Education Commons^™

The Role Of A Teaching Center In Curricular Reform, Constance Ewing Cook

To Improve the Academy: A Journal of Educational Development

Instructional consultants can play a crucial role in curricular reform. They gather evaluation and assessment data about the current curriculum so that faculty decisions about improvements are based on empirical evidence. They organize and facilitate meetings and retreats at which faculty make curricular decisions, and they provide pedagogical expertise and resources to help with course design and enhancement. They also provide ongoing data for formative evaluation of the new curriculum. Examples from the University of Michigan’s Center for Research on Learning and Teaching illustrate instructional consultants’ contributions to the curricular reform process.

Developing New Faculty: An Evolving Program, Gloria Pierce

To Improve the Academy: A Journal of Educational Development

This essay describes the evolution of a program for the development of new faculty at a public teaching university. The year-long process of orienting the newest professors to the campus and assisting them with their scholarship and teaching results in additional (albeit unplanned and unexpected) benefits, such as professional renewal of senior faculty who serve as advisors and enhanced functioning of the university itself. Vital to the program’s success is the productive involvement of key campus constituencies and responsiveness to feedback.

Bibliography, Volume 19 (2001)

To Improve the Academy: A Journal of Educational Development

Bibliography to volume 19 (2001) of To Improve the Academy: A Journal of Educational Development.

Transitions And Transformations: The Making Of Department Chairs, Irene W. D. Hecht

To Improve the Academy: A Journal of Educational Development

When we talk about a need for leadership in higher education, we are in fact demanding that chairs be leaders. Is there then another level of transition that is required today of those who become chairs? Is task mastery a guarantee of being a leader? If there are other adaptations needed, what might they be? That is the focus of this exploration. This chapter examines the theory behind leadership and applies to it models that are aligned with the leadership skills needed for successful chair leadership. This article specifically addresses the role of faculty developers in supporting department chairs in …

Preparing Today's Faculty For Tomorrow's Students: One College's Faculty Development Solution, Patrick Nellis, Helen Clarke, Jacalyn Dimartino, David K. Hosman

To Improve the Academy: A Journal of Educational Development

Valencia Community College in Orlando, Florida, has created a faculty development program underwritten for the past five years by a US Department of Education Title III Strengthening Institutions Grant. Our program rose from a deliberate desire to build active, collaborative faculty teams that would, in turn, build active, collaborative classrooms; our results demonstrate that faculty development programs based on observable and measurable outcomes can positively affect student academic performance and persistence. This essay details this faculty development project.

Faculty Learning Communities: Change Agents For Transforming Institutions Into Learning Organizations, Milton D. Cox

To Improve the Academy: A Journal of Educational Development

In my 20 years of faculty development, I have found faculty learning communities to be the most effective programs for achieving faculty learning and development. In addition, these communities build communication across disciplines, increase faculty interest in teaching and learning, initiate excursions into the scholarship of teaching, and foster civic responsibility. They provide a multifaceted, flexible, and holistic approach to faculty development. They change individuals, and, over time, they change institutional culture. Faculty learning communities and their “graduates” are change agents who can enable an institution to become a learning organization. In this article I introduce faculty learning communities and …

Getting Administrative Support For Your Project, Joan K. Middendorf

To Improve the Academy: A Journal of Educational Development

For faculry development professionals to succeed with projects, we need the help of key administrators. More than anyone else, they can link our efforts to campus priorities, help us understand the decision-making system, and facilitate our efforts. This essay describes six steps for gaining and maintaining administrative support for projects. The steps entail 1) knowing administrator needs, 2) identifying likely supporters, 3) maintaining good working relationships, 4) involving the sponsors, 5) evaluating the sponsors’ commitment, and 6) recognizing the support of sponsors. Collaboration with administrators and application of the stages is illustrated with a case study of Indiana University’s Freshman …

Classroom Asessment: Guidelines For Success, Thomas A. Angelo

Professional and Organizational Development Network in Higher Education: Archives

This essay defines and gives examples of Classroom Assessment and Classroom Research and provides guidelines for faculty based upon 15 years of research and practice.

Integrating Learning Strategies Into Teaching, Terry Doyle

Professional and Organizational Development Network in Higher Education: Archives

Students often lack the strategies needed to effectively learn course content. Integrating the teaching of “learning how to learn” strategies into course content is the best way for students to be successful.

In Search Of Aesthetic Space: Delaying Intentionality In Teaching/Learning Situations, Margaret A. Macintyre Latta

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Aesthetic considerations are qualitative, personal, and value laden and do not fi t well into existing educational frameworks. Yet, I think greater aesthetic awareness is a pragmatic and philosophical necessity missing in much schooling. An aesthetic context calls for a rethinking and revaluing of what is educationally important. Th is paper explores such possibilities along with the concrete implications of taking aesthetic considerations seriously, within a school setting. Opened in September, 1997, the Creative Arts Centre, Milton Williams School, Calgary Board of Education, Calgary, Alberta, Canada, has chosen to value the creating process, primary to the arts, within the school …

Csrd Roll-Out In Maine: Lessons From A Statewide Case Study, Edmund T. Hamann, Brett Lane, Matthew Hudak

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Creating a Cohort of Like-Minded Schools to Implement Like-Minded Change
Methodology
Maine’s decision to tie together CSRD and Promising Futures
Implementing CSRD: Coherence, Collegiality, and Personalization
Lessons from non-funded schools
Conclusion
Endnotes
References
Appendix A: Our handout for the May 2000 Maine CSRD School Workshop
Appendix B: Overheads from the July 13, 2000 IAS Summer Meeting
Appendix C: Promising Futures’ 15 Core Practices
Appendix D: The “Continuum of Evidence” Guide for School Portfolios

The Education Of Migrant Children In Michigan: A Policy Analysis Report, Maria Teresa Tatto, Virginia Lundstrom-Ndibongo, Brenda E. Newman, Sally E. Nogle, Loukia K. Sarroub, James M. Weiler

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Occasional Paper No. 72

The present report originated in a MSU policy analysis class taught during 1996. The professor and students agreed to construct a class that represented a grounded experience in policy analysis touching upon a current and relevant issue. We began exploring the policies surrounding the education of migrant children in Michigan.

Our goal was to learn about the policies related to the of education of migrant workers’ children and to develop an understanding of the issue’s complexities. We knew our work would be limited by time, financial, and political constraints. These constraints limited our work to an …

Teaching Science To English-As-Second-Language Learners: Teaching, Learning, And Assessment Strategies For Elementary Esl Students, Gayle A. Buck

Department of Teaching, Learning, and Teacher Education: Faculty Publications

The number of reported LEP students enrolled in public and nonpublic schools has been increasing since 1986. In 1997, 22 State Education Agencies (SEA) in the United States reported the percent age of LEP students increased more than 10 per cent, and nine SEAs reported increases of 25 percent or greater (Macias, 1998). Overall, the number of students who speak languages other than English at home increased by more than 68 percent in the past 10 years (Teachers of English to Speakers of Other Languages, 1997). This article relates to the National Science Education Standards’ Teaching Standard B: Teachers of …

Lessons And Possibilities: Notes Regarding Csrd In Puerto Rico, Edmund T. Hamann, Pinette Pineiro, Brett Lane, Patti Smith

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Table of Contents

INTRODUCTION
CONTEXT AND METHODOLOGY
MACRO-LESSONS REGARDING PUERTO RICAN CSRD IMPLEMENTATION
PUERTO RICO’S FOUR MODELS
REFLECTIONS ON THE LAB AND PRDOE CSRD EFFORTS WITH PUERTO RICAN EDUCATORS
CONCLUSION
For U.S. Department of Education
For Puerto Rico Department of Education
For LAB at Brown
ENDNOTES
REFERENCES
APPENDIX A: Materials brought back to the LAB (from second site visit)

Learning To Look Through The Eyes Of Our Students: Action Research As A Tool Of Inquiry, Joanne Arhar, Gayle A. Buck

Department of Teaching, Learning, and Teacher Education: Faculty Publications

The story we are about to tell occurred when Gayle was a middle school science teacher and graduate student in Joanne’s seminar on the study of teaching. Gayle was trying to make sense of her science students’ indifference toward the environment, an attitude that concerned her as an environmentalist. She turned her inquiry into an action research project that sought to answer the question, ‘What are the assumptions that my middle school students have about their relationship with the environment?’ Joanne was mentoring Gayle in her action research study, and at the same time exploring Gayle’s perspective as an action …

Processes And Procedures For Maximizing Success In Conjoint Behavioral Consultation, Susan M. Sheridan, Nicki Pechous, Richard J. Cowan, Ariadne Schemm, John Eagle, Connie Schnoes, Melissa Brown, Esther Sohn, Shannon Dowd, Sam Song, Kisha Haye, Emily D. Warnes, Sara Moses

Nebraska Center for Research on Children, Youth, Families and Schools: Posters, Addresses, and Presentations

Overview of Home-School Partnerships “... parents take their child home after professionals complete their services and parents continue providing the care for the larger portion of the child’s waking hours... No matter how skilled professionals are, or how loving parents are, each cannot achieve alone what the two parties, working hand-in-hand, can accomplish together” (Peterson & Cooper, 1989; pp. 229, 208).

Nefdc Exchange, Volume 10, Number 2, Spring 2000, New England Faculty Development Consortium

NEFDC Exchange

Contents

Message from the President - Matt Ouellet, University of Massachusetts-Amherst

Adult Learning Theory Informs Authentic Assessment - Ellen L. Nuffer, Keene State College

News from Vermont: New Faculty Orientation - Thomas S. Edwards, Castelton College

Teaching for a Change Conference, June 12-14, 2000, Colorado Springs, Colorado, United States

News from Massachusetts: Using Technology to Promote Active Learning - Bill Heineman, Northern Essex Community College

Searching for Great Assignments - Jeffrey Halprin, Nichols College

Call for papers; Community College Journal of Research and Practice

News from Maine: Discussion as a Way of Teaching - James Berg, University of Maine

Virginia …

The National Honors Report Vol. Xxi No. 1 & 2, Spring/Summer 2000

The National Honors Report

First, The Cover - taken from Damir Sinovcic's mural based on da Vinci's "Man as a Measure of All Things," with special thanks to Lydia Daniel (Director of Honors Institute, Hillsborough Community College); cover design by Stephanie Lucas with Jon Wszalek, and thanks to Joyce Wszalek (Associate Director, James Madison University VA).

1. "The Story Behind" by Lydia Daniel … 1 The director of the Honors Institute shares how the mural came to be. With comments from Damir Sinovcic, the artist.

2. "About Damir's Mural" by Margaret Brown … 2 Students and faculty awed by Damir Sinovcic's mural. Many other …

Higher Level Learning: A Taxonomy For Identifying Different Kinds Of Significant Learning, L. Dee Fink

Professional and Organizational Development Network in Higher Education: Archives

An in-depth look at strategies for Higher Level Learning.

Helping Students (Better) Evaluate And Validate Www Resources, David L. Graf

Professional and Organizational Development Network in Higher Education: Archives

Faculty need strategies to assure that students can process information from the WWW responsibly. Such strategies include developing web-savvy assignments and requiring demonstration of critical review of the material.

The Legacy Of John Dewey, David Halliburton

Professional and Organizational Development Network in Higher Education: Archives

John Dewey’s educational legacy embraces wide-ranging views on the relation of teaching to learning and to other key issues in education.

Fostering Students' Moral Development, Lion F. Gardiner

Professional and Organizational Development Network in Higher Education: Archives

The development of students’ ethical behavior has been an aim of college faculty for centuries. This essay reviews research and ways of fostering principled ethical reasoning.

Changing Student Learning Behavior Outside Of Class, Graham Gibbs

Professional and Organizational Development Network in Higher Education: Archives

Shifting focus from teaching to Learning includes shifting attention from in-class to out-of-class learning activity. This essay offers strategies for understanding and controlling students’ outside learning activity.

The Challenge And Test Of Our Values: An Essay Of Collective Experience, Kay Herr Gillespie

To Improve the Academy: A Journal of Educational Development

Departing from a specific experience at the 1998 POD conference, the values of the organization—most specifically and directly the “valuing of peopk”—were challenged and put to the test of whether or not we genuinely and sincerely strive to actualize our values. This situation is generalizable to our daily professional and personal lives, and the essay invites readers’ reflection through an examination of our values in combination with the story. The challenge continues, and the test is not finished.

Student Collaboration In Faculty Development: Connecting Directly To The Learning Revolution, Milton D. Cox, D. Lynn Sorenson

To Improve the Academy: A Journal of Educational Development

Although faculty developers have worked successfully with faculty to focus on ways to enhance learning and listen to student voices, developers have rarely formed partnerships with students. This chapter reviews established practices involving students directly in faculty development, such as student observer/consultant programs. It also describes the nature, dynamics, and outcomes of some interesting new programs involving students in teaching development activities, thereby empowering students to join developers as change agents ofcampus culture. Finally, this chapter raises issues for faculty developers to reflect on as they consider establishing direct connections-partnerships-with students.

Finding Key Faculty To Influence Change, Joan K. Middendorf

To Improve the Academy: A Journal of Educational Development

To succeed in getting faculty to accept new teaching approaches, academic support professionals can benefit from the literature on planned change. By understanding the different rates at which faculty accept change, we can also identify the faculty most likely to lead their colleagues to accepting new approaches. Opinion leaders can offer insight into faculty reactions to new approaches; their involvement in project planning can influence acceptance. Innovators, when selected carefully, can demonstrate and test new teaching approaches. Knowledge of when and how to involve these two kinds of faculty can reduce frustration and enhance efforts to spread new ideas about …

Teachnology: Linking Teaching And Technology In Faculty Development, Mei-Yau Shih, Mary Deane Sorcinelli

To Improve the Academy: A Journal of Educational Development

As a coordinator of teaching technologies and director of a center for teaching in a large research university, we have worked collaboratively over the last year to achieve a common goal: to implement and refine several faculty development initiatives that create linkages among the domains of teaching, learning, and technology. In this case study, we will describe the kinds of programs we’ve developedand summarize lessons we’ve learned. We hope that faculty developers on other campuses who are grappling with how to define their mission related to technology and how to work with faculty to integrate teaching and technology can adapt …

Qilt: An Approach To Faculty Development And Institutional Self–Improvement, Mike Laycock

To Improve the Academy: A Journal of Educational Development

In a climate of increasing emphasis on quality assurance and extra-institutional quality scrutiny, the author argues that faculty developers have a role in encouraging an enhancement-led culture. Faculty ownership of,and responsibility far, continuous quality improvement can help to provide an engagement with teaching and learning issues and may help to overcome resistance and mistrust. At the University of East London, UK, an enabling, whole-institutional framework called QILT (Quality Improvement in Learning and Teaching), whereby faculty create and implement funded improvement plans, has helped to generate this culture.

Transforming Introductory Psychology: Trading Ownership For Student Success, Randall E. Osborne, William Browne, Susan J. Shapiro, Walter F. Wagor

To Improve the Academy: A Journal of Educational Development

As colleges struggle to maintain enrollments, many have shifted from a primary focus on recruitment of new students to an increased focus on retaining students once they begin attending the college or university. An examination of introductory courses on our campus, however, revealed significant differences between faculty perceptions of student skills and the actual skills students brought into the classroom. This prompted shifts in the manner in which we teach introductory psychology on our campus in order to enhance the skills necessary for success in survey courses and to provide a foundation of learning and thinking skills that would translate …

Creating A Culture Of Formative Assessment: The Teaching Excellence And Assessment Partnership Project, Roseanna G. Ross, Anthony Schwaller, Jenine Helmin

To Improve the Academy: A Journal of Educational Development

In a year-long, grant-supported collaborative effort, St. Cloud State University’s Assessment Office and Faculty Center for Teaching Excellence created a Classroom Assessment Techniques (CATs) faculty development project. This project was targeted at departments across campus at St. Cloud State University, with the intent of creating a university climate of formative assessment while improving teaching and learning. This article describes the purposes, stages of implementation, and results of the project as measured by a pre-test and post-test survey. The pre-and post-test surveys indicate that the project was highly effective in impacting the use of CATs among participants and their departmental colleagues.