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Articles 31 - 60 of 63
Full-Text Articles in Education
Everything You Always Wanted To Know About Student Writing (But Were Afraid To Ask), Michael Reder
Everything You Always Wanted To Know About Student Writing (But Were Afraid To Ask), Michael Reder
Professional and Organizational Development Network in Higher Education: Archives
What should all faculty know about using and assigning writing inside and outside of the classroom? This essay offers ideas for faculty to use writing to help students learn material, strategies for designing and sequencing formal written assignment, and a well-tested (and time-saving) framework for offering students feedback on their writing.
Opening The Door: Faculty Leadership In Institutional Change, Rick Holmgren
Opening The Door: Faculty Leadership In Institutional Change, Rick Holmgren
Professional and Organizational Development Network in Higher Education: Archives
As faculty, we too often feel overwhelmed by an excessive workload, an unfriendly administration, and an unforgiving evaluation system. In this essay, we explore initiatives we can reasonably expect to implement to create an institutional environment in which we can develop and flourish as teachers.
When Motivating Generation Y In The Classroom, Jim Westerman
When Motivating Generation Y In The Classroom, Jim Westerman
Professional and Organizational Development Network in Higher Education: Archives
Generation Y students have matured and developed in an artificial, technologically-centered environment significantly different from what prior generations have experienced. This essay examines the impact of this environment on student classroom expectations and provides suggestions for how faculty can adapt their pedagogy to be successful.
Student Plagiarism: How To Maintain Academic Integrity, Ludy Goodson
Student Plagiarism: How To Maintain Academic Integrity, Ludy Goodson
Professional and Organizational Development Network in Higher Education: Archives
Plagiarism detection tools undermine academic integrity when they ignore student copyright protections, contribute to a vendor’s unauthorized commercial gains, fail to detect many forms of plagiarism, and require instructors to do the real detection. By becoming aware of these realities and possibilities, instructors can develop more effective strategies to reduce plagiarism while simultaneously enhancing students’ academic performance.
Information Literacy: Imperatives For Faculty, Leora Baron-Nixon
Information Literacy: Imperatives For Faculty, Leora Baron-Nixon
Professional and Organizational Development Network in Higher Education: Archives
With the burgeoning of information, and especially the unfettered growth of online information, long-held assumptions about students’ access to and interaction with information have to be re-evaluated. Faculty play a key role in ensuring that information literacy skills are acquired and practiced at all levels of instruction.
When Disability Enters A Teacher’S Life, Must The Teacher Stop Teaching?, Laura L. B. Border
When Disability Enters A Teacher’S Life, Must The Teacher Stop Teaching?, Laura L. B. Border
Professional and Organizational Development Network in Higher Education: Archives
Disabilities are usually discussed in academe in the context of the undergraduate student population; nevertheless, graduate students and faculty also represent a certain percentage of persons with disabilities. This essay presents a case study and an analysis of a consultation with a graduate instructor, inviting us to examine the issues of disability in the life of a teacher.
About The Authors, Volume 25 (2007)
About The Authors, Volume 25 (2007)
To Improve the Academy: A Journal of Educational Development
About the editors and authors/contributors of volume 25 (2007) of To Improve the Academy: A Journal of Educational Development.
Ethical Guidelines For Educational Developers
Ethical Guidelines For Educational Developers
To Improve the Academy: A Journal of Educational Development
Ethical guidelines for educational developers brepared by Mintz, Smith, and Warren, January 1999. Revised March 1999, September 1999, and March 2000.
Action Research For Instructional Improvement: Using Data To Enhance Student Learning At Your Institution, Constance E. Cook, Mary Wright, Christopher O'Neal
Action Research For Instructional Improvement: Using Data To Enhance Student Learning At Your Institution, Constance E. Cook, Mary Wright, Christopher O'Neal
To Improve the Academy: A Journal of Educational Development
Action research is a powerful tool that can be used by teaching centers to improve teaching and learning. This chapter describes an action research project conducted at the Center for Research on Learning and Teaching at the University of Michigan. The project concerns retention and attrition in science gateway courses, with particular attention given to the role of the teaching assistant. This chapter concludes with a discussion of six principles for teaching center staff who wish to conduct their own action research projects.
Bibliography, Volume 25 (2007)
Bibliography, Volume 25 (2007)
To Improve the Academy: A Journal of Educational Development
Bibliography for volume 25 (2007) of To Improve the Academy: A Journal of Educational Development.
Introduction, Volume 25 (2007), Douglas Reimondo Robertson
Introduction, Volume 25 (2007), Douglas Reimondo Robertson
To Improve the Academy: A Journal of Educational Development
Introduction to volume 25 (2007) of To Improve the Academy: A Journal of Educational Development, by Douglas Reimondo Robertson of Highland Heights, Kentucky.
Teaching Business By Doing Business: An Interdisciplinary Faculty–Friendly Approach, Larry K. Michaelson, Mary Mccord
Teaching Business By Doing Business: An Interdisciplinary Faculty–Friendly Approach, Larry K. Michaelson, Mary Mccord
To Improve the Academy: A Journal of Educational Development
This chapter describes the implementation of an interdisciplinary undergraduate curricular innovation in two different university settings. The Integrative Business Experience (IBE) requires students to enroll concurrently in three required core business courses and a practicum course in which they develop and operate a startup business (based on a real-money loan of up to $5,000) and carry out a hands-on community service project. This chapter also reports outcomes for students (including data from an assessment), examines the variables that minimize the difficulty of achieving cross-disciplinary integration in IBE, and suggests keys to enabling faculty-friendly integrative course designs in other settings.
“Heritage Rocks”: Principles And Best Practices Of Effective Intercultural Teaching And Learning, Peter Frederick, Mary James
“Heritage Rocks”: Principles And Best Practices Of Effective Intercultural Teaching And Learning, Peter Frederick, Mary James
To Improve the Academy: A Journal of Educational Development
This portrayal of the intercultural teaching/learning culture and classroom stories at one fully multicultural institution, Heritage University, itself reflecting many diverse “heritages,” provides a glimpse into the faces of the future of higher education in America. We offer several examples and a synthesis of the principles and best practices of effective intercultural teaching and learning, with the intention of helping other institutions move intercultural education from the margins to the “center,” thereby preparing both teachers and learners for effective intercultural learning and living in the 21st century.
Moving From The Scholarship Of Teaching And Learning To Educational Research: An Example From Engineering, Ruth A. Streveler, Maura Borrego, Karl A. Smith
Moving From The Scholarship Of Teaching And Learning To Educational Research: An Example From Engineering, Ruth A. Streveler, Maura Borrego, Karl A. Smith
To Improve the Academy: A Journal of Educational Development
In The Advancement of Learning , Huber and Hutchings (2005) state that the “scholarship of teaching and learning . . . is about producing knowledge that is available for others to use and build on” (p. 27). Can viewing the scholarship of teaching and learning (SoTL) as an educational research activity help make SoTL findings more available and easier to build on? This chapter describes a program that prepared engineering faculty to conduct rigorous research in engineering education. Project evaluation revealed that engineering faculty had difficulty making some of the paradigm shifts that were presented in the project.
Preface, Volume 25 (2007), Douglas Reimondo Robertson
Preface, Volume 25 (2007), Douglas Reimondo Robertson
To Improve the Academy: A Journal of Educational Development
Preface to volume 25 (2007) of To Improve the Academy: A Journal of Educational Development, by Douglas Reimondo Robertson of Highland Heights, Kentucky.
In The Eye Of The Storm: Students' Perceptions Of Helpful Faculty Actions Following A Collective Tragedy, Therese A. Huston, Michele Dipietro
In The Eye Of The Storm: Students' Perceptions Of Helpful Faculty Actions Following A Collective Tragedy, Therese A. Huston, Michele Dipietro
To Improve the Academy: A Journal of Educational Development
On occasion, our campus communities are shaken by national tragedies such as Hurricane Katrina and the terrorist attacks of September 11, 2001, or by local tragedies such as the murder of a faculty member or student. Because these are unusual circumstances, faculty are often initially confused about how to respond, and later have little or no sense of how effective their actions have been (DiPietro, 2003). This chapter investigates the most common instructor responses following a tragedy and which of those responses students find most helpful. Implications for faculty and faculty developers are discussed.
It All Started In The Sixties: Movements For Change Across The Decades—A Personal Journey, R. Eugene Rice
It All Started In The Sixties: Movements For Change Across The Decades—A Personal Journey, R. Eugene Rice
To Improve the Academy: A Journal of Educational Development
A combination of memoir and social commentary, this chapter explores changes in higher education throughout five decades—1960s: utopian quest for learning communities; 1970s: faculty development movement; 1980s: focus on the academic workplace; 1990s: broadening the understanding of scholarship; and 2000s: new pathways and the engaged campus. This chapter provides a context for the careers and work of faculty, academic administrators, and faculty development specialists (both new and experienced) as well as for the Professional and Organizational Development Network in Higher Education (POD).
Toward A Scholarship Of Teaching And Learning In Educational Development, Peter Felten, Alan Kalish, Allison Pingree, Kathryn M. Plank
Toward A Scholarship Of Teaching And Learning In Educational Development, Peter Felten, Alan Kalish, Allison Pingree, Kathryn M. Plank
To Improve the Academy: A Journal of Educational Development
Educational development traditionally has been a practice-based field. We propose that as a profession we adopt the methods of the scholarship of teaching and learning (SoTL), so often shared with our clients, in order to look through a scholarly lens at the outcomes of our own practice. Using SoTL approaches in our work would deepen the research literature in our field and improve the effectiveness of decisions we make about where to spend limited time and resources. In this chapter, we explore what it might mean for individual developers, and for our professional community, to apply SoTL methods to our …
Faculty Development Through Student Learning Initiatives: Lessons Learned, Nancy Simpson, Jean Layne, Adalet Baris Gunersel, Blake Godkin, Fred Froyd
Faculty Development Through Student Learning Initiatives: Lessons Learned, Nancy Simpson, Jean Layne, Adalet Baris Gunersel, Blake Godkin, Fred Froyd
To Improve the Academy: A Journal of Educational Development
A project aimed at improving student learning while facilitating the professional development of faculty participants in the area of teaching has yielded a rich collection of data. In addition to providing critical information about how faculty members think, the project has broadened our thinking regarding the link between student learning initiatives and faculty development. The project has also increased our understanding of the interests of faculty members who are not typically clients of faculty development centers and motivated thinking on how to serve the professional development goals of this group.
Sustaining The Undergraduate Seminar: On The Importance Of Modeling And Giving Guidelines, Shelley Z. Reuter
Sustaining The Undergraduate Seminar: On The Importance Of Modeling And Giving Guidelines, Shelley Z. Reuter
To Improve the Academy: A Journal of Educational Development
Student-led discussion is a valuable means of involving students in the collaborative creation of knowledge. This activity becomes especially important in the seminar course where, either individually or in small groups, students lead their peers through a set of readings. Unfortunately, student-led discussions often focus more on summary than critical analysis, largely because seminar leaders, left to their own devices, do not know what a seminar should look like or how to lead one effectively. This chapter demonstrates tliat undergraduates can learn seminar leadership when provided with guidelines and opportunities to see the skill modeled.
Living Engagement, Bell Hooks, Douglas Reimondo Robertson
Living Engagement, Bell Hooks, Douglas Reimondo Robertson
To Improve the Academy: A Journal of Educational Development
In this “talking chapter” bell hooks reveals, through dialogue about her thoughts and experiences related to college teaching and learning, a profound and robust perspective on what could be called “deep” faculty development. Topics include engaged pedagogy, therapeutic conversations, spiritual practice, difference, conflict, and love.
The Abcs Of Fractal Thinking In Higher Education, Edward Nuhfer
The Abcs Of Fractal Thinking In Higher Education, Edward Nuhfer
To Improve the Academy: A Journal of Educational Development
All learning establishes and often stabilizes neural networks in the brain. These carry both cognitive and affective attributes and have fractal form. Fractal networks produce many actions and products that exhibit fractal qualities. Awareness of such qualities provides a unifying key to understanding and applying educational knowledge. It represents a marked shift in perception that differs from thinking customarily employed in considering information as a specialist. This alternate perspective helps professionals in higher education draw on diverse information from specialty research and apply it more effectively.
Faculty Development In Student Learning Communities: Exploring The Vitality Of Mid–Career Faculty Participants, Shari Ellertson, John H. Schuh
Faculty Development In Student Learning Communities: Exploring The Vitality Of Mid–Career Faculty Participants, Shari Ellertson, John H. Schuh
To Improve the Academy: A Journal of Educational Development
Student learning communities result in numerous benefits for students and institutions, but less is known about the influence of learning community participation on faculty renewal and development. This qualitative study examines mid-career faculty members’ involvement in student learning communiities to explore the degree to which the construct of vitality appropriately describes and illuminates their experiences. Findings suggest that learning communities foster vitality by serving as a boundary-spanning activity where faculty can merge various work interests, allowing them to engage in purposeful production and providing them with experiences that help generate feelings of energy, excitement, and engagement with their work.
Making Meaning Of A Life In Teaching: A Memoir–Writing Project For Seasoned Faculty, Kathleen F. O'Donovan, Steve R. Simmons
Making Meaning Of A Life In Teaching: A Memoir–Writing Project For Seasoned Faculty, Kathleen F. O'Donovan, Steve R. Simmons
To Improve the Academy: A Journal of Educational Development
The University of Minnesota’s faculty development project, “Making Meaning of a Life in Teaching,” promotes collegiality and enhances self-reflection for those who are cxperienced classroom instructors. Started in October. 2003, this project provides a forum that invites participants to examine specific memories from their teaching lives and to transform those recollections into a written memoir. This chapter explores the use of memoir as an effective tool for faculty development, describes the project’s structure and components, and presents both co-facilitator and participant perspectives on the process and the memoir product.
Transforming A Teaching Culture Through Peer Mentoring: Connecticut College's Johnson Teaching Seminar For Incoming Faculty, Michael Reder, Eugene V. Gallagher
Transforming A Teaching Culture Through Peer Mentoring: Connecticut College's Johnson Teaching Seminar For Incoming Faculty, Michael Reder, Eugene V. Gallagher
To Improve the Academy: A Journal of Educational Development
This chapter describes a yearlong seminar focused on teaching that is offered to all incoming tenure-track faculty at Connecticut College, a small residential liberal arts college. This seminar is distinctive because it is facilitated by second- and third-year faculty. We argue that this peer-mentoring model has three distinct benefits. First, it avoids many of the pitfalls identified with traditional one-on-one mentoring. Second, it addresses the distinctive challenges that faculty face at small colleges. Third, it provides a strong base for faculty to pursue the scholarship of teaching and learning (SoTL). We believe that our peer-mentoring model may well be adaptable …
Preparing Future Faculty For Careers In Academic Librarianship: A Paradigm Shift For Collaboration In Higher Education, Sean Patrick Knowlton, Laura L. B. Border
Preparing Future Faculty For Careers In Academic Librarianship: A Paradigm Shift For Collaboration In Higher Education, Sean Patrick Knowlton, Laura L. B. Border
To Improve the Academy: A Journal of Educational Development
Nationwide, tire number of available faculty positions represents only a fraction of the master’s and doctoral degrees granted each year. Fortunately, faculty positions are available in academic librarianship, which is experiencing a decline in qualified applicants. A pioneering collaboration between a graduate student professional development program and an academic library has created a fellowship program that allows master’s and doctoral students to consider careers in academic librarianship through mentored fellowships. Initial results show that participants intend to pursue librarianship as an academic career in which to use and expand their advanced subject and/or language expertise.
How Do You Handle This Situation? Responses By Faculty In Great Britain And The United States To Workshops On The Ethics Of Teaching, Miriam Rosalyn Diamond
How Do You Handle This Situation? Responses By Faculty In Great Britain And The United States To Workshops On The Ethics Of Teaching, Miriam Rosalyn Diamond
To Improve the Academy: A Journal of Educational Development
Faculty in the United States and Great Britain took part in workshops exploring educational ethics. Participants articulated concerns about balancing approachability with fairness, cross-cultural communication, conveying standards to students, and academic integrity. Responses to the session were positive, and both groups indicated an interest in continuing discourse on the topic. The groups differed on specific issues of interest, as well as feedback on the session. Some of these appear to be culturally influenced. Overall, this workshop presents a model for providing faculty with the opportunity to examine and formulate direction when dealing with ethical issues related to teaching.
Surviving To Tenure, James M. Lang
Surviving To Tenure, James M. Lang
To Improve the Academy: A Journal of Educational Development
For most new faculty, anxiousness about the tenure application begins from the first day on the job. Surviving the six intervening years on the tenure track requires a range of time- and career-management skills that new faculty may only learn piecemeal along the way. New faculty need help in five specific areas in order to survive their path down the tenure track: 1) developing teaching strategies that will fit their personalities and reach as many students as possible, 2) managing their time to allow for research and publication, 3) determining what and how many service commitments to make, 4) existing …
A Critical Theory Perspective On Faculty Development, Stephen D. Brookfield
A Critical Theory Perspective On Faculty Development, Stephen D. Brookfield
To Improve the Academy: A Journal of Educational Development
This chapter argues that critical theory implies a number of conceptions and practices of teaching, and it applies a critical theory perspective to conducting faculty development. It speculates on how faculty development might be organized according to some insights drawn from critical theory, and it reviews the chief reasons why teachers resist engaging with this perspective.
Structuring Complex Cooperative Learning Activities In 50–Minute Classes, Barbara J. Millis
Structuring Complex Cooperative Learning Activities In 50–Minute Classes, Barbara J. Millis
To Improve the Academy: A Journal of Educational Development
Given the power of learning-centered teaching, faculty can be coached to structure cooperative activities wisely and well, even within 50-minute class periods where there is a perception that complex group work is difficult. In addition to giving some basic advice on team formation and classroom management, this chapter provides examples of five complex cooperative learning structures—Jigsaw, Send-a-Problem, Cooperative Debates, Guided Reciprocal Peer Questioning, and Bingo—that can be conducted within 50-minute classes. The specific literature-based examples are complemented by examples in a variety of other disciplines, making them seem doable to more faculty.