebraska Tractor Tests
ABOUT THE TEST REPORT AND USE OF THE DATA The test data contained in this report are a tabulation of the results of a series of tests. Due to the restricted format of these pages, only a limited amount of data and not all of the tractor specifications are included. The full OECD report contains usually about 30 pages of data and specifications. The test data were obtained for each tractor under similar conditions and therefore, provide a means of comparison of performance based on a limited set of reported data. EXPLANATION OF THE TEST PROCEDURES Purpose The purpose of …
Membership Directory Special Edition 1984
Membership Directory Special Edition 1984
Professional and Organizational Development Network in Higher Education: Archives
Membership List
Regional Cross References
Special Interest Cross Reference
Other POD Members July 1984