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1992

To Improve the Academy

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Full-Text Articles in Education

Using Cases About Teaching For Faculty Development, Luann Wilkerson, John Boehrer Jan 1992

Using Cases About Teaching For Faculty Development, Luann Wilkerson, John Boehrer

To Improve the Academy

Creating and Collecting Cases

Setting Up Case-Based Workshops

Facilitating Case Discussions

Setting Clear Expectations

Managing Time

Asking and Encouraging Questions

Listening

Organizing and Structuring

Avoiding Common Problems

Conclusion

References

Other Resources


How Can I Be Heard?, Luann Wilkerson Jan 1992

How Can I Be Heard?, Luann Wilkerson

To Improve the Academy

Today is the second day of five one-hour tutorials on The Case of the Fainting Soccer Player. The six first-year medical students have been struggling to explain the sequence of events experienced by the 17 year old woman in the case who collapses while playing soccer with subsequent ventricular fibrillation and coma. An older female student, Pat, had spoken little during the first 15 minutes of discussion as the group alternately considered the role of brain and heart in the patient's collapse. Finally, Pat quietly commented.


Using Focus Groups To Obtain Students' Perceptions Of General Education, Sheila P. Wright, Anne Hendershott Jan 1992

Using Focus Groups To Obtain Students' Perceptions Of General Education, Sheila P. Wright, Anne Hendershott

To Improve the Academy

Description of the Interdisciplinary Program

Method

Procedure

Data Analysis

Results

Reactions to Content

Instructor-Content Interaction

Impact of Courses

Implications

Teaching

Further Research

Use of Focus Groups

Conclusion

References

Appendix A

Appendix B


See You On Wednesday!, Elizabeth Fideler, Deanna Yameen Jan 1992

See You On Wednesday!, Elizabeth Fideler, Deanna Yameen

To Improve the Academy

The first class meeting seemed to go smoothly enough. I went in, introduced myself, and ran through the course syllabus and calendar. The students seemed pretty much like the students I taught at State U--maybe a little older. They asked the same questions about how long the papers should be and which books to buy. They made no comments about the journal assignment for the next class. They filled out my survey readily enough. In fact, the class ended twenty minutes early.

In my eight years of teaching at State U, I never saw anything like the survey responses I ...


Not Another Inventory, Rather A Catalyst For Reflection, Neil D. Fleming, Colleen Mills Jan 1992

Not Another Inventory, Rather A Catalyst For Reflection, Neil D. Fleming, Colleen Mills

To Improve the Academy

Developing a Technique

The Catalyst

A Pattern for Discussion

Help Sheets

Using the Technique

Discussion

Conclusion

References

Appendix A: How Do I Learn Best

Appendix B


Effective Programming For Ta Development, Lavon Gappa Jan 1992

Effective Programming For Ta Development, Lavon Gappa

To Improve the Academy

The Teaching Associate Appointment

Departmental Programs

University-Wide Programs

Designing and Conducting University-Wide Orientation Sessions

Designing and Participating in University-Wide Workshops

Ongoing Instructional Support as Models and Mentors

Conclusion

References

Appendix A: Department Programs


Conducting Discussions In The Diverse Classroom, Andrew S. Knoedler, Mary Ann Shea Jan 1992

Conducting Discussions In The Diverse Classroom, Andrew S. Knoedler, Mary Ann Shea

To Improve the Academy

Cognitive Frameworks

Felder and Silverman-Learning Styles

Perry and Cognitive Development

Belenky et al. and Women's Ways of Knowing

Additional Strategies for Facilitating Discussion in the Diverse Classroom

Flick-Inclusive Teaching

Collett-Teaching in the Culturally Diverse Classroom

Billingsley-Fostering Diversity Through Discussion

Conclusion

References


Team Learning: A Comprehensive Approach For Harnessing The Power Of Small Groups In Higher Education, Larry K. Michaelsen Jan 1992

Team Learning: A Comprehensive Approach For Harnessing The Power Of Small Groups In Higher Education, Larry K. Michaelsen

To Improve the Academy

Team Learning Defined

Guidelines for Using Team Learning

Answering Key Design Questions

Forming Team Learning Groups

Establishing a Grading System

Using Minitests to ''Cover" Content Without Lectures

Developing Group Assignments and Activities

Ensuring the Development of Performance-Oriented Group Norms

Benefits of Using Comprehensive Group-Based Instruction

Using Instructional Resources Efficiently

Providing Social Support for Students

Developing Interpersonal Skills

Building and Maintaining Instructor Enthusiasm for Teaching

References


Conducting Effective Peer Classroom Observations, Barbara J. Millis Jan 1992

Conducting Effective Peer Classroom Observations, Barbara J. Millis

To Improve the Academy

The Case for Peer Classroom Observations

Conducting Peer Observations

Conclusion

References

Appendix A: Classroom Visit Instrument (Consolidated)

Appendix B: Self-Assessment Instrument For General Teaching (Consolidated), Faculty Self-Assessment Questionnaire

Appendix C: Self-Assessment Instrument For Specific Session (Consolidated), Classroom Session Self-Appraisal, by Barbara J. Millis

Appendix D


Interviews With Exiting Faculty: Why Do They Leave?, Deborah Olsen Jan 1992

Interviews With Exiting Faculty: Why Do They Leave?, Deborah Olsen

To Improve the Academy

Method

Sample

Measures

Results

Work Environment - Support and Resources

Teaching and Research

Review Procedures and Participation in Decision-Making

Salary

Job Satisfaction

Places for Relocation and Reasons for Choices

Summary and Recommendations

Rewards for Teaching

Communication of Expectations

Conflict Between Teaching and Research

Salary

Conclusion

References


Building Motivation And Cognition Research Into Workshops On Lecturing, Michael B. Paulsen Jan 1992

Building Motivation And Cognition Research Into Workshops On Lecturing, Michael B. Paulsen

To Improve the Academy

Connecting Motivation, Cognition and Lecturing

Motivation

Cognition

Preparing for and Conducting the Live Mini-Lecture

Role of the Confederate Lecturer

Role of the Workshop Participants

Reporting and Discussing Participant Observations and Evaluations

Conclusion

References

Appendix: Motivation Strategies, Cognition Strategies


Section I: The Context For Faculty, Instructional, And Organizational Development Jan 1992

Section I: The Context For Faculty, Instructional, And Organizational Development

To Improve the Academy

Because faculty, instructional and organizational development is still a relatively new area, it has undergone dramatic changes not only in the last fifteen years but even in the last two or three years. As the focus on undergraduate education becomes more prevalent, as budgets wax and wane, and as the demographics of the academic population change, it is important that we stay abreast of the latest research, discussion, and information in the field. Thus, it is appropriate that the volume begins with a focus on the context in which we do our work. What is happening in faculty development? What ...


Section Ii: Strategies For Enhancing Teaching And Learning Jan 1992

Section Ii: Strategies For Enhancing Teaching And Learning

To Improve the Academy

The teaching success of faculty is partly dependent on their having a broad repertoire of instructional strategies to use in various situations. The three articles in this section of the volume focus on some of those strategies as possible ways of enhancing teaching and learning.


Cosmopolitan Communities For Faculty Developers, Myrna J. Smith, Steve Golin, Enid Friedman Jan 1992

Cosmopolitan Communities For Faculty Developers, Myrna J. Smith, Steve Golin, Enid Friedman

To Improve the Academy

Partners in Learning Coordinators' Meetings

Partners in Learning Program

History and Development of the Coordinators' Meetings

Faculty Development Network

History and Evolution of FDN

The Annual Meeting

Networking

Conclusion

References


Instructional Needs Of Part-Time Faculty: Implications For Faculty Development, Christine A. Stanley, Terrence D. Lumpkins Jan 1992

Instructional Needs Of Part-Time Faculty: Implications For Faculty Development, Christine A. Stanley, Terrence D. Lumpkins

To Improve the Academy

Definition of Part-Time Faculty

Issues Related to Use of Part-Time Faculty

Isolation

Professional and Instructional Development

Implications for Faculty/lnstructional Development

Orientations for Part-Time Faculty

Ongoing Development Activities for Part-Time Faculty

Collaboration for Part-Time Faculty

Conclusion

References


The Return Of Bill Jasper, Kenneth J. Zahorski Jan 1992

The Return Of Bill Jasper, Kenneth J. Zahorski

To Improve the Academy

As Bill Jasper left his office and walked down the hall toward his classroom, he found it hard to believe that only a few months earlier he had begun teaching his first class at University College. A wistful smile played at the comers of his mouth as he thought back to that enlightening, but somewhat unsettling, experience. "I was greener than a spring apple," he muttered. "I wish I had known then what I know now."

Reflection on the Use of "The Return of Bill Jasper," by The Editors


Breaking Barriers: Mentoring Junior Faculty Women For Professional Development And Retention, Marie A. Wunsch, Linda K. Johnsrud Jan 1992

Breaking Barriers: Mentoring Junior Faculty Women For Professional Development And Retention, Marie A. Wunsch, Linda K. Johnsrud

To Improve the Academy

This paper describes a successful two-year pilot program on mentoring new junior faculty women. The program emphasizes individual professional development and retention issues and includes colleague-pairing, mentor training, the use of a mentoring agreement, and a multi-leveled series of development workshops, seminars, and networking activities. The assessment and research component includes a needs assessment, pre-and postparticipation perception studies, assessment interviews, and a proposed longitudinal study of mentees from entrance to tenure.


Hard Times Signal Challenges For Faculty Developers, Elizabeth Fideler, Mary Deane Sorcinelli Jan 1992

Hard Times Signal Challenges For Faculty Developers, Elizabeth Fideler, Mary Deane Sorcinelli

To Improve the Academy

Articulation of the Problems

Creative Solutions

Involving Faculty in Program Initiatives

Seeking Administrative Leadership

Encouraging Collegiality

Creating Systems of "Outside" Support

Providing Rewards and Recognition

Conclusion

References


Bill Jasper's First Night, Nick Brockunier, Alan G. Heffner, Barbara Millis (Editor) Jan 1992

Bill Jasper's First Night, Nick Brockunier, Alan G. Heffner, Barbara Millis (Editor)

To Improve the Academy

Bill Jasper's First Night Exhibit 1: Syllabus

Bill Jasper's First Night Exhibit 2: Lecture Outline

Use of the Case entitled "Bill Jasper's First Night"

Appendix A


Reflections On Teaching Courses In Faculty Development: Three Case Studies, Kathleen T. Brinko, Richard G. Tiberius, Sally S. Atkins, Judy A. Greene Jan 1992

Reflections On Teaching Courses In Faculty Development: Three Case Studies, Kathleen T. Brinko, Richard G. Tiberius, Sally S. Atkins, Judy A. Greene

To Improve the Academy

Richard Tiberius: Reflections on a Graduate Course at the University of Toronto

Sally Atkins: Reflections on a Graduate Seminar at Appalachian State University

Judy Greene: Reflections on a Training Institute for New Faculty Developers

Themes Across the Case Studies

Conclusion

References


The Case Of The Missed Exam, Emily C. Wadsworth Jan 1992

The Case Of The Missed Exam, Emily C. Wadsworth

To Improve the Academy

Professor Oliver W. Holmes has taught for many years and has come to the conclusion that the students in his American Government general education course do their best work if he is very precise about his expectations of them. In line with this philosophy, Professor Holmes requires that everyone take the final examination on the day that it is scheduled. The only excuse for missing the examination is an illness that requires a trip to the doctor. Thus, he will give a make-up final exam only if the student brings in a doctor's excuse.

Use of the Case entitled ...


What Tenure Files Can Reveal To Us About Evaluation Of Teaching Practices: Implications For Instructional/Faculty Developers, David Way Jan 1992

What Tenure Files Can Reveal To Us About Evaluation Of Teaching Practices: Implications For Instructional/Faculty Developers, David Way

To Improve the Academy

This article describes a study that examined the way teaching is evaluated for tenure and promotion at Cornell University. After reviewing tenure files from several different colleges in the university and interviewing deans in the colleges, the author reported great variation among colleges in the kind of information that is collected and retained in tenure files. In addition to providing the results of the analysis of the files, the author identifies recommendations that were made based on the findings and discusses the role of instructional/faculty developers in assisting faculty in the documentation of their teaching.


Improving Higher Education: Issues And Perspectives On Teaching And Learning, Maryellen Weimer Jan 1992

Improving Higher Education: Issues And Perspectives On Teaching And Learning, Maryellen Weimer

To Improve the Academy

To Faculty Belongs the Ultimate Instructional Prerogative

Instruction Can Be Improved

Instructional Tips, Tricks, and Techniques Bless and Curse Improvement

Instructional Improvement is a Difficult Process

Faculty Want to Improve

Conclusion

References


Section Iii: Strategies For Enhancing Faculty /Instructional Development Programs Jan 1992

Section Iii: Strategies For Enhancing Faculty /Instructional Development Programs

To Improve the Academy

This section focuses on strategies that can be used in the faculty development process.


Section Iv: Teaching Cases For Use In Faculty / Instructional Development Jan 1992

Section Iv: Teaching Cases For Use In Faculty / Instructional Development

To Improve the Academy

As LuAnn Wilkerson and John Boehrer have indicated in the preceding article, teaching cases can be extremely useful in faculty/instructional development. Because of increased interest in the use of cases and because of feedback that suggests that To Improve the Academy should continue to provide some practical materials that can be reproduced simply and used, we have included some teaching cases.


The Case Of Edwina Armstrong, Rita Silverman, William M. Welty Jan 1992

The Case Of Edwina Armstrong, Rita Silverman, William M. Welty

To Improve the Academy

Edwina Annstrong, assistant professor of psychology, pushed her glasses up into her hair and massaged the bridge of her nose as she listened to Shirlee Jasper's complaints.

Use of the Case entitled "Edwina Armstrong"


Gender Differences In Faculty Perceptions Of Factors That Enhance And Inhibit Academic Career Growth, Edwin L. Simpson Jan 1992

Gender Differences In Faculty Perceptions Of Factors That Enhance And Inhibit Academic Career Growth, Edwin L. Simpson

To Improve the Academy

Method

Results

Influences on Career Choice

Fulfillment in the Job

The Mentoring Role

Career Satisfaction

Implications

Conclusion

References


Just Tell Us What You Want, Marilla Svinicki Jan 1992

Just Tell Us What You Want, Marilla Svinicki

To Improve the Academy

Mike Smith was assigned a history section of one of those writing across the curriculum courses, the kind where he was supposed to introduce students to the joy of writing as a learning experience. On top of that, it was a required state history course the contents of which most students had in high school. So he was pretty sure students would be coming into the course with bad attitudes right off the bat. But he loved his subject and knew how exciting it could be once you understood the mysteries and problem-solving aspects of history instead of just concentrating ...


Inclusive Teaching: A Workshop On Cultural Diversity, Emily C. Wadsworth Jan 1992

Inclusive Teaching: A Workshop On Cultural Diversity, Emily C. Wadsworth

To Improve the Academy

Setting Workshop Goals

Opening the Workshop

Developing a Culturally Sensitive Perspective

Explaining Theories of Cultural Variability

Comparing U.S. Values with Collectivist/High Context Values

Creating an Inclusive Classroom

Applying Cultural Knowledge

Conclusion

References

Appendix

The Case of the Irate Students

The Case of the Silent Students


Faculty Development In Out-Of-The-Way Places, Sally S. Atkins, Marilla D. Svinicki Jan 1992

Faculty Development In Out-Of-The-Way Places, Sally S. Atkins, Marilla D. Svinicki

To Improve the Academy

Beyond Needs Assessment: Institutional Research as Faculty Development

Instructional Research: A Sneaky Way into the Classroom

Faculty Committees: Purgatory or Possibility?

Assisting Others Helps the Helper

Team-Teaching

Freshman Seminar

Writing Support

Faculty as Persons

Empowering Others to Assist in Faculty Development

Rituals, Myths, and Magic

Conclusion

References