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Teacher Education and Professional Development

2003

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Articles 121 - 147 of 147

Full-Text Articles in Education

Using Cooperative Games For Faculty Development, Barbara J. Millis Jan 2003

Using Cooperative Games For Faculty Development, Barbara J. Millis

To Improve the Academy: A Journal of Educational Development

Learning through games has been going on for centuries. Faculty developers, however, are only now realizing the impact of well-structured and well-planned games. They not only “educate” engaged faculty members, but they can also motivate them. This chapter discusses the educational value of games, reveals their key underlying principles, and offers two examples of successfal faculty development games (scavenger hunt and Bingo) that can be replicated on any campus.

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Bibliography, Volume 21 (2003) Jan 2003

Bibliography, Volume 21 (2003)

To Improve the Academy: A Journal of Educational Development

Bibliography for volume 21 (2003) of To Improve the Academy: A Journal of Educational Development.

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Establishing A Teaching Academy: Cultivation Of Teaching At A Research University Campus, Patricia Kalivoda, Jodef Broder, William K. Jackson Jan 2003

Establishing A Teaching Academy: Cultivation Of Teaching At A Research University Campus, Patricia Kalivoda, Jodef Broder, William K. Jackson

To Improve the Academy: A Journal of Educational Development

The University of Georgia (UGA) has worked hard over the last 22 years to increase the respect and reward for teaching through the faculty development programs of the office of instructional support and development and through the establishment of two campus-wide teaching awards. Looking for a means to extend a celebration of teaching beyond one-time recognition or one-time participation, the university established a campus-wide teaching academy. The purpose of this chapter is to chronicle the evolution of the teaching academy that was founded at the University of Georgia in 1999. The mission, goals, membership, funding, and programs and activities of …

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Something More: Moments Of Meeting And The Teacher–Learner Relationship, Richard G. Tiberius, John Techima, Alan R. Kindler Jan 2003

Something More: Moments Of Meeting And The Teacher–Learner Relationship, Richard G. Tiberius, John Techima, Alan R. Kindler

To Improve the Academy: A Journal of Educational Development

The Boston Group, drawing upon developmental and clinical research, has identified special moments in human interaction that they call “moments of meeting.” These moments occur spontaneously within the context of ongoing relational interaction and can effectively restructure relationships. We think of these moments of meeting as pivotal moments because of their potentially pivotal effect on relationships. In this chapter we briefly describe the theory underlying these moments of relational change, using examples from education. Then we suggest strategies that may help teachers participate creatively in such moments. Finally, we explore the implications of this theory for the concept of authenticity.

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The Essential Role Of Faculty Development In New Higher Education Models, Devorah A. Lieberman, Alan E. Guskin Jan 2003

The Essential Role Of Faculty Development In New Higher Education Models, Devorah A. Lieberman, Alan E. Guskin

To Improve the Academy: A Journal of Educational Development

There is a growing interest in and active discussion about new educational environments, which shift the emphasis of education from faculty and their teaching to students and their learning. This shift enables us to view the education of students in multiple educational environments beyond the traditional model of faculty teaching students in a classroom. Combining both different instructional roles and educational settings into new higher education models of undergraduate education will demand that faculty learn new roles. It also holds out the hope that reducing the demands on faculty time and increasing the availability of other institutional resources will enhance …

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Preface, Volume 21 (2002), Catherine M. Wehlburg Jan 2003

Preface, Volume 21 (2002), Catherine M. Wehlburg

To Improve the Academy: A Journal of Educational Development

Preface to volume 21 (2003) of To Improve the Academy: A Journal of Educational Development, by Devorah Lieberman of Portland State University.

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September 11, 2001, As A Teachable Moment, Edward Zlotkowski Jan 2003

September 11, 2001, As A Teachable Moment, Edward Zlotkowski

To Improve the Academy: A Journal of Educational Development

The Opening Plenary at the 2001 POD Conference was given by Edward Zlotkowski. Using the reactions to the events of September 11, 2001, as an example, he urged those in higher education to search out opportunities for academically based civic engagement and to focus on Boyer’s concept of the scholarship of engagement.

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Internationalizing American Higher Education: A Call To Thought And Action, Deborah Dezure Jan 2003

Internationalizing American Higher Education: A Call To Thought And Action, Deborah Dezure

To Improve the Academy: A Journal of Educational Development

In the wake of the World Trade Center disaster, many faculty developers are asking themselves what they do to promote international peace and understanding. But even before these events, there has been an indication that there was a pressing need to focus on global competencies as an important part of higher education for the 21st century. The purpose of this essay is threefold: 1) to summarize the research on the status of internationalization on American campuses, 2) to make the case for the active involvement of faculty developers in internationalizing higher education, and 3) to offer strategies with which we …

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Assessing And Reinvigorating A Teaching Assistant Support Program: The Intersections Of Institutional, Regional, And National Needs For Preparing Future Faculty, Kathleen S. Smith Jan 2003

Assessing And Reinvigorating A Teaching Assistant Support Program: The Intersections Of Institutional, Regional, And National Needs For Preparing Future Faculty, Kathleen S. Smith

To Improve the Academy: A Journal of Educational Development

This article discusses an assessment of an 11-year old teaching assistant (TA) support program at a Research I institution. The TA support program was developed on the premise that professional preparation of teachers includes fundamental teaching competencies or skills that call be identified, developed, and evaluated (Simpson & Smith, 1993; Smith & Simpson, 1995). The purpose of this longitudinal study was to identify and enhance the institutional enabling factors that help graduate teaching and laboratory assistants in performing their duties and in using their graduate experience to prepare for careers at a variety of academic institutions.

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Transforming Instructional Development: Online Workshops For Faculty, Laurie Bellows, Joseph R. Danos Jan 2003

Transforming Instructional Development: Online Workshops For Faculty, Laurie Bellows, Joseph R. Danos

To Improve the Academy: A Journal of Educational Development

Two vastly different institutions, the University of Nebraska, Lincoln and Delgado Community College, cooperated in the delivery of online faculty development workshops in syllabus construction. This chapter describes the experiences of a flagship university and an urban community college in employing electronic delivery of the same workshop content to their respective faculty members. It shares successful and unsuccessful strategies, nuts and bolts, and the discovery of an unexpected, pleasant irony: The technology that can separate and isolate us has the potential to bring us together, as though we were on electronic legs in a virtual Athenian agora.

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Integrity In Learner–Centered Teaching, Douglas Reimondo Robertson Jan 2003

Integrity In Learner–Centered Teaching, Douglas Reimondo Robertson

To Improve the Academy: A Journal of Educational Development

Learner-centered teaching challenges teachers with inherent conflicts and can be viewed as a conflicted educational helping relationship. This chapter explores fundamental conflicts in learner-centered teaching as well as ways to handle them constructively. Learner-centered teacher integrity is seen as the degree to which contradictory demands on the teacher (e.g., facilitating learning as well as evaluating it) are brought into synergistic relationship. A process for enhancing these synergies is suggested. This discussion emerges from a line of work that attempts to further develop the learner-centered teaching role in higher education (Robertson, 1996, 1997, 1999a, 1999b, 2000a, 2000b, 2000c, 2001).

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Undergraduate Students As Collaborators In Building Student Learning Communities, Candyce Reynolds Jan 2003

Undergraduate Students As Collaborators In Building Student Learning Communities, Candyce Reynolds

To Improve the Academy: A Journal of Educational Development

Colleges and universities have recently used the concept of learning communities as a strategy to improve undergraduate student learning. This chapter describes a learning community approach where upper-division undergraduates serve as mentors for freshman and sophomore students and develop and sustain learning communities with faculty partners. The impact of this program is described and implications are discussed.

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Improving Teaching And Learning: Students' Perspectives, X. Mara Chen, Ellen M. Lawler, Elichia A. Venso Jan 2003

Improving Teaching And Learning: Students' Perspectives, X. Mara Chen, Ellen M. Lawler, Elichia A. Venso

To Improve the Academy: A Journal of Educational Development

Despite much debate among educators over methods to improve the climate and effectiveness of teaching and learning, very limited effort has been directed toward seeking input from students. In this study. a survey of students’ opinions regarding college teaching and learning was given in six courses with 163 students completing the survey. This chapter analyzed the survey results and proposed specific strategies that professors can use to make teaching engaging as well as informative, and thus, to enhance student learning.

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Accommodating Students With Disabilities: Professional Development Needs Of Faculty, Sheryl Burgstahler Jan 2003

Accommodating Students With Disabilities: Professional Development Needs Of Faculty, Sheryl Burgstahler

To Improve the Academy: A Journal of Educational Development

Faculty members play an important role in making academic programs accessible to postsecondary students with disabilities. However, instructors do not always possess the knowledge, experiences, and attitudes that result in the most inclusive environment for these students. A literature review was conducted to explore what faculty members need to know about accommodating students with disabilities in their courses and how they can best gain this knowledge. These results were used to develop a comprehemive set of training options that can be used with postsecondary instructors nationwide. The content of these options focuses on legal issues, accommodation strategies, and resources. Modes …

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Are They Really Teachers? Problem–Based Learning And Information Professionals, Michael Anderson, Virginia Baldwin Jan 2003

Are They Really Teachers? Problem–Based Learning And Information Professionals, Michael Anderson, Virginia Baldwin

To Improve the Academy: A Journal of Educational Development

Traditionally, working with teaching faculty is the primary consulting role for most faculty development professionals. The boundaries, however, are not always clear regarding instructional assistance that is provided to other personnel. This chapter demonstrates how collaboration among faculty consultants and information specialists can result in enhanced library utilization and better research-related instruction. Our model uses problem-based learning (PBL) as a vehicle for teaching research and retrieval skills in either a single class experience or in multiple classroom visits with an engineering librarian.

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The Day After: Faculty Behavior In Post–September 11, 2001, Classes, Michele Dipietro Jan 2003

The Day After: Faculty Behavior In Post–September 11, 2001, Classes, Michele Dipietro

To Improve the Academy: A Journal of Educational Development

What is the best thing to do in the classroom in the face of a tragedy like the terrorist attacks of September 11, 2001? What should instructors do to help students, if anything? This article describes the results ofa faculty survey at Carnegie Mellon University. Faculty reported what actions they took in the classroom to help their students (or their rationales for not mentioning the attacks), and their degree of confidence on the effectiveness of their behaviors. Statistical techniques are used to assess the significance of some trends, and implications for faculty developers are discussed in light of cognitive, motivational, …

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Introduction. Volume 21 (2003), Catherine M. Wehlburg Jan 2003

Introduction. Volume 21 (2003), Catherine M. Wehlburg

To Improve the Academy: A Journal of Educational Development

Introduction to volume 21 (2003) of To Improve the Academy: A Journal of Educational Development, by Devorah Lieberman of Portland State University.

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The Knowledge Survey: A Tool For All Reasons, Edward Nuhfer, Delores Knipp Jan 2003

The Knowledge Survey: A Tool For All Reasons, Edward Nuhfer, Delores Knipp

To Improve the Academy: A Journal of Educational Development

Knowledge surveys provide a means to assess changes in specific content learning and intellectual development. More important, they promote student learning by improving course organization and planning. For instructors, the tool establishes a high degree of instructional alignment, and, if properly used, can ensure employment of all seven best practices during the enactment of the course. Beyond increasing success of individual courses, knowledge surveys inform curriculum development to better achieve, improve, and document program success.

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Sundials And Their Shady Past, Elliott Ostler, Neal Grandgenett Jan 2003

Sundials And Their Shady Past, Elliott Ostler, Neal Grandgenett

Teacher Education Faculty Publications

Throughout history, patterned approaches to determining and subdividing time have been considered among the greatest natural mathematical connections ever conceived by mankind. Over the years, this mathematical quest for time has certainly been shrouded in utility (as evidenced by atomic clocks that are accurate to within trillionths of a second by using the mathematically predictable resonance frequencies of elements such as Cesium), but the more romantic and aesthetic virtues of historical time pieces lie in the interplay between pure mathematics and architectural beauty. Although the movement of celestial bodies relative to one another has acted as a basis for the …

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Improving Teaching Through Classroom Action Research, Gwynn Mettetal Jan 2003

Improving Teaching Through Classroom Action Research, Gwynn Mettetal

Professional and Organizational Development Network in Higher Education: Archives

This essay discusses how to conduct small, in-class research projects on student learning in order to document teaching effectiveness and select appropriate teaching strategies.

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Helping Students Help Each Other: Making Peer Feedback More Valuable, Linda B. Nilson Jan 2003

Helping Students Help Each Other: Making Peer Feedback More Valuable, Linda B. Nilson

Professional and Organizational Development Network in Higher Education: Archives

Student peer feedback can be emotionally biased, misinformed, and/or superficial. This essay discusses two types of feedback that yield neutral, valid, and detailed information and enhance students’ audience awareness.

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Teaching Circles: Making Inquiry Safe For Faculty, Laurel Black, Mary Ann Cessna Jan 2003

Teaching Circles: Making Inquiry Safe For Faculty, Laurel Black, Mary Ann Cessna

Professional and Organizational Development Network in Higher Education: Archives

How can I improve my teaching? Pressured by a need for high student ratings and administrative demands for excellence in teaching, faculty find a haven and room to learn in teaching circles.

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Creating A Culture Of Co-Learners With Problem-Based Learning, Kristi L. Arndt Jan 2003

Creating A Culture Of Co-Learners With Problem-Based Learning, Kristi L. Arndt

Professional and Organizational Development Network in Higher Education: Archives

Problem-based learning requires a significant shift in the roles and responsibilities traditionally assigned to teachers and students. This essay examines the challenge of truly empowering students as self-directed learners.

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Achieving Teaching And Learning Excellence Through Faculty Learning Communities, Milton D. Cox Jan 2003

Achieving Teaching And Learning Excellence Through Faculty Learning Communities, Milton D. Cox

Professional and Organizational Development Network in Higher Education: Archives

The impressive learning outcomes of student learning communities can be replicated for faculty learning communities (FLCs). This essay describes FLCs and ways they enhance faculty and student learning.

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Team Teaching: The Learning Side Of The Teaching-Learning Equation, Mary Jane Eisen, Elizabeth J. Tisdell Jan 2003

Team Teaching: The Learning Side Of The Teaching-Learning Equation, Mary Jane Eisen, Elizabeth J. Tisdell

Professional and Organizational Development Network in Higher Education: Archives

Emphasizing shared ownership of teaching and learning through collaboration, this essay explores the multi-directional process of adult learning in different types of learning situations including on-line education.

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Leading Culturally Sensitive Classroom Discussions Following September 11, Devorah Lieberman Jan 2003

Leading Culturally Sensitive Classroom Discussions Following September 11, Devorah Lieberman

Professional and Organizational Development Network in Higher Education: Archives

his essay focuses on strategies for facilitating successful classroom discussion related to the events of 9/11. These suggestions are based on strategies implemented on several campuses across the country.

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Unlearning: A Critical Element In The Learning Process, Virginia S. Lee Jan 2003

Unlearning: A Critical Element In The Learning Process, Virginia S. Lee

Professional and Organizational Development Network in Higher Education: Archives

Research has shown that prior knowledge is a critical determinant in learning. This essay explores the role of student misconceptions and how instructors should address them during the learning process.

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