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Articles 31 - 60 of 110
Full-Text Articles in Education
A Penny’S Worth Of Reflections On Honors Education, John Zubizarreta
A Penny’S Worth Of Reflections On Honors Education, John Zubizarreta
Honors in Practice Online Archive
Giving the presidential address is a daunting task. For several weeks already, I’ve been receiving emails and phone calls from some of you, asking how my speech was coming along. “Oh, fine, just fine,” I fibbed, as I juggled the innumerable responsibilities back home that I know all of us share in our demanding roles as teachers, learners, and leaders. In past years, the address was a formidable one-hour-or-more event over sit-down dinners or luncheons. But times change. As the conference has grown steadily, year after year, and hours—no, even just minutes—have become precious, the address has had to shrink …
Neopa Executive Board Minutes - August 2011
Neopa General Meeting Minutes - October 2011
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.
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.
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.
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.
Writing Groups For Work-Life Balance: Faculty Writing Group Leaders Share Their Stories, Dannielle Joy Davis, Kara Provost, Amanda E. Major
Writing Groups For Work-Life Balance: Faculty Writing Group Leaders Share Their Stories, Dannielle Joy Davis, Kara Provost, Amanda E. Major
To Improve the Academy: A Journal of Educational Development
Faculty writing groups can promote both the work-life balance and productivity of members of the professoriate. The benefits of such development initiatives expand beyond productivity to include retention, promotion, and improved teaching. Through the development of writing groups, faculty developers can empower faculty to meet research obligations, establish equilibrium in their work practices, and maintain work-life balance.
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.
The Citizenship Imperative And The Role Of Faculty Development, Jeffrey L. Bernstein, Rebecca S. Nowacek, Michael B. Smith
The Citizenship Imperative And The Role Of Faculty Development, Jeffrey L. Bernstein, Rebecca S. Nowacek, Michael B. Smith
To Improve the Academy: A Journal of Educational Development
By teaching the capacity for citizenship across the curriculum, colleges and universities can better serve their role as socially responsive institutions. We argue that citizenship themes can be more central to a wide variety of classes, including some in disciplines not considered traditional homes for civic education. Faculty development centers can play a critical role in helping facuity integrate citizenship into the curriculum and evaluate the learning that occurs in their citizenship-oriented classes. We offer guidelines for how learning communities can best serve these purposes.
Adapting A Laboratory Research Group Model To Foster The Scholarship Of Teaching And Learning, Beth A. Fisher, Regina F. Frey
Adapting A Laboratory Research Group Model To Foster The Scholarship Of Teaching And Learning, Beth A. Fisher, Regina F. Frey
To Improve the Academy: A Journal of Educational Development
A multidisciplinary group of faculty and staff formed an education research group modeled on a laboratory research group to focus on the scholarship of teaching and learning (SoTL) in science, technology, engineering, and mathematics (STEM). This group has bridged the communication and knowledge gaps between STEM and social science faculty and science education specialists, fostered the development of collaborative SoTL projects, and laid the groundwork for broader institutional support of SoTL.
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.
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 …
Unopa Notes, Volume 49, Issue 5, January 2011
Unopa Notes, Volume 49, Issue 5, January 2011
UNOPA Newsletters
NOMINATONS COMMITTEE 2
GIVING TREE RECAP 2
WISDOM FROM CENTRAL AREA 3
BRADLEY MUNN UPDATE 3
DID YOU KNOW? 4
ROSE FROLIK AWARD 4
REACHING OUR GOALS 5
MENTORING COMMITTEE 5
CALENDAR OF EVENTS 6
Acknowledgments, Volume 29 (2011)
Acknowledgments, Volume 29 (2011)
To Improve the Academy: A Journal of Educational Development
Acknowledgments for volume 29 (2011) of To Improve the Academy: A Journal of Educational Development, by Judith E. Miller of University of North Florida.
Using Multimedia Case Stories Of Exemplary Teaching For Faculty Development, Tasha J. Souza, Tom Carey, Flora Mcmartin, Roberta Ambrosino, Joe Grimes
Using Multimedia Case Stories Of Exemplary Teaching For Faculty Development, Tasha J. Souza, Tom Carey, Flora Mcmartin, Roberta Ambrosino, Joe Grimes
To Improve the Academy: A Journal of Educational Development
Faculty are more likely to embrace the possibility of change when they see change modeled by their colleagues. Through a multimedia case story, faculty can share in the experience of using an innovative teaching strategy and the process of implementing it. Integrating multimedia case stories into our work with faculty can help us meet diverse faculty needs and encourage more faculty to embrace pedagogical change. Such stories can help faculty to realize that they too can overcome pedagogical challenges and institutional constraints in order to better meet the learning needs of students.
Completing The Faculty Development Cycle: Using Data From Syllabi Review To Inform Action, Phyllis Blumberg
Completing The Faculty Development Cycle: Using Data From Syllabi Review To Inform Action, Phyllis Blumberg
To Improve the Academy: A Journal of Educational Development
Consistent with the mission of the University of the Sciences in Philadelphia, the Teaching and Learning Center has emphasized implementation of learner-centered practices for eight years. To assess the impact of these development efforts, I reviewed syllabi and course approval forms of seventy-two recently approved courses. The documents revealed a disappointing lack of evidence of learner-centered course design features. Voluntary faculty development programming cannot force faculty to change their course designs. However, the results prompted discussions with administrators and faculty and yielded calls to action for greater implementation of learner-centered practices.
Social Capital And The Campus Community, Andrew N. Carpenter, Linda Coughlin, Susanne Morgan, Christopher Price
Social Capital And The Campus Community, Andrew N. Carpenter, Linda Coughlin, Susanne Morgan, Christopher Price
To Improve the Academy: A Journal of Educational Development
Investigating colleges’ and universities’ social capital through its five dimensions—civic engagement, norms and trust, collective action, bonding capital, and bridging capital—provides a powerful way of thinking about organizational and faculty development. Four very different institutions of higher learning have promoted their organizational development through efforts that build social capital. We seek to inspire additional application of and research into this topic by demonstrating that confronting the complexities of social capital within diverse campus communities can help faculty developers understand those communities with greater nuance and in ways that improve their ability to design and implement development initiatives.
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.
The Digital Academy: Preparing Faculty For Digital Course Development, Sunay V. Palsole, Beth L. Brunk-Chavez
The Digital Academy: Preparing Faculty For Digital Course Development, Sunay V. Palsole, Beth L. Brunk-Chavez
To Improve the Academy: A Journal of Educational Development
New generations of learners necessitate new ways of teaching, and hybrid courses can help institutions leverage technologies to improve teaching and learning. The adoption of a new instructional paradigm, however, requires attention to the facuity’s ability to create and deliver effective courses. The University of Texas at El Paso has developed the Digital Academy to help facuity interweave online elements with face-to-face teaching. The model is pliable and portable in its application to other universities.
Institutional Encouragement Of And Faculty Engagement In The Scholarship Of Teaching And Learning, Thomas F. Nelson Laird, Tony Ribera
Institutional Encouragement Of And Faculty Engagement In The Scholarship Of Teaching And Learning, Thomas F. Nelson Laird, Tony Ribera
To Improve the Academy: A Journal of Educational Development
Framed by Huber and Hutchings’s defining features of the scholarship of teaching and learning (SoTL), the study described in this chapter examines institutional encouragement of and faculty engagement in SoTL. Faculty at forty-nine U.S. colleges and universities participating in the 2009 Faculty Survey of Student Engagement completed items about SoTL. Results suggest that institutional encouragement of and faculty engagement in the public dissemination of teaching investigations lag behind encouragement and engagement in other aspects of SoTL. Some faculty subgroups (among them, women and faculty in education) on average feel more institutional encouragement and engage in SoTL activities more than their …
Faculty Development As A Hazardous Occupation, Linda B. Nilson, Edward B. Nuhfer, Bonnie B. Mullinix
Faculty Development As A Hazardous Occupation, Linda B. Nilson, Edward B. Nuhfer, Bonnie B. Mullinix
To Improve the Academy: A Journal of Educational Development
"Hazardous" describes events and conditions that produce an undesired, involuntary, career-changing disruption of a developer’s professional practice. While faculty development is an immensely valuable asset to an institution that knows how to make use of it, the unique nature off acuity development centers within varied academic institutions brings occupational hazards to those who direct or work in such centers. Our study synthesizes and identifies patterns among over thirty cases furnished by developers, primarily center directors, who experienced career disruptions. We conclude by offering evidence-based counsel on how to recognize the hazards and mitigate damage.
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.
Nefdc Exchange, Volume 23, Fall 2011, New England Faculty Development Consortium
Nefdc Exchange, Volume 23, Fall 2011, New England Faculty Development Consortium
NEFDC Exchange
Contents
Message from the NEFDC President - Tom Thibodeau, New England Institute of Technology
Creating student engagement in the university classroom - Frank Bellizzi, Quinnipiac University
Ensuring access and essential learning for diverse students - Gouri Banerjee, Emmanuel College
Without a pen: reflections on an experiment in typed assessment - Reva Kasman, Salem State University
Bringing a dialogue into the classroom - Dorothy A. Osterholt and Katherine Barratt, Landmark College
Suffolk University Course Design Institute - Kathryn Linder, Suffolk University
Colleges of Worcester Consortium Offers Certificate in College Teaching
Save the date: NEFDC 2012 Spring Conference, Fraiday, June 8, 2012, …
University Of Nebraska- Lincoln: Fact Book 2010-2011
University Of Nebraska- Lincoln: Fact Book 2010-2011
Papers, Publications, & Presentations for University of Nebraska-Lincoln Administration
Fact Book Table of Contents
General Information
UNL Core Values ....................................................................... 4
The Role of UNL ................................................................................ 5
The Missions of UNL .................................................................................... 5
Institutional & Professional Accreditations ....................................................... 8
UNL Administrative Organization Chart ........................................................... 11
Student Credit Hours (SCH)
Total SCH: Fall Semester Since 1979 ............................................................. 12
SSH by College and Student Level, Fall & Spring Semester - 5 Year Trend ........ 13
SCH by College and Student Level, Fall Semester - 5 Year Trend.................... 14
SCH by College and Student Level, Spring Semester - 5 Year Trend ................. 15
Summer Sessions and Summer Sessions Student Credit Hours ....................... …
Honors In Practice, Volume 7 (Complete Issue)
Honors In Practice, Volume 7 (Complete Issue)
Honors in Practice Online Archive
TABLE OF CONTENTS
Editorial Policy
Submission Guidelines
Dedication to Vishnu Narain Bhatia
Editor’s Introduction • Ada Long
PRESIDENTIAL ADDRESS
A Penny’s Worth of Reflections on Honors Education • John Zubizarreta
ON COLLABORATIVE COURSE PROJECTS
Into the Afterlife and Back with Honors Students • Kateryna A R Schray
The Last Class: Critical Thinking, Reflection, Course Effectiveness, and Student Engagement • Elizabeth Bleicher
Designing a Collaborative Blog about Student Success • Melissa L Johnson, Alexander S Plattner, and Lauren Hundley
ON CURRICULUM
Why Honors Students Still Need First-Year Composition • Annmarie Guzy
Rethinking Asian …
Peer Review Across Disciplines: Improving Student Performance In The Honors Humanities Classroom, Julie M. Barst, April Brooks, Leda Cempellin, Barb Kleinjan
Peer Review Across Disciplines: Improving Student Performance In The Honors Humanities Classroom, Julie M. Barst, April Brooks, Leda Cempellin, Barb Kleinjan
Honors in Practice Online Archive
The term “peer review” often elicits a negative response from teachers and students alike. The process involves numerous challenges; anyone who has used the technique knows that students often feel awkward giving feedback to their peers and even more uncomfortable accepting the advice of peers in a classroom setting. They hesitate to voice negatives about performance, possibly because they doubt their own reaction to the material presented or fear that, in retaliation, they will be rated poorly as well. In addition, when teachers fail to establish and communicate clearly defined expectations, student authors do not produce high-quality drafts, and student …
Some Multidisciplinary Practices, Kathleen Black
Some Multidisciplinary Practices, Kathleen Black
Honors in Practice Online Archive
From the beginning of the Northwestern College Honors Program in 2002, we have operated with several underlying principles, three of which relate to our goal of being multidisciplinary. Based upon our recognition of multiple intelligences and our acknowledgment of scholarship in all academic disciplines, we have made it our goal that a single definition of either intelligence or giftedness should not suffice as a strategic design concept for the program or as a selection criterion for the students who participate in it.
In creating our program, the Faculty Honors Program Committee decided that our honors program would not include only …