Education Commons^™

Peer Review Of Teaching Project: Tiaa-Cref Hesburgh Award Application, Paul Savory, Amy M. Goodburn, Amy Nelson Burnett

Industrial and Management Systems Engineering: Reports

The TIAA-CREF Hesburgh Award recognizes exceptional faculty development programs designed to enhance undergraduate teaching and learning. This award is given each year to a program judged to have best met the three award criteria: significance of the program to higher education; appropriate program rationale; and successful results and impact on undergraduate teaching and student learning. in 2005, the Peer Review of Teaching Project at the University of Nebraska-Lincoln was awarded a TIAA-CREF Theodore M. Hesburgh Award Certificate of Excellence in recognition of it being an exceptional faculty development program designed to enhance undergraduate student achievement.

Nefdc Exchange, Volume 15, Number 2, Fall 2004, New England Faculty Development Consortium

NEFDC Exchange

Contents

Message from the President: The College is My Classroom - Thomas Edwards, Thomas College

Review of Robert Boice: Advice for New Faculty Members—Nihil nimus - Eric Kristensen, University of Ottawa

From the editors, Sue Barrett, Boston College, and Susan Pasquale, UMass Medical School

From Nepal to Iceland and Back Distance Learning Characteristics of Two Cultures - Karen A. Lemone, Worcester Polytechnic Institute

Building Community with Technology - Elise Martin, Middlesex Community College, and Charles Kaminski, Berkshire Community College

Two Hours and Fifteen Minutes - Tom Thibodeau, New England Institute of Technology

Elections to NEFDC Board

Learning Disabilities in Higher …

Peer Review Of Teaching Project: Survey Of Project Participants, Paul Savory, Amy M. Goodburn, Amy Nelson Burnett

Industrial and Management Systems Engineering: Reports

In planning for the future of the Peer Review of Teaching project, we performed a survey of to collect faculty participant feedback on their experience in the project (i.e., writing a course portfolio, possibly having it externally reviewed) and the impact that the experience has had on their teaching. While each of the partner campuses (University of Nebraska-Lincoln, University of Michigan, Kansas State, Texas A&M, Indiana – Bloomington, and University of Kansas) have shaped the project experience differently for campus participants, we sought feedback from participants of all the project partners to get an overall assessment of the project.

Nefdc Exchange, Volume 15, Number 1, Spring 2004, New England Faculty Development Consortium

NEFDC Exchange

Contents

Message from the President: Things We Value - Tom Edwards, Thomas College

Metaphors for Teaching - Polly Parker and Bill Searle

Significant Learning Experiences: Integrated Course Design Designing the Learning We Want into the Learning Experiences - L. Dee Fink

NEFDC Fall Conference Keynote Speaker: L. Dee Fink

NEFDC Spring Roundup, June 4, 2004; theme: Building Community and Collaboration Through Technology

UNH To Offer Online Certificate in College Teaching - Michael Lee, University of New Hampshire

Assessment in New England: Announcing Discipline-Based Workshops

Conference: Faculty-Student Partnerships in Teaching and Learning

Board of Directors

Making Learning Visible: Peer Review And The Scholarship Of Teaching, Paul Savory

Industrial and Management Systems Engineering: Presentations

This is the conference program from the March 2004 national conference, Making Learning Visible: Peer Review and the Scholarship of Teaching. This conference was hosted by the UNL Peer Review of Teaching project and the University of Nebraska-Lincoln.

Making Learning Visible: Peer Review And The Scholarship Of Teaching, Paul Savory

Industrial and Management Systems Engineering: Presentations

This is the promotional brochure from the March 2004 national conference, Making Learning Visible: Peer Review and the Scholarship of Teaching. This conference was hosted by the UNL Peer Review of Teaching project and the University of Nebraska-Lincoln.

Essays On Teaching Excellence: A Fresh Vision, 2003-2004 Catalog

Professional and Organizational Development Network in Higher Education: Archives

2003-2004 Essays on Teaching Excellence

Fall Essays

Student Plagiarism: Are Teachers Part of the Problem or Part of the Solution? By Chris Anson, North Carolina State University

Promoting Learning Through Inquiry, by Virginia S. Lee, North Carolina State University

Taking Self Assessment Seriously, by Georgine Loacker, Alverno College

Great Expectations and Challenges for Learning Objects, by Anne Moore, Virginia Polytechnic Institute

Spring Essays

Engaging the Whole Student: Interactive Theatre in the Classroom, by Suzanne Burgoyne, University of Missouri

Engaging Faculty In New Forms of Teaching and Learning, by Paul R. Hagner, University of Hartford

Promoting Civility and Responding When It …

The Pod Network Reading Packets 2003-04: For Use With Consultations, Workshops, Seminars, Classes

Professional and Organizational Development Network in Higher Education: Archives

Packet #1: Alternatives to Traditional Teaching Methods and Learning Strategies

Packet #2: Cooperative/Collaborative Learning, Small Groups

Packet #3: Critical Thinking

Packet #4: Defining and Characterizing Teaching

Packet #5: Diversity Issues

Packet #6: Evaluation and Grading Issues

Packet #7: Improvement of Teaching and Assessment

Packet #8: Introductory Courses / General Education

Packet #9: Motivating Students

Packet #10: The Student/Teacher Relationship

Packet #11: Change, Renewal, and the Professoriate

Packet #12: Thoughts on the Future

Packet #13: Technology and Related Issues

Packet #14: The Learning Process

Introduction, Volume 23 (2004)

To Improve the Academy: A Journal of Educational Development

Introduction to volume 23 (2004) of To Improve the Academy: A Journal of Educational Development.

Foucault And The Practice Of Educational Development: Power And Surveillance In Individual Consultations, Peter Felten, Diandra Little, Allison Pingree

To Improve the Academy: A Journal of Educational Development

A common goal of educational development is to create a neutral, “safe” place for clients in individual consultations. Such an approach, while well intentioned, obscures the multifaceted web of power threading through and around our work. Using Michel Foucault’s theories of sovereign and disciplinary power, we trace the forms that power can take in specific types of consultations (small group instructional diagnosis, course evaluations, and videotape). While power is always “dangerous,” it is less likely to be damaging if we are conscious of its presence and impact—and of our own participation in its complexity.

Leading Change: Creating A Culture Of Assessment, Patricia M. Dwyer

To Improve the Academy: A Journal of Educational Development

In Leading Change, John Kotter (1996) outlines an eight-step process to effect major organizational change. At Shepherd College, the assessment process that evolved into a culture of assessment mirrors the sttps that Kotter describes. In 1998, Shepherd College found itself in a predicament that many colleges and universities can relate to: slated for an accreditation visit in 2002 with campus assessment efforts stalled at every turn. A new director organized an assessment task force, established a template for assessment plans and reports, and began grassroots education about assessment. Over the four years, a vision that aligned assessment with improving student …

Triangulating Faculty Needs For The Assessment Of Student Learning, D. Lynn Sorenson, Timothy W. Bothell

To Improve the Academy: A Journal of Educational Development

To enhance assessment of student learning, the Brigham Young University (BYU) Faculty Center undertook a needs assessment to guide new initiatives. Researchers reviewed results from the National Survey of Student Engagement and an earlier BYU faculty survey. In addition, they conducted a qualitative study with faculty and administrators. The qualitative study can serve as a model for other faculty developers considering new initiatives. The findings raised thought-provoking issues for faculty development, particularly faculty readiness. As a result of this research, the center bolstered current services and developed new ones to support the assessment of student learning.

The Roles Of Teaching And Learning Centers, Alan C. Frantz, Steven A. Beebe, Virginia S. Horvath, Joann Canales, David E. Swee

To Improve the Academy: A Journal of Educational Development

This chapter shares findings from a survey of teaching and learning centers on college and university campuses in the United States. Topics addressed include organizational infrastructure, assessment and accountability, factors/challenges contributing to successful implementation, and a list of functions and program offerings found in teaching and learning centers across the country.

Color–Coded Course Design: Educating And Engaging Faculty To Educate And Engage Students, Marlene M. Preston

To Improve the Academy: A Journal of Educational Development

In a weeklong seminar, “Course Design to Foster Student Engagement and Learning,” faculty created course charts to reflect their various plans for an upcoming semester. With colorful Post-it Notes, they applied theoretical principles of course design. Participating in the kind of active environment they might want to create for students, faculty constructed their charts, rearranged the components to achieve balance across the semester, and discussed the plans with their colleagues. This case study includes the rationale for and description of “Color-Coded Course Design,” a process that allows faculty to recognize and experience the power of an active classroom.

Beyond Bean Counting: Making Faculty Development Needs Assessment More Meaningful, Pamela M. Milloy, Corly Brooke

To Improve the Academy: A Journal of Educational Development

Faculty development centers face many challenges including shrinking resources while providing an increasing array of programs and services to enhance learning. Needs assessment can be seen as a valuable tool to help centers focus efforts to meet the most salient needs relevant to the institutional mission. This chapter describes a faculty development needs assessment project that was implemented at a large public institution. Data collected was used to focus programming and guide decision-making. Based upon a presentation at the 2002 POD conference, selected needs assessment findings and their programmatic implications for the center are presented.

Approaching Faculty Development Support From The Grassroots: Establishment Of An Innovative, Formal, Untenured Faculty Organization, Ellen N. Junn, Ellen Kottler, Jacqueline K. Coffman, Pamella H. Oliver, Fred Ramirez

To Improve the Academy: A Journal of Educational Development

This chapter describes an innovative faculty support program designed for untenured faculty and full-time lecturers. Working closely with members of the administration, untenured faculty and full-time lecturers established and created a voluntary, formal, cross-departmental faculty organization called the ULO (Untenured Faculty and Full-Time Lecturer Organization). The ULO has formal bylaws, elected officers and a mission that initiated activities all designed to support junior faculty and full-time lecturers within the college. Even within its initial year, this organization offered a significant variety of meaningful support activities with positive outcomes. The activities include formation of a Research Writing Workgroup, workshops on the …

Effective Peer Evaluation In Learning Teams, Debbie Williams, Doug Foster, Bo Green, Paul Lakey, Raye Lakey

To Improve the Academy: A Journal of Educational Development

Evaluating student performance in learning teams is challenging. This chapter reviews the student learning team and peer evaluation literature. The authors share the results of their experience using four rubrics for peer evaluation in student learning teams. Student learning teams involve forming students into teams for the semester to enhance their active learning. A portion of the course grade is dedicated to team quizzes, activities, and projects. The authors conclude that peer evaluation data should be used both formatively and summatively to enhance team cohesion and accountability and provide their preferred rubric for the peer evaluation process. Usage of forced …

Exploring The Inner Landscape Of Teaching: A Program For Faculty Renewal, Libby Falk Jones

To Improve the Academy: A Journal of Educational Development

To improve the quality of faculty lift, Berea College developed a yearlong program exploring teaching as a vocation. Sixteen faculty from different departments participated in the series of seven experiential, dialogic sessions. Participants reported experiencing increased empathy and patience, deeper engagement with their work, a stronger sense of community, and encouragement to meet the challenges of being educators.

Assessing The Academic And Professional Development Needs Of Graduate Students, Laurie Bellows, Ellen Weissinger

To Improve the Academy: A Journal of Educational Development

This article describes the results of a survey that assessed the self-perceived career goals and academic and professional development needs of master’s and doctoral-level graduate students at the University of Nebraska-Lincoln. Both graduate students (n = 440) and graduate program coordinators (n = 23) were surveyed to provide an empirical basis for developing a strategic plan for graduate student academic and professional development activities. Results suggested that doctoral and master’s students express different developmental needs, and that doctoral students’ needs differed at different stages of their academic career. Implications for practice inherent in the survey findings are discussed, and the …

Evaluating The Return On Investment Of Faculty Development, Timothy W. Bothell, Tom Henderson

To Improve the Academy: A Journal of Educational Development

How can the return on investment of faculty development be determined? One way to do this is through the application of a highly replicated and reported return on investment (ROI) process. This chapter reviews briefly an ROI process used by organizations throughout the world, a process that has been the basis for over 100 published studies and is the most validated and reported ROI process used for determining the monetary impact of learning. The process utilizes a five-level framework and a step-by-step ROI process model. These components are reviewed in this chapter and an example of return on investment based …

Fostering Diversity In A Faculty Development Organization, Mathew L. Ouellett, Christine A. Stanley

To Improve the Academy: A Journal of Educational Development

Since 1994, the Professional and Organizational Development Network in Higher Education (POD) has articulated a goal of becoming a more multicultural organization. In support of this goal, POD sponsors two key initiatives: travel and internship grants. This chapter offers an historical overview of the first nine years of these programs, selected perspectives from participants on the individual and organizational benefits of these initiatives, and a context within which to explore how POD is evolving as a multicultural organization and how it may benefit from increased attention to diversity related issues in the future.

The Institutional Change Agency: The Expanding Role Of Academic Support Centers, Robert M. Diamond

To Improve the Academy: A Journal of Educational Development

Higher education is going through significant changes stimulated by the rapid growth of the internet, tht increasing globalization of hightr education, and the ever-pressing question of institutional quality. New modts of educational dtlivery through virtual networks art breaking the traditional mold of instructional provision. New players, new pedagogies, and new paradigms are redefining higher education. The rules art changing, and there is increased pressure on institutions of higher education to evolve, adapt, or desist.

Preface, Volume 22 (2004), Catherine M. Wehlberg

To Improve the Academy: A Journal of Educational Development

Preface to volume 22 (2004) of To Improve the Academy: A Journal of Educational Development, by Catherine M. Wehlberg of Texas Christian University.

Introduction, Volume 22 (2004)

To Improve the Academy: A Journal of Educational Development

Introduction to volume 22 (2004) of To Improve the Academy: A Journal of Educational Development.

Preface, Volume 23 (2004), Sandra Chadwick-Blossey

To Improve the Academy: A Journal of Educational Development

Preface to volume 23 (2004) of To Improve the Academy: A Journal of Educational Development, by Sandra Chadwisk-Blossey of Rollins College.

A Systematic, Hands–On, Reflective, And Effective (Shore) Approach To Faculty Development For New And Seasoned Faculty, Scott E. Hampton, Craig D. Morrow, Asleah Bechtel, Marjorie H. Carroll

To Improve the Academy: A Journal of Educational Development

The purpose of the faculty development program for teaching Introduction to Psychology in this study is to further develop skills for new and seasoned faculty to enable them to teach and inspire students more effectively. This Systematic, Hands-On, Reflective, and Effective (SHORE) approach provides a forum to practice teaching skills, gain familiarity with course material, incorporate classroom management techniques, evaluate teaching effectiveness, and build a cohesive teaching team. Evaluative feedback indicates the approach positively affects both the faculty and 1,100 students annually. Implications for faculty development programs and research are also discussed.

A Versatile Interactive Focus Group Protocol For Qualitative Assessments, Barbara J. Millis

To Improve the Academy: A Journal of Educational Development

A highly flexible focus group protocol captures efficiently and economically useful data for immediate and longitudinal course and program assessment. Special features include an index card activity that deals with satisfactions levels and a Roundtable/Ranking activity that allows participant-generated judgments about the most positive and the most negative features of a course or program. These latter activities, with data displayed in an Excel histogram and in a colored-coded Word table, can be used for what is called a “Quick Course Diagnosis” (QCD).

Problem–Based Service–Learning: Rewards And Challenges With Undergraduates, Kenneth France

To Improve the Academy: A Journal of Educational Development

Students in three Abnormal Psychology sections participated in problem-based service learning (PBSL). Desired learning outcomes included humanizing persons diagnosed with mental health disorders and more fully appreciating challenges experienced by such individuals. Students completing the PBSL projects evidenced decreased negative feelings and increased positive feelings toward consumers of mental health services. According to the community partners, students made valuable contributions to both the organizations and the mental health consumers served by those organizations. Students saw the activity as being challenging and rewarding.

Graduate Student Mentors: Meeting The Challenges Of The Ongoing Development Of Graduate Student Instructors, Chris O'Neal, Jennifer Karlin

To Improve the Academy: A Journal of Educational Development

Training and mentoring Graduate Student Instructors (GS Instructors) at large institutions presents three challenges to instructional developers: 1) training numerous GS Instructors from multiple departments, 2) the vast array of duties GS Instructors need training in, and 3) the continual sophistication of GS Instructors. Here we describe how the College of Engineering at the University of Michigan has met these challenges through the use of Graduate Student Mentors (GS Mentors). GS Mentors are experienced GS Instructors who are trained to mentor and advise their peers. We discuss how the GS Mentors are selected, trained, and supervised, and how they have …

About The Authors, Volume 23 (2004)

To Improve the Academy: A Journal of Educational Development

About the authors of articles in volume 23 (2004) of To Improve the Academy: A Journal of Educational Development.