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Articles 871 - 887 of 887
Full-Text Articles in Education
On The Path: Pod As A Multicultural Organization, Christine A. Stanley, Matthew L. Ouellet
On The Path: Pod As A Multicultural Organization, Christine A. Stanley, Matthew L. Ouellet
To Improve the Academy: A Journal of Educational Development
Since 1993, the Professional and Organizational Development Network (POD) has made an increasingly stronger commitment to becoming a multicultural organization. Poised at the entrance to a new century, it seems useful to examine the current standing of this goal in the context of the overall growth and development of POD. In this article the authors take stock of the organization’s history related to multiculturalism, discuss POD’s current organizational strengths and challenges related to models of multicultural organizational development, and offer suggestions for further progress on the path to becoming a multicultural organization.
From Transparency Toward Expertise: Writing–Across–The–Curriculum As A Site For New Collaborations In Organizational, Faculty, And Instructional Development, Philip G. Cottell Jr., Serena Hansen, Kate Ronald
From Transparency Toward Expertise: Writing–Across–The–Curriculum As A Site For New Collaborations In Organizational, Faculty, And Instructional Development, Philip G. Cottell Jr., Serena Hansen, Kate Ronald
To Improve the Academy: A Journal of Educational Development
This paper will inform readers about a comprehensive approach to collaborative efforts between faculty developers, discipline specific faculty, and writing specialists. Miami University’s Richard T. Farmer School of Business Administration has begun to support a team of writing specialists, led by a faculty developer. This team has worked with business faculty lo build a model of collaboration far using Writing-Across-the-Curriculum that addresses some of the shortcomings of earlier models. This paper recounts the successful use of this new model in one accounting class.
Faculty Teaching Partners And Associates: Engaging Faculty As Leaders In Instructional Development, Myra S. Wilhite, Joyce Povlacs Lunde, Gail F. Latta
Faculty Teaching Partners And Associates: Engaging Faculty As Leaders In Instructional Development, Myra S. Wilhite, Joyce Povlacs Lunde, Gail F. Latta
To Improve the Academy: A Journal of Educational Development
Special interest discussion groups provide opportunities for faculty to address specific instructional issues in a variety of areas including technology, distance learning, general teaching topics, pre-tenure issues, honors teaching, and the like. In 1995, to leverage the Teaching and Learning Center’s resources, outstanding classroom teachers were invited to provide leadership for discussion groups by serving as Partners or Associates. This chapter describes how an inexpensive faculty discussion-group leadership program maximizes a teaching improvement center’s resources, makes innovative teaching visible, and provides peer models for other faculty while helping promote an overall institutional culture that actively supports teaching excellence.
Fragmentation Versus Integration Of Faculty Work, Carolin Kreber, Patricia Cranton
Fragmentation Versus Integration Of Faculty Work, Carolin Kreber, Patricia Cranton
To Improve the Academy: A Journal of Educational Development
Present faculty development practice encourages new faculty to integrate teaching, research, and other aspects of academic work early in their careers. By drawing on both the cognitive and the developmental psychology literature, we propose integration as an advanced stage of adult development that comes about as a result of extensive experience and expertise. We argue that faculty should be advised to focus on either research or teaching at different times during their early years and that integration of professorial roles should only be expected at a later stage. We discuss the implications of such an approach for faculty development.
Getting Lecturers To Take Discussion Seriously, Stephen Brookfield, Stephen Preskill
Getting Lecturers To Take Discussion Seriously, Stephen Brookfield, Stephen Preskill
To Improve the Academy: A Journal of Educational Development
In this chapter we examine how faculty resistant to experimenting with discussion methods can be encouraged to take them seriously. We begin by acknowledging and addressing publicly the objections to using discussion most frequently raised by skeptical faculty. We then turn to proposing what we believe are the most common reasons why attempts to use discussion sometimes fail: that teachers have unrealistic expectations of the method, that students are unprepared, that reward systems in the classroom are askew, and that teachers have not modeled their own participation in, and commitment to, discussion methods. For each of these reasons we suggest …
“It's Hard Work!”: Faculty Development In A Program For First–Year Students, Martha L. A. Stassen
“It's Hard Work!”: Faculty Development In A Program For First–Year Students, Martha L. A. Stassen
To Improve the Academy: A Journal of Educational Development
Academic programs designed specifically for first-year students provide an important opportunity for faculty growth. This chapter contributes to the limited literature on this topic through a qualitative analysis of interviews with faculty members who taught in an experimental living-learning community for first-year students at a Research I Public University. The analysis suggests atleast four dimensions of faculty growth as a result of their involvement in first-year programs. In addition to outlining the types of impact this experience has on the faculty involved, the article suggests the implications of these findings for faculty development.
The Influence Of Disciplinary Differences On Consultations With Faculty, Virginia Lee
The Influence Of Disciplinary Differences On Consultations With Faculty, Virginia Lee
To Improve the Academy: A Journal of Educational Development
In recent years researchers have begun to investigate the nature of disciplinary differences in higher education and their implications for teaching and learning. While researchers have studied several aspects of disciplinary differences, they have given comparatively little attention to the significance of these differences for faculty development. After reviewing selective, representative studies from the literature on disciplinary differences, this paper develops a general framework for determining how the characteristics of a discipline influence the dynamics of the consulting relationship using the example of the hard sciences. It explores what kinds of discipline-specific knowledge will be important for consultants and under …
The Scholarship Of Teaching And Learning: A National Initiative, Barbara L. Cambridge
The Scholarship Of Teaching And Learning: A National Initiative, Barbara L. Cambridge
To Improve the Academy: A Journal of Educational Development
As part ofthe scholarship of teaching and learning, faculty members study the ways in which they teach and students learn in their disciplines, and campuses foster this scholarship at the institutional level. A national initiative called the Carnegie Academy for the Scholarship of Teaching and Leaming constitutes three programs to engage and support individuals, campuses, and disciplinary associations in this form of scholarly work. This article describes the Pew Scholars Fellowship Program, the Campus Program, and the Work with Scholarly Societies and invites participation of campuses in this exciting initiative.
Faculty Development Centers In Research Universities: A Study Of Resources And Programs, Delivee L. Wright
Faculty Development Centers In Research Universities: A Study Of Resources And Programs, Delivee L. Wright
To Improve the Academy: A Journal of Educational Development
The purpose of this study was to compile updated information on resources and programs of faculty/instructional development centers in Carnegie classification Research I and Research II universities. It allows centers across the country to see where they stand in regard to a number of specific aspects of center operation. Size of institution, mission, resources, budgets, and staffing vary greatly, while activities and services have a greater degree of similarity. The data reveal a number of questions for further study and discussion.
Introduction, Volume 18 (2000), Matthew Kaplan
Introduction, Volume 18 (2000), Matthew Kaplan
To Improve the Academy: A Journal of Educational Development
Introduction to volume 18 (2000) of To Improve the Academy: A Journal of Educational Development, written by Matthew Kaplan of the University of Michigan.
1984-2000 Personnel Policies, Morehead State University. Office Of The Provost.
1984-2000 Personnel Policies, Morehead State University. Office Of The Provost.
Faculty Senate Records
Personnel policies of Morehead State University from 1984 to 2000. Includes PAc, PAd, PSE and PSNE policies for faculty and staff.
2000 Faculty Senate Meeting Minutes & Supplementary Materials, Spring, Morehead State University. Faculty Senate.
2000 Faculty Senate Meeting Minutes & Supplementary Materials, Spring, Morehead State University. Faculty Senate.
Faculty Senate Records
Faculty Senate Meeting Minutes & Supplementary Materials for the Spring of 2000.
Faculty Teaching Skills And Their Influence On The College Student Departure Process, John M. Braxton, Nathaniel J. Bray, Joseph B. Berger
Faculty Teaching Skills And Their Influence On The College Student Departure Process, John M. Braxton, Nathaniel J. Bray, Joseph B. Berger
Center for International Education Faculty Publications
Building on Tinto's interactionalist theory of student departure, this study examines student perceptions of faculty teaching skills as a precursor to student persistence. Using path analysis to consider this link, the findings demonstrate a significant influence of faculty teaching skills on student persistence. Theoretical and practical implications are then discussed.
Peace And Reconciliation Studies_Peace Week Poster, University Of Maine Peace And Reconciliation Studies Program
Peace And Reconciliation Studies_Peace Week Poster, University Of Maine Peace And Reconciliation Studies Program
General University of Maine Publications
Photograph of a poster promoting events that were part of the University of Maine's Peace and Reconciliation Studies' (formerly known as Peace Studies) Peace Week.
2000, Umaine News Press Releases, Division Of Marketing And Communications
2000, Umaine News Press Releases, Division Of Marketing And Communications
General University of Maine Publications
This is a catalog of press releases put out by the University of Maine Division of Marketing and Communications between January 2000 and December 2000. Incomplete.
Effects Of Peer Mentoring On Types Of Mentor Support, Program Satisfaction And Graduate Student Stress: A Dyadic Perspective, Ellen A. Ensher, Elisa J. Grant-Vallone
Effects Of Peer Mentoring On Types Of Mentor Support, Program Satisfaction And Graduate Student Stress: A Dyadic Perspective, Ellen A. Ensher, Elisa J. Grant-Vallone
Management Faculty Works
Examines the effects of a graduate student peer-mentoring program from the perspectives of both members of the mentoring dyad, the mentors and proteges. Results indicate that peer mentoring provides students with both increased levels of psychosocial and instrumental support, and that those with high levels of support are more satisfied with their peer mentoring relationships.
2000 Faculty Senate Meeting Summaries, Morehead State University. Faculty Senate.
2000 Faculty Senate Meeting Summaries, Morehead State University. Faculty Senate.
Faculty Senate Records
Faculty Senate meeting summaries for 2000.