Open Access. Powered by Scholars. Published by Universities.®

Education Commons

Open Access. Powered by Scholars. Published by Universities.®

1994

Discipline
Institution
Keyword
Publication
Publication Type
File Type

Articles 2011 - 2040 of 2147

Full-Text Articles in Education

1994 Pod Network Conference Attendees Jan 1994

1994 Pod Network Conference Attendees

POD Network Conference Materials

No abstract provided.


19th Annual Conference Advance Program And Registration Materials Jan 1994

19th Annual Conference Advance Program And Registration Materials

POD Network Conference Materials

Vision Quest: Dialogues on Dreams and Best Practice in Professional and Organizational Development

Welcome, by Larry K. Quinsland, Conference Coordinator

Preliminary Conference Schedule

Special Events and Speakers

Preconference Workshops

Concurrent Sessions and Roundtable Discussions

Special Interest Networking

Poster Sessions and Materials and Resource Fair

Educational Expeditions

Alphabetical Listing of Sessions Being Reviewed As This Publication Went to Press


19th Annual Conference Program Jan 1994

19th Annual Conference Program

POD Network Conference Materials

Exploring the Conference Theme

Welcome, by Larry K. Quinsland, Conference Coordinator

POD Executive Directors

1994-95 CORE Committee Members

Acknowledgements

Conference Information and Resources

Conference Overview

Conference At-a-Glance

Special Events and Speakers

Conference Program

Meeting Facilities Red Lion Hotel Columbia River

Program Modifications


General Conference Evaluation Jan 1994

General Conference Evaluation

POD Network Conference Materials

No abstract provided.


Call For Papers For The 1994 Edition Of To Improve The Academy Jan 1994

Call For Papers For The 1994 Edition Of To Improve The Academy

POD Network Conference Materials

Deadline for submission: February 1st, 1994.

POD invites submissions for the 1994 edition of To Improve The Academy.

To Improve The Academy is the journal of the Professional and Organizational Development (POD) Network in Higher Education which is published annually. It is a collection of essays written by POD's members and supporters. Since its inception in 1982, To Improve The Academy has provided a forum for articles on improving higher education through instructional, faculty, and organizational development.


Second Annual National Conference On Rewarding Teaching Jan 1994

Second Annual National Conference On Rewarding Teaching

POD Network Conference Materials

Some Expected Conference Outcomes

Further Information


Index Jan 1994

Index

POD Network Conference Materials

No abstract provided.


Section V: Pod Values: Reflections From The 1993 Conference Jan 1994

Section V: Pod Values: Reflections From The 1993 Conference

To Improve the Academy

The 1993 conference theme, "Unveiling Inherent Values, Invigorating Values Inquiry in Classrooms, Curricula, and Campus Life" was addressed in the three plenary sessions at the conference.


Valuing The Student Voice: Student Observer/Consultant Programs, D. Lynn Sorenson Jan 1994

Valuing The Student Voice: Student Observer/Consultant Programs, D. Lynn Sorenson

To Improve the Academy

This article discusses student observer/consultant programs which train impartial students who are invited to give feedback to faculty participants on their teaching. These programs are one way to value the student voice in faculty development. An overview and brief analysis of student observer/consultant programs and evaluations by participants are provided.


The Game Of Academic Ethics: The Partnering Of A Board Game, Stephen E. Sugar, Carol A. Willett Jan 1994

The Game Of Academic Ethics: The Partnering Of A Board Game, Stephen E. Sugar, Carol A. Willett

To Improve the Academy

A developer of classroom games agrees to a challenging assignment: to develop a classroom board game on the topic of academic ethics. This paper describes how, in partnership with a content expert, he successfully developed and piloted the game for adjunct faculty at the University of Maryland, University College. The two developers, cited as game writer and content expert, work through a variety of design, substance and logistical obstacles to ultimately pilot the game, A Question of Academic Ethics.


Teaching Improvement Practices: New Perspectives, W. Alan Wright, M. Carol O'Neil Jan 1994

Teaching Improvement Practices: New Perspectives, W. Alan Wright, M. Carol O'Neil

To Improve the Academy

The movement to improve the quality of teaching and learning in higher education has gained increasing importance over the last several years. Policies and programs aimed at enhancing instruction are becoming commonplace as post-secondary institutions strive to provide a high quality educational experience for students. The impact of different teaching improvement practices varies, and decision-makers in universities and colleges need to know where best to place their efforts and resources. The experienced judgement of teaching improvement practitioners can assist others in making these decisions.


Faculty Perceptions Of Undergraduate Teaching, Deborah Olsen, Ada B. Simmons Jan 1994

Faculty Perceptions Of Undergraduate Teaching, Deborah Olsen, Ada B. Simmons

To Improve the Academy

The purpose of this study was to construct an accurate depiction of the undergraduate teaching portion of the faculty role at a large, public research university, drawing from interviews conducted with 114 faculty. The interview schedule investigated teaching load, course goals, perceptions of undergraduate students, modes of evaluating student learning, office hours and advising, professional role interests and time allocation, feedback about teaching performance, strategies for improving teaching, and satisfaction with teaching. The findings of the current study reveal that faculty are highly committed to undergraduate teaching and are profoundly concerned with students' intellectual development. Results also suggest how complex ...


College Students' Perceptions Of Unfairness In The Classroom, Rita Cobb Rodabaugh Jan 1994

College Students' Perceptions Of Unfairness In The Classroom, Rita Cobb Rodabaugh

To Improve the Academy

The importance of creating an atmosphere of fairness in the college classroom is discussed. Using psychological equity theory concepts of interactional and procedural fairness as the basis of study, a survey was conducted with 300 university students who were asked to rate the seriousness of 18 faculty misbehaviors. Misbehaviors related to interactional fairness (showing partiality to some students, using profanity and being angry or mean, embarrassing students in class) and misbehaviors related to procedural fairness (unfair in grading; changing policies during the semester; using unfair tests, trick questions) were considered by students to be much more serious than giving excessive ...


Creating Teaching And Learning Partnerships With Students: Helping Faculty Listen To Student Voices, Helen Rallis Jan 1994

Creating Teaching And Learning Partnerships With Students: Helping Faculty Listen To Student Voices, Helen Rallis

To Improve the Academy

Teaching effectively involves developing a partnership with our students based on mutual respect and trust. The first part of this paper provides a way in which we can initiate or further develop this partnership by inviting our students to tell us about themselves. Readers are shown how to become more aware of the diverse ways in which students learn and, hence, how to expand both teaching methods and content. The second part of the paper presents suggestions for facilitating a faculty development workshop on this topic. It shows how-by engaging in discussion with other faculty about our students' concerns-we can ...


Section Iii: Listening To Each Other Jan 1994

Section Iii: Listening To Each Other

To Improve the Academy

As instructional developers, we need to remain constantly aware of what faculty and students are really experiencing in the classroom. Olsen and Simmons report the results of a study of 114 faculty at a research university. The study sought to identify ''Faculty Perceptions of Undergraduate Teaching." While the participants "devoted the largest percentage of their time to teaching (44%)," they improved their courses ''based on changes in the discipline (e.g., newly published articles, texts, etc.), student evaluations, and discussions with other faculty." Few faculty read about or attended workshops about teaching.


Section Iv: Classroom Practices For Teaching Improvement Jan 1994

Section Iv: Classroom Practices For Teaching Improvement

To Improve the Academy

Actively engaging students in the learning process and providing them with opportunities to work cooperatively improve student learning.


The Value Of Classroom Humor, Richard J. Nichols, Beverley T. Amick, Madelyn Healy Jan 1994

The Value Of Classroom Humor, Richard J. Nichols, Beverley T. Amick, Madelyn Healy

To Improve the Academy

This article provides a model workshop which faculty developers can present to make the case for faculty to use humor as an aid to student learning. The uses of humor, the potential for it to be harmful, the benefits of humor when effectively used, and guidelines for classroom use are addressed.


Section Ii: Including ''The Other": Transforming Knowledge And Teaching Jan 1994

Section Ii: Including ''The Other": Transforming Knowledge And Teaching

To Improve the Academy

In "Implications of Cultural Diversity in American Schools," Johnson Afolayan reminds us of the history of education in the United States and its response to immigration. He suggests that in the past immigrant groups have looked to education as a vehicle through which to "escape poverty." Education has responded by insisting that immigrants adapt to the United States culture. Afolayan contends that education should include the diversity of student backgrounds as a positive element in content and teaching techniques.


Section I: Teaching Improvement Practices And Programs Jan 1994

Section I: Teaching Improvement Practices And Programs

To Improve the Academy

As we go about our daily business of encouraging faculty to examine and to improve their teaching, it would be helpful to know where we can most effectively expend our energies and resources. The articles in this section define which teaching improvement practices instructional developers believe are most likely to result in improved teaching and describe several successful instructional development programs.


Reclaiming Teaching Excellence: Miami University's Teaching Scholars Program, Milton D. Cox Jan 1994

Reclaiming Teaching Excellence: Miami University's Teaching Scholars Program, Milton D. Cox

To Improve the Academy

The 1994 Hesburgh Award-winning Teaching Scholars Program for junior faculty at Miami University is described, implementation and program strategies are discussed, and the effectiveness and impact of the Program are assessed.


Deepening And Broadening The Dialogue About Teaching, James R. Davis Jan 1994

Deepening And Broadening The Dialogue About Teaching, James R. Davis

To Improve the Academy

Although there has been a resurgence of interest in college teaching in recent years, it is important to deepen and broaden that interest. The dialogue can be deepened by reflecting more on learning, particularly the fundamental learning paradigms which provide the basis for alternative teaching strategies: training and coaching, lecturing and explaining, inquiry and discovery, and groups and teams. The dialogue can be broadened by reconnecting the discussion to major issues in curriculum planning and assessment.


Assessment And Values: A New Religion?, Anita Gandolfo Jan 1994

Assessment And Values: A New Religion?, Anita Gandolfo

To Improve the Academy

Since the mid-1980s, outcomes assessment has been mandated for most institutions of higher education by governing boards, state legislatures, and accrediting bodies. As the movement has progressed, there has been a shift from summative assessment, primarily useful for purposes of accountability, to formative assessment that has a better potential to improve teaching and learning. Nevertheless, the issue of accountability focuses attention on the summative model, creating a danger that units responsible for curriculum and faculty development will not discover the value of assessment for their work. Perhaps the least known aspect of outcomes assessment is its importance as a vehicle ...


Leveling The Playing Field, Linda Hilsen, Deborah Petersen-Perlman Jan 1994

Leveling The Playing Field, Linda Hilsen, Deborah Petersen-Perlman

To Improve the Academy

To promote equity in education the authors contend that teachers must: 1) hear all the voices in their classrooms, 2) distribute power so students can vocalize, 3) establish ground rules with students on how to interact in the classroom, and 4) use active teaching and learning strategies in their classrooms. By employing each of these four strategies, the authors believe the educational playing field will become level, enabling all to participate equitably in attaining educations.


Metaphors Of Teaching: Uncovering Hidden Instructional Values, Darlene Hoffman Jan 1994

Metaphors Of Teaching: Uncovering Hidden Instructional Values, Darlene Hoffman

To Improve the Academy

This paper describes how metaphors of teaching can be used to assist faculty in understanding the assumptions that underlie their teaching behaviors. A problem-based and a values-based model are described In the problem-based model, there is no assumption of a metaphor. In the values-based model, the metaphors are seen as filters through which all efforts to improve teaching must pass. By understanding these values agendas, faculty consultants will have more success in facilitating teaching effectiveness.


Challenging Values: Conflict, Contradiction, And Pedagogy, Jacqueline Mintz Jan 1994

Challenging Values: Conflict, Contradiction, And Pedagogy, Jacqueline Mintz

To Improve the Academy

The current crises of economics, demographics, retention, and disgruntled faculty, along with the neglect of the national mission to educate our citizenry for a democratic society, offer an opportunity on the cusp of the millennium to reflect about our values and the values of traditional American education. The literature of travel and cultural studies provides new lenses to help us and our institutions expose deeply held beliefs, assumptions, and the actions that have been taken in their names. Uncovering these beliefs can enable us as educators to reconstruct a common mission through developing a dynamic pedagogy for today 's students ...


Increasing Sensitivity To Diversity: Empowering Students, Mary Anne Johnston Jan 1994

Increasing Sensitivity To Diversity: Empowering Students, Mary Anne Johnston

To Improve the Academy

This paper describes a model program for increasing sensitivity to diversity in an academic environment. To improve the learning environment for all students, faculty developers provide educational programs that enhance the faculty's understanding of differences related to gender, race, ethnicity, culture, religion, sexual orientation, and physical abilities. This report highlights the process of working closely with students to design and implement an orientation program for first-year students to increase an awareness of the influence of diversity on their learning and working together.


Putting Empowerment To Work In The Classroom, Trudy Knowles, Cheryl Medearis, Anne Snell Jan 1994

Putting Empowerment To Work In The Classroom, Trudy Knowles, Cheryl Medearis, Anne Snell

To Improve the Academy

At Sinte Gleska University, a tribal college on the Rosebud Sioux Reservation, we are empowering students through our teaching methods and curricular choices. Three areas have been identified as important ingredients in empowering students: validating culture, teaching to learning styles, and utilizing teaching strategies resulting in self-directed learning.

These three elements of empowerment can open up avenues of knowledge that have been previously closed to students on the Rosebud Reservation. As students discover that knowledge is powerful, they begin to learn because they want to.

Change in the fundamental ways we view ourselves as teachers is necessary in order to ...


Do You See What I See?, Karin Mcginnis, Kenneth Maeckelbergh Jan 1994

Do You See What I See?, Karin Mcginnis, Kenneth Maeckelbergh

To Improve the Academy

This paper explores the role of visual perception as a value-laden, learned behavior. Through example, including visual conventions, it describes the relationships between perception, culture, and experience as well as the impact visual imagery has in the academic community. Methods for developing critical visual inquiry (visual literacy) are included.


Editorial Matter 1994 Jan 1994

Editorial Matter 1994

To Improve the Academy

Ordering Information

Permission to Copy

Instructions to Contributors for the 1995 Volume

In Memory of Tom Pasternack (1937-1994)

Foreword, by Emily C. (Rusty) Wadsworth

Mission Statement

Membership

Conference and Programs

Contents

List of Contributors


The Implication Of Cultural Diversity In American Schools, Johnson A. Afolayan Jan 1994

The Implication Of Cultural Diversity In American Schools, Johnson A. Afolayan

To Improve the Academy

The purpose of this article is to analyze the major factors responsible for the cultural diversity in America and their implications for professional educators. These factors include immigration, communication, linguistic diversity, cultural values, and desegregation. While some educators look to the demographics of the new student population, others consider historical clues as a method of understanding American diversity. Statistics about school achievement and dropout and graduation rates show the disparity among the ethnic groups. The new immigrants and ethnic groups may experience conflict as a result of cultural attitudes of teachers and peers. Individuals cannot be understood unless they are ...