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1991

To Improve the Academy

Articles 1 - 28 of 28

Full-Text Articles in Education

Starting Out: Experiences Of New Faculty At A Teaching University, Virginia Van Der Bogert Jan 1991

Starting Out: Experiences Of New Faculty At A Teaching University, Virginia Van Der Bogert

To Improve the Academy

Methods

Subjects

Interview Protocol

Data Analysis

Results

Workloads

Collegial Support

Teaching

Scholarly Writing

Discussion

Workloads

Collegial Support

Teaching

Scholarly Writing

Summary

References


Editorial Matter 1991 Jan 1991

Editorial Matter 1991

To Improve the Academy

Foreword, by Kenneth J. Zahorski, Editor

Mission Statement

Contents


Coping With The Academic "Tragedy Of The Commons": Renovating Classrooms At Carnegie Mellon University, Edwin Fenton Jan 1991

Coping With The Academic "Tragedy Of The Commons": Renovating Classrooms At Carnegie Mellon University, Edwin Fenton

To Improve the Academy

Carnegie Mellon: A Case Study

The situation

1. An action plan and its recommendations

2. The Educational Facilities Committee

3. The results: improved facilities and enhanced learning

4. What we have learned

Conclusion

References


The Medicine Wheel: Emotions And Connections In The Classroom, Peter J. Frederick Jan 1991

The Medicine Wheel: Emotions And Connections In The Classroom, Peter J. Frederick

To Improve the Academy

Emotions in the Classroom

Connections in the Classroom

The Medicine Wheel in the Classroom

References

Appendix A


Front Line Faculty Development: Chairs Constructively Critiquing Colleagues In The Classroom, Linda Hilsen, Leane Rutherford Jan 1991

Front Line Faculty Development: Chairs Constructively Critiquing Colleagues In The Classroom, Linda Hilsen, Leane Rutherford

To Improve the Academy

Peer Observation and Peer Evaluation: Formative and Summative Evaluation

Anxieties of Both Tenured and Untenured Faculty Working Together

Random Versus Focused Observation and Descriptive Versus Judgmental Observation

Underlying Value Systems That Propel Instruction

Factors That Contribute to Effective and Not-so-effective Teaching

Common Teaching Vocabulary

Observation Through Videotape and Microteaching Process

Microteaching Process

Classroom Observation Triads

Conclusions

Agenda for Peer Observation Training Groups

References

Appendix A

Tabs

Appendix B


Instructional Development Programs For International Tas: A Systems Analysis Approach, Rosslyn Smith, Patricia Byrd, Janet Constantinides, Ralph Pat Barrett Jan 1991

Instructional Development Programs For International Tas: A Systems Analysis Approach, Rosslyn Smith, Patricia Byrd, Janet Constantinides, Ralph Pat Barrett

To Improve the Academy

Introduction

A Research University as a System

The Culture Audit

The University as a System

ITA Program Design

Orientation

Pre-term/Pre-teach

Concurrent

Curriculum Design

Program Implementation

Issues in ITA Assessment

ITA Tests

1. Pre-recorded Speaking Tests

2. Oral Interviews

3. Oral Communicative Performance Tests

4. Teaching Simulations

Models of ITA Assessment

Conclusion

References


University Faculty Attitudes Towards Teaching And Research, Russell Lee, Michael Field Jan 1991

University Faculty Attitudes Towards Teaching And Research, Russell Lee, Michael Field

To Improve the Academy

Method and Sample

Results

Descriptive Statistics

Teaching and Research

Morale

Inferential Statistics

Interest and Satisfaction in Research

Interest and Satisfaction in Teaching

Perceived Institutional Support for Teaching

Discussion

Conclusion

References


How Attitudes Change: A Primer For Faculty Developers, Richard F. Lewis Jan 1991

How Attitudes Change: A Primer For Faculty Developers, Richard F. Lewis

To Improve the Academy

The Nature of Attitude

Theories of Attitude Change

Classical Conditioning Theory

Reinforcement (Behaviorist) Theory

Modelling Theory

Message Learning Theory

Balance Theory

Impression Management Theory

Cognitive Dissonance Theory

Self-Persuasion Theory

Probabilogical Theory

The Foot-in-the-Door Effect

Conclusion

References


What Theories Underlie The Practice Of Faculty Development?, Wilbert J. Mckeachie Jan 1991

What Theories Underlie The Practice Of Faculty Development?, Wilbert J. Mckeachie

To Improve the Academy

Do We Need a Theory?

What Theories Did We Start With?

What of the Future?

Conclusion

References


Putting The Teaching Portfolio In Context, Barbara J. Millis Jan 1991

Putting The Teaching Portfolio In Context, Barbara J. Millis

To Improve the Academy

What is the Teaching Portfolio?

Five Reasons for the Viability of the Teaching Portfolio

The Teaching Portfolio and the New Scholarship

Conclusion

References

Appendix A

Appendix B


The Place Of Narrative In The Study And Practice Of Adult Development, Diane E. Morrison Jan 1991

The Place Of Narrative In The Study And Practice Of Adult Development, Diane E. Morrison

To Improve the Academy

Introduction

Narrative in Several Disciplines

Shifts in Ways of Knowing in the Social Sciences

Narrative Methods: A Personal Response

Narrative Methods in Adult Development Activities

Conclusion

References


Outside Consultants: When, Who, And How To Use Them, Martin Nemko Jan 1991

Outside Consultants: When, Who, And How To Use Them, Martin Nemko

To Improve the Academy

How Do You Know When You Need A Consultant?

1. Before initiating a new program

2. When effectiveness is hampered by interpersonal difficulties

3. When budget problems are hampering effectiveness

4. When in-house staff doesn't have time to do vital work

5. When a more objective viewpoint is is needed

How Do You Find the Right Consultant?

How Do You Ensure Maximum Benefit at Minimum Cost?

1. Before the initial phone call, define with care the problem to be addressed by the consultant

2. The initial phone call focuses on refining the definition of the problem(s) to be ...


Nine Keys To Enhancing Campus Wide Influence Of Faculty Development Centers, Martin Nemko, Ronald D. Simpson Jan 1991

Nine Keys To Enhancing Campus Wide Influence Of Faculty Development Centers, Martin Nemko, Ronald D. Simpson

To Improve the Academy

Enhancing the Influence of FDCs

1. Report to the top

2. Give due credit to the boss

3. Help the boss solve problems

4. Give things away

5. Involve faculty in your efforts

6. Build relationships with other campus leaders

7. Publish a ''must have" newsletter

8. Sponsor nurturing activities

9. Don't act like an empire builder

Summary


Faculty Vitality: 1990 And Beyond, Joan North Jan 1991

Faculty Vitality: 1990 And Beyond, Joan North

To Improve the Academy

Faculty Wellness

Institutional Quality of Life

Continuous Improvement Versus Assessment Processes

Social Structures

Work Stressors

Your Own Wellness and Vitality

1. Stressors

2. Improving Your Reactions to Stressors

3. Reversing the Stress Response in the Body

References


Gender And Racial Differences Among A Research University Faculty: Recommendations For Promoting Diversity, Deborah Olsen Jan 1991

Gender And Racial Differences Among A Research University Faculty: Recommendations For Promoting Diversity, Deborah Olsen

To Improve the Academy

Method

Sample

Measures

Results and Discussion

Career path

Major responsibilities and role interests

Career commitment and job satisfaction

Balance between work and personal life

Recommendations

References


Section Iii: Promoting Diversity: Gender And Multicultural Issues In Academe Jan 1991

Section Iii: Promoting Diversity: Gender And Multicultural Issues In Academe

To Improve the Academy

Few issues of the past decade have provoked as much interest, print, and passion in Academe as those of gender equality and multicultural diversity. This should come as no surprise. These vital concerns touch the personal and professional lives of all involved in the higher education enterprise: students, faculty, staff, and administrative officers. And if there are to be satisfactory resolutions to the problems we currently face in these areas, each of us must do his or her utmost, including, of course, the faculty development professional. The four articles in this section boldly, but judiciously, address the issues of gender ...


Section Iv: Meeting The Challenge Of The Adult Learner Jan 1991

Section Iv: Meeting The Challenge Of The Adult Learner

To Improve the Academy

Those who till the fields of Academe know that while the basic topography may remain essentially the same over the years, there are always enough changes-in climate, in availability of resources, in supply and demand, in technology-to make the enterprise interesting. Indeed, each decade seems to bring with it a virtual cornucopia of challenges. Certainly the 1980's delivered its fair share of issues and concerns, including that of dealing with the emergence of the adult learner as one of the major forces in higher education.


Section V: Enhancing Teaching-Learning And Classroom Climate Jan 1991

Section V: Enhancing Teaching-Learning And Classroom Climate

To Improve the Academy

Since the beginnings of faculty development in the early 1960's, professionals in the field have been asked to perform dozens of functions, but one has remained central: helping faculty improve teaching and learning. If there is a single raison d'etre for faculty developers, this is it. Approaching their task with extraordinary energy and dedication, faculty developers have become true pioneers and innovators in the area of teaching-learning. Indeed, they have become some of the most assiduous students of the craft of teaching. And what they learn they generously share. Over the years faculty development professionals have made invaluable ...


Finding The Right Match: Staffing Faculty Development Centers, G. Roger Sell, Nancy V. Chism Jan 1991

Finding The Right Match: Staffing Faculty Development Centers, G. Roger Sell, Nancy V. Chism

To Improve the Academy

The National Context

Three Common Staffing Options: Advantages and Disadvantages

Finding an Effective Faculty Developer

Staffing Faculty Development Centers: Planning for the Future

Conclusions

References

Appendix A: Candidate Application Rating Form

Appendix B: Telephone Questions Asked of Candidate's References

Appendix C: Sample Candidate Task


Selected Characteristics Of New Faculty: Implications For Faculty Development, Christine A. Stanley, Nancy V. Chism Jan 1991

Selected Characteristics Of New Faculty: Implications For Faculty Development, Christine A. Stanley, Nancy V. Chism

To Improve the Academy

Method and Sample Characteristics

Findings

Background Information Characteristics

Expectations and Concerns

Discussion and Implications for Faculty Development

References


The Feminization Of Academia, Deborah Du Nann Winter Jan 1991

The Feminization Of Academia, Deborah Du Nann Winter

To Improve the Academy

Faculty Development as a Feminist Activity

The Marginalization of Faculty Development

The Feminization of Academia

Faculty Development as a Feminist Agenda

References


Recognition From Parents: A Variation On Traditional Teaching Awards, Delivee L. Wright Jan 1991

Recognition From Parents: A Variation On Traditional Teaching Awards, Delivee L. Wright

To Improve the Academy

Background

Identification of Need

Description of the Award

Benefits of the Award

Lessons Learned

Unresolved Issues

Conclusion

References


Managing Diversity Through Faculty Development, Marie A. Wunsch, Virgie Chattergy Jan 1991

Managing Diversity Through Faculty Development, Marie A. Wunsch, Virgie Chattergy

To Improve the Academy

The Changing Demographic Landscape

The Traditional Role of Educational Institutions

The Role of Faculty Development Programs on a Multicultural Campus

One Institution's Response: The University of Hawaii

Conclusion

References


Section I: Faculty Development: Past, Present, Future Jan 1991

Section I: Faculty Development: Past, Present, Future

To Improve the Academy

If the faculty development enterprise is to maintain its health and vigor through this decade and into the next century, its practitioners and caretakers must not only address present needs, but also prepare for the future-in part by studying the past. Tunnel vision and near-sightedness spell doom to a field whose success depends so heavily upon its ability to quickly and effectively meet the changing needs of the professoriate. Thus, as faculty development professionals we are called upon not only to serve as counselors and facilitators, but also as historians and visionaries. We must study our brief, but rich, history ...


Section Ii: A Primer For Faculty Development Professionals Jan 1991

Section Ii: A Primer For Faculty Development Professionals

To Improve the Academy

Faculty development is a sophisticated, dynamic, demanding, and challenging field that calls for professional staff possessing a broad range of competencies, skills, and positive personal qualities. Indeed, as Sell and Chism point out in an earlier article, the "range of competencies and attributes needed for a faculty developer suggests a person who can 'walk on water' -- one who has a rare blend of conceptual, technical, interpersonal, and organizational skills." But even those developers fortunate enough to possess such enviable skills and attributes need something else if they are to flourish as facilitators. The formula for success calls for still another ...


The Professor As Active Learner: Lessons From The New Jersey Master Faculty Program, Myrna J. Smith, Mark Lacelle-Peterson Jan 1991

The Professor As Active Learner: Lessons From The New Jersey Master Faculty Program, Myrna J. Smith, Mark Lacelle-Peterson

To Improve the Academy

Program Objectives and Components

Breaking Down the Walls Around Teaching

From State Mandate to Grass Roots: Program Evolution in New Jersey

Successful Campus Programs

The Crucial Campus Coordinator

Administrative Support

Campus Culture

Fruits of a Successful Program: Transformed Teaching

Conclusion

References


What Every Faculty Development Professional Needs To Know About Higher Education, Daniel R. Rice Jan 1991

What Every Faculty Development Professional Needs To Know About Higher Education, Daniel R. Rice

To Improve the Academy

Introduction

Four Frames or Perspectives

Application of the Frames

Conclusion

References


Adult Students As Catalysts To Faculty Development: Effective Approaches To Predictable Opportunities, Douglas L. Robertson Jan 1991

Adult Students As Catalysts To Faculty Development: Effective Approaches To Predictable Opportunities, Douglas L. Robertson

To Improve the Academy

Faculty with the Need to Know

Where to Find These Faculty

Bridging Professional and Personal Development

Conclusion

References