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Nefdc Exchange, Volume 18, Number 2, Fall 2007, New England Faculty Development Consortium
Nefdc Exchange, Volume 18, Number 2, Fall 2007, New England Faculty Development Consortium
NEFDC Exchange
Contents
Message from the President - Judy Miller, Clark University
From the editors - Tom Thibodeau, New England Institute of Technology, and Jeanne Albert, Castleton State College
NEFDC Fall Conference, Friday, November 9, 2007, Worcester, Massachusetts; theme: Engaged Learning: Fostering Student Success; keynote speaker: George Kuh, Indiana University
Engaged Learning: The Foundation for Student Success, Note from our Fall Conference Keynote Speaker - George Kuh, Indiana University
Fall Conference Agenda
Learning Through Community Engagement - Kevin R. Kearney, Massachusetts College of Pharmacy and Health Sciences
Reciprocal Mentoring - Mathew L. Ouellett and Susan E. McKenna, University of Massachusetts Amherst
Helpful …
Nefdc Exchange, Volume 18, Number 1, Spring 2007, New England Faculty Development Consortium
Nefdc Exchange, Volume 18, Number 1, Spring 2007, New England Faculty Development Consortium
NEFDC Exchange
Contents
Message from the President - Judith Kamber, Northern Essex Community College
From the editors -
Encounters With George: Information Literacy and Mathematics at Berkshire Community College - Karen Carreras-Hubbard and Annette Guertin, Berkshire Community College
Achieving Information Literacy Goals Through Collaboration - Pamela Bedore, University of Connecticut, Avery Point
Teaming Up! The Sociology/English Composition I /Librarian Embed Experience at Northern Essex Community College - Linda A. Desjardins, Northern Essex Community College
Common Learning Outcomes for First-Year Information Literacy - Mary Adams, University of Massachusetts Dartmouth; Gabriela Adler, Bristol Community College; Susan Berteaux, Massachusetts Maritime Academy; Marcia Dinneen, Bridgewater State …
Peer Review Of Teaching Project, Paul Savory, Amy M. Goodbrun, Amy Nelson Burnett
Peer Review Of Teaching Project, Paul Savory, Amy M. Goodbrun, Amy Nelson Burnett
Department of Industrial and Management Systems Engineering: Faculty Publications
The national impact of UNL’s Peer Review of Teaching Project was recognized in 2005 – with a TIAA-CREF Hesburgh Certificate of Excellence – as an exceptional program in enhancing undergraduate student learning. In 2006, the project was designated an Institutional Leader by the Carnegie Foundation for the Advancement of Teaching and Learning. As a national institutional leader, the project will continue defining, measuring, tracking, and improving approaches that deepen student understanding.
Creating An Internet Repository For Course Portfolios, Paul Savory, Amy M. Goodburn, Amy Nelson Burnett
Creating An Internet Repository For Course Portfolios, Paul Savory, Amy M. Goodburn, Amy Nelson Burnett
Department of Industrial and Management Systems Engineering: Faculty Publications
Our ITLE grant has supported the development of www.courseportfolio.org – an internet repository for faculty-written course portfolios documenting best practices and evidence of student learning occurring in the classroom.
Planning The Future Workforce Of Natural Science Research Collections: A Review Of Graduate Academic Programs In The United States, Stephen L. Williams, Hugh H. Genoways
Planning The Future Workforce Of Natural Science Research Collections: A Review Of Graduate Academic Programs In The United States, Stephen L. Williams, Hugh H. Genoways
University of Nebraska State Museum: Programs Information
Selected literature and Internet sites were used to identify universities that provide graduate academic degrees relevant to the management and care of natural science research collections. Twelve universities with degree programs not dedicated to the arts or humanity fields were selected for closer evaluation. By analyzing the courses offered in museology and the natural sciences at each university, seven universities were identified as currently in a position to provide some level of education and training needed by the future workforce of natural science research collections. However, only two universities stood out as being in the best position to serve most …
Incorporating Course-Level Evidence Of Student Learning Into Program Assessment, Nancy Simpson, Laurel Willingham-Mclain
Incorporating Course-Level Evidence Of Student Learning Into Program Assessment, Nancy Simpson, Laurel Willingham-Mclain
Professional and Organizational Development Network in Higher Education: Archives
Assessment works well when it draws on faculty expertise and is integrated into students’ daily learning experiences. This essay argues for course-embedded assessment and outlines sound practices, practical steps, and examples.
Microteaching To Maximize Feedback, Peer Engagement, And Teaching Enhancement, Barbara J. Millis, Gosia Samojlowicz
Microteaching To Maximize Feedback, Peer Engagement, And Teaching Enhancement, Barbara J. Millis, Gosia Samojlowicz
Professional and Organizational Development Network in Higher Education: Archives
A proven, highly structured microteaching model that goes beyond mere presentation skills and “shooting-from-the-hip” group feedback has successfully prepared both faculty and graduate students for their teaching responsibilities. This approach uses a three-part process: (1) presentation; (2) one-on-one feedback from mentor while the group, using structured roles, prepares feedback; and (3) group feedback that is both constructive and consensus-based.
Everything You Always Wanted To Know About Student Writing (But Were Afraid To Ask), Michael Reder
Everything You Always Wanted To Know About Student Writing (But Were Afraid To Ask), Michael Reder
Professional and Organizational Development Network in Higher Education: Archives
What should all faculty know about using and assigning writing inside and outside of the classroom? This essay offers ideas for faculty to use writing to help students learn material, strategies for designing and sequencing formal written assignment, and a well-tested (and time-saving) framework for offering students feedback on their writing.
Opening The Door: Faculty Leadership In Institutional Change, Rick Holmgren
Opening The Door: Faculty Leadership In Institutional Change, Rick Holmgren
Professional and Organizational Development Network in Higher Education: Archives
As faculty, we too often feel overwhelmed by an excessive workload, an unfriendly administration, and an unforgiving evaluation system. In this essay, we explore initiatives we can reasonably expect to implement to create an institutional environment in which we can develop and flourish as teachers.
When Motivating Generation Y In The Classroom, Jim Westerman
When Motivating Generation Y In The Classroom, Jim Westerman
Professional and Organizational Development Network in Higher Education: Archives
Generation Y students have matured and developed in an artificial, technologically-centered environment significantly different from what prior generations have experienced. This essay examines the impact of this environment on student classroom expectations and provides suggestions for how faculty can adapt their pedagogy to be successful.
Student Plagiarism: How To Maintain Academic Integrity, Ludy Goodson
Student Plagiarism: How To Maintain Academic Integrity, Ludy Goodson
Professional and Organizational Development Network in Higher Education: Archives
Plagiarism detection tools undermine academic integrity when they ignore student copyright protections, contribute to a vendor’s unauthorized commercial gains, fail to detect many forms of plagiarism, and require instructors to do the real detection. By becoming aware of these realities and possibilities, instructors can develop more effective strategies to reduce plagiarism while simultaneously enhancing students’ academic performance.
Information Literacy: Imperatives For Faculty, Leora Baron-Nixon
Information Literacy: Imperatives For Faculty, Leora Baron-Nixon
Professional and Organizational Development Network in Higher Education: Archives
With the burgeoning of information, and especially the unfettered growth of online information, long-held assumptions about students’ access to and interaction with information have to be re-evaluated. Faculty play a key role in ensuring that information literacy skills are acquired and practiced at all levels of instruction.
When Disability Enters A Teacher’S Life, Must The Teacher Stop Teaching?, Laura L. B. Border
When Disability Enters A Teacher’S Life, Must The Teacher Stop Teaching?, Laura L. B. Border
Professional and Organizational Development Network in Higher Education: Archives
Disabilities are usually discussed in academe in the context of the undergraduate student population; nevertheless, graduate students and faculty also represent a certain percentage of persons with disabilities. This essay presents a case study and an analysis of a consultation with a graduate instructor, inviting us to examine the issues of disability in the life of a teacher.
About The Authors, Volume 25 (2007)
About The Authors, Volume 25 (2007)
To Improve the Academy: A Journal of Educational Development
About the editors and authors/contributors of volume 25 (2007) of To Improve the Academy: A Journal of Educational Development.
Ethical Guidelines For Educational Developers
Ethical Guidelines For Educational Developers
To Improve the Academy: A Journal of Educational Development
Ethical guidelines for educational developers brepared by Mintz, Smith, and Warren, January 1999. Revised March 1999, September 1999, and March 2000.
Action Research For Instructional Improvement: Using Data To Enhance Student Learning At Your Institution, Constance E. Cook, Mary Wright, Christopher O'Neal
Action Research For Instructional Improvement: Using Data To Enhance Student Learning At Your Institution, Constance E. Cook, Mary Wright, Christopher O'Neal
To Improve the Academy: A Journal of Educational Development
Action research is a powerful tool that can be used by teaching centers to improve teaching and learning. This chapter describes an action research project conducted at the Center for Research on Learning and Teaching at the University of Michigan. The project concerns retention and attrition in science gateway courses, with particular attention given to the role of the teaching assistant. This chapter concludes with a discussion of six principles for teaching center staff who wish to conduct their own action research projects.
Bibliography, Volume 25 (2007)
Bibliography, Volume 25 (2007)
To Improve the Academy: A Journal of Educational Development
Bibliography for volume 25 (2007) of To Improve the Academy: A Journal of Educational Development.
Introduction, Volume 25 (2007), Douglas Reimondo Robertson
Introduction, Volume 25 (2007), Douglas Reimondo Robertson
To Improve the Academy: A Journal of Educational Development
Introduction to volume 25 (2007) of To Improve the Academy: A Journal of Educational Development, by Douglas Reimondo Robertson of Highland Heights, Kentucky.
Teaching Business By Doing Business: An Interdisciplinary Faculty–Friendly Approach, Larry K. Michaelson, Mary Mccord
Teaching Business By Doing Business: An Interdisciplinary Faculty–Friendly Approach, Larry K. Michaelson, Mary Mccord
To Improve the Academy: A Journal of Educational Development
This chapter describes the implementation of an interdisciplinary undergraduate curricular innovation in two different university settings. The Integrative Business Experience (IBE) requires students to enroll concurrently in three required core business courses and a practicum course in which they develop and operate a startup business (based on a real-money loan of up to $5,000) and carry out a hands-on community service project. This chapter also reports outcomes for students (including data from an assessment), examines the variables that minimize the difficulty of achieving cross-disciplinary integration in IBE, and suggests keys to enabling faculty-friendly integrative course designs in other settings.
“Heritage Rocks”: Principles And Best Practices Of Effective Intercultural Teaching And Learning, Peter Frederick, Mary James
“Heritage Rocks”: Principles And Best Practices Of Effective Intercultural Teaching And Learning, Peter Frederick, Mary James
To Improve the Academy: A Journal of Educational Development
This portrayal of the intercultural teaching/learning culture and classroom stories at one fully multicultural institution, Heritage University, itself reflecting many diverse “heritages,” provides a glimpse into the faces of the future of higher education in America. We offer several examples and a synthesis of the principles and best practices of effective intercultural teaching and learning, with the intention of helping other institutions move intercultural education from the margins to the “center,” thereby preparing both teachers and learners for effective intercultural learning and living in the 21st century.
Moving From The Scholarship Of Teaching And Learning To Educational Research: An Example From Engineering, Ruth A. Streveler, Maura Borrego, Karl A. Smith
Moving From The Scholarship Of Teaching And Learning To Educational Research: An Example From Engineering, Ruth A. Streveler, Maura Borrego, Karl A. Smith
To Improve the Academy: A Journal of Educational Development
In The Advancement of Learning , Huber and Hutchings (2005) state that the “scholarship of teaching and learning . . . is about producing knowledge that is available for others to use and build on” (p. 27). Can viewing the scholarship of teaching and learning (SoTL) as an educational research activity help make SoTL findings more available and easier to build on? This chapter describes a program that prepared engineering faculty to conduct rigorous research in engineering education. Project evaluation revealed that engineering faculty had difficulty making some of the paradigm shifts that were presented in the project.
Preface, Volume 25 (2007), Douglas Reimondo Robertson
Preface, Volume 25 (2007), Douglas Reimondo Robertson
To Improve the Academy: A Journal of Educational Development
Preface to volume 25 (2007) of To Improve the Academy: A Journal of Educational Development, by Douglas Reimondo Robertson of Highland Heights, Kentucky.
In The Eye Of The Storm: Students' Perceptions Of Helpful Faculty Actions Following A Collective Tragedy, Therese A. Huston, Michele Dipietro
In The Eye Of The Storm: Students' Perceptions Of Helpful Faculty Actions Following A Collective Tragedy, Therese A. Huston, Michele Dipietro
To Improve the Academy: A Journal of Educational Development
On occasion, our campus communities are shaken by national tragedies such as Hurricane Katrina and the terrorist attacks of September 11, 2001, or by local tragedies such as the murder of a faculty member or student. Because these are unusual circumstances, faculty are often initially confused about how to respond, and later have little or no sense of how effective their actions have been (DiPietro, 2003). This chapter investigates the most common instructor responses following a tragedy and which of those responses students find most helpful. Implications for faculty and faculty developers are discussed.
It All Started In The Sixties: Movements For Change Across The Decades—A Personal Journey, R. Eugene Rice
It All Started In The Sixties: Movements For Change Across The Decades—A Personal Journey, R. Eugene Rice
To Improve the Academy: A Journal of Educational Development
A combination of memoir and social commentary, this chapter explores changes in higher education throughout five decades—1960s: utopian quest for learning communities; 1970s: faculty development movement; 1980s: focus on the academic workplace; 1990s: broadening the understanding of scholarship; and 2000s: new pathways and the engaged campus. This chapter provides a context for the careers and work of faculty, academic administrators, and faculty development specialists (both new and experienced) as well as for the Professional and Organizational Development Network in Higher Education (POD).
Toward A Scholarship Of Teaching And Learning In Educational Development, Peter Felten, Alan Kalish, Allison Pingree, Kathryn M. Plank
Toward A Scholarship Of Teaching And Learning In Educational Development, Peter Felten, Alan Kalish, Allison Pingree, Kathryn M. Plank
To Improve the Academy: A Journal of Educational Development
Educational development traditionally has been a practice-based field. We propose that as a profession we adopt the methods of the scholarship of teaching and learning (SoTL), so often shared with our clients, in order to look through a scholarly lens at the outcomes of our own practice. Using SoTL approaches in our work would deepen the research literature in our field and improve the effectiveness of decisions we make about where to spend limited time and resources. In this chapter, we explore what it might mean for individual developers, and for our professional community, to apply SoTL methods to our …
Faculty Development Through Student Learning Initiatives: Lessons Learned, Nancy Simpson, Jean Layne, Adalet Baris Gunersel, Blake Godkin, Fred Froyd
Faculty Development Through Student Learning Initiatives: Lessons Learned, Nancy Simpson, Jean Layne, Adalet Baris Gunersel, Blake Godkin, Fred Froyd
To Improve the Academy: A Journal of Educational Development
A project aimed at improving student learning while facilitating the professional development of faculty participants in the area of teaching has yielded a rich collection of data. In addition to providing critical information about how faculty members think, the project has broadened our thinking regarding the link between student learning initiatives and faculty development. The project has also increased our understanding of the interests of faculty members who are not typically clients of faculty development centers and motivated thinking on how to serve the professional development goals of this group.
Sustaining The Undergraduate Seminar: On The Importance Of Modeling And Giving Guidelines, Shelley Z. Reuter
Sustaining The Undergraduate Seminar: On The Importance Of Modeling And Giving Guidelines, Shelley Z. Reuter
To Improve the Academy: A Journal of Educational Development
Student-led discussion is a valuable means of involving students in the collaborative creation of knowledge. This activity becomes especially important in the seminar course where, either individually or in small groups, students lead their peers through a set of readings. Unfortunately, student-led discussions often focus more on summary than critical analysis, largely because seminar leaders, left to their own devices, do not know what a seminar should look like or how to lead one effectively. This chapter demonstrates tliat undergraduates can learn seminar leadership when provided with guidelines and opportunities to see the skill modeled.
Living Engagement, Bell Hooks, Douglas Reimondo Robertson
Living Engagement, Bell Hooks, Douglas Reimondo Robertson
To Improve the Academy: A Journal of Educational Development
In this “talking chapter” bell hooks reveals, through dialogue about her thoughts and experiences related to college teaching and learning, a profound and robust perspective on what could be called “deep” faculty development. Topics include engaged pedagogy, therapeutic conversations, spiritual practice, difference, conflict, and love.
The Abcs Of Fractal Thinking In Higher Education, Edward Nuhfer
The Abcs Of Fractal Thinking In Higher Education, Edward Nuhfer
To Improve the Academy: A Journal of Educational Development
All learning establishes and often stabilizes neural networks in the brain. These carry both cognitive and affective attributes and have fractal form. Fractal networks produce many actions and products that exhibit fractal qualities. Awareness of such qualities provides a unifying key to understanding and applying educational knowledge. It represents a marked shift in perception that differs from thinking customarily employed in considering information as a specialist. This alternate perspective helps professionals in higher education draw on diverse information from specialty research and apply it more effectively.
Faculty Development In Student Learning Communities: Exploring The Vitality Of Mid–Career Faculty Participants, Shari Ellertson, John H. Schuh
Faculty Development In Student Learning Communities: Exploring The Vitality Of Mid–Career Faculty Participants, Shari Ellertson, John H. Schuh
To Improve the Academy: A Journal of Educational Development
Student learning communities result in numerous benefits for students and institutions, but less is known about the influence of learning community participation on faculty renewal and development. This qualitative study examines mid-career faculty members’ involvement in student learning communiities to explore the degree to which the construct of vitality appropriately describes and illuminates their experiences. Findings suggest that learning communities foster vitality by serving as a boundary-spanning activity where faculty can merge various work interests, allowing them to engage in purposeful production and providing them with experiences that help generate feelings of energy, excitement, and engagement with their work.