Higher Education Commons^™

20001017: Institutional Board Of Advisors, 1977-1984, President's Office

Guides to University Archives

These items include materials from the office of the President at Marshall University from 1977-1984. Items were received in 2000 and include notable materials from the Institutional Board of Advisors and joint meetings of the IBA between Marshall and West Virginia University. Please download the finding aid for a full list of contents.

Faculty Tenure Report, Fall 2000, University Of Northern Iowa. Office Of Information Management And Analysis.

Institutional Effectiveness & Planning Documents

Statistical report showing the number of faculty that are tenured, on the tenure track, or not on the tenure track, broken down by college, department, gender, minority status, and if full or part time.

Spr Bulletin, Spring 2000, Uno Office Of Research And Creative Activity

Sponsored Programs Bulletins

This bulletin features: Bulletin Board; New Graduate Assistant in SPR; Web Site Directory; SPR Summer Hours; and Recent Grant Recipients.

University Of Central Florida Graduate Catalog, 2000 - 2001, University Of Central Florida

UCF Catalogs

No abstract provided.

University Of Central Florida Undergraduate Catalog, 2000 - 2001, University Of Central Florida

UCF Catalogs

No abstract provided.

Nefdc Exchange, Volume 10, Number 2, Spring 2000, New England Faculty Development Consortium

NEFDC Exchange

Contents

Message from the President - Matt Ouellet, University of Massachusetts-Amherst

Adult Learning Theory Informs Authentic Assessment - Ellen L. Nuffer, Keene State College

News from Vermont: New Faculty Orientation - Thomas S. Edwards, Castelton College

Teaching for a Change Conference, June 12-14, 2000, Colorado Springs, Colorado, United States

News from Massachusetts: Using Technology to Promote Active Learning - Bill Heineman, Northern Essex Community College

Searching for Great Assignments - Jeffrey Halprin, Nichols College

Call for papers; Community College Journal of Research and Practice

News from Maine: Discussion as a Way of Teaching - James Berg, University of Maine

Virginia …

A 2020 Vision: The Future Of Research And Graduate Education At Unl

University of Nebraska-Lincoln Administration: Papers, Publications, and Presentations

Contents

I. Introduction and Report Scope

A. Our operating premises

B. This report and its organization

II. Historical Context and Cultural Legacy

A. Early in its history, the University of Nebraska was known as one of the great public American universities

B. UNL rests upon a cultural foundation that began with “an atmosphere of endeavor and bright hopefulness”

C. Principles of inclusion and access underlie the University’s culture

D. UNL and the state have a strong tradition in the humanities

E. The professional colleges have made UNL unique in the state

F. UNL has traditionally had strong research and teaching …

Services Report Fy 2000, Uno Office Of Research And Creative Activity

Services Reports

This Service Report features: Information about The Office of Sponsored Programs and Research; Submissions by College/Unit, FY1998-2000; and UNOmaha FY2000 External Grant Awards.

First Year Versus Second Year Retention Of College Students: A Case Study, Heather M. O'Neill

Business and Economics Faculty Publications

Students and their families expend much time, effort and money researching which colleges or universities will best suit the students' needs. Simultaneously, institutions desire to find the cohort of students who will succeed at their schools. Recently, faced with more stringent economic constraints, schools are not only seeking students likely to succeed, but are more aware of the financial burden placed on schools if attrition is high. Since the cost of recruiting a class has risen over the years, the cost of losing students has increased. As a result, institutions are more interested in engaging in student retention studies to …

Strategic Directions For Service-Learning Research: A Presidential Perspective, Judith A. Ramaley

Public Administration Faculty Publications and Presentations

Discusses service learning research, emphasizing: why institutions are interested in service learning; service learning to promote community involvement; college presidents' role in promoting service learning; creating the capacity for change; and a research agenda. Emphasizes how much can be gained from communication between higher education researchers, program managers, and campus leaders, with the scholar/president as the bridge between them.

Spr Bulletin, Fall 1999, Uno Office Of Research And Creative Activity

Sponsored Programs Bulletins

This bulletin features: Upcoming Events; and Recent Grant Recipients.

The Challenge And Test Of Our Values: An Essay Of Collective Experience, Kay Herr Gillespie

To Improve the Academy: A Journal of Educational Development

Departing from a specific experience at the 1998 POD conference, the values of the organization—most specifically and directly the “valuing of peopk”—were challenged and put to the test of whether or not we genuinely and sincerely strive to actualize our values. This situation is generalizable to our daily professional and personal lives, and the essay invites readers’ reflection through an examination of our values in combination with the story. The challenge continues, and the test is not finished.

Student Collaboration In Faculty Development: Connecting Directly To The Learning Revolution, Milton D. Cox, D. Lynn Sorenson

To Improve the Academy: A Journal of Educational Development

Although faculty developers have worked successfully with faculty to focus on ways to enhance learning and listen to student voices, developers have rarely formed partnerships with students. This chapter reviews established practices involving students directly in faculty development, such as student observer/consultant programs. It also describes the nature, dynamics, and outcomes of some interesting new programs involving students in teaching development activities, thereby empowering students to join developers as change agents ofcampus culture. Finally, this chapter raises issues for faculty developers to reflect on as they consider establishing direct connections-partnerships-with students.

Finding Key Faculty To Influence Change, Joan K. Middendorf

To Improve the Academy: A Journal of Educational Development

To succeed in getting faculty to accept new teaching approaches, academic support professionals can benefit from the literature on planned change. By understanding the different rates at which faculty accept change, we can also identify the faculty most likely to lead their colleagues to accepting new approaches. Opinion leaders can offer insight into faculty reactions to new approaches; their involvement in project planning can influence acceptance. Innovators, when selected carefully, can demonstrate and test new teaching approaches. Knowledge of when and how to involve these two kinds of faculty can reduce frustration and enhance efforts to spread new ideas about …

Teachnology: Linking Teaching And Technology In Faculty Development, Mei-Yau Shih, Mary Deane Sorcinelli

To Improve the Academy: A Journal of Educational Development

As a coordinator of teaching technologies and director of a center for teaching in a large research university, we have worked collaboratively over the last year to achieve a common goal: to implement and refine several faculty development initiatives that create linkages among the domains of teaching, learning, and technology. In this case study, we will describe the kinds of programs we’ve developedand summarize lessons we’ve learned. We hope that faculty developers on other campuses who are grappling with how to define their mission related to technology and how to work with faculty to integrate teaching and technology can adapt …

Qilt: An Approach To Faculty Development And Institutional Self–Improvement, Mike Laycock

To Improve the Academy: A Journal of Educational Development

In a climate of increasing emphasis on quality assurance and extra-institutional quality scrutiny, the author argues that faculty developers have a role in encouraging an enhancement-led culture. Faculty ownership of,and responsibility far, continuous quality improvement can help to provide an engagement with teaching and learning issues and may help to overcome resistance and mistrust. At the University of East London, UK, an enabling, whole-institutional framework called QILT (Quality Improvement in Learning and Teaching), whereby faculty create and implement funded improvement plans, has helped to generate this culture.

Transforming Introductory Psychology: Trading Ownership For Student Success, Randall E. Osborne, William Browne, Susan J. Shapiro, Walter F. Wagor

To Improve the Academy: A Journal of Educational Development

As colleges struggle to maintain enrollments, many have shifted from a primary focus on recruitment of new students to an increased focus on retaining students once they begin attending the college or university. An examination of introductory courses on our campus, however, revealed significant differences between faculty perceptions of student skills and the actual skills students brought into the classroom. This prompted shifts in the manner in which we teach introductory psychology on our campus in order to enhance the skills necessary for success in survey courses and to provide a foundation of learning and thinking skills that would translate …

Creating A Culture Of Formative Assessment: The Teaching Excellence And Assessment Partnership Project, Roseanna G. Ross, Anthony Schwaller, Jenine Helmin

To Improve the Academy: A Journal of Educational Development

In a year-long, grant-supported collaborative effort, St. Cloud State University’s Assessment Office and Faculty Center for Teaching Excellence created a Classroom Assessment Techniques (CATs) faculty development project. This project was targeted at departments across campus at St. Cloud State University, with the intent of creating a university climate of formative assessment while improving teaching and learning. This article describes the purposes, stages of implementation, and results of the project as measured by a pre-test and post-test survey. The pre-and post-test surveys indicate that the project was highly effective in impacting the use of CATs among participants and their departmental colleagues.

Preface, Volume 18 (2000), Matthew Kaplan

To Improve the Academy: A Journal of Educational Development

Preface to volume 18 (2000) of To Improve the Academy: A Journal of Educational Development, written by Matthew Kaplan of the University of Michigan.

Diversity And Its Discontents: Rays Of Light In The Faculty Development Movement For Faculty Of Color, Edith A. Lewis

To Improve the Academy: A Journal of Educational Development

Two faculty development conferences held within a six-day period during October 1998 yielded important experiences and lessons for faculty and professionals interested in working with faculty of color. This paper, written from the standpoint of a faculty member of color, outlines the strengths and challenges of working on these issues in higher education institutions.

On The Path: Pod As A Multicultural Organization, Christine A. Stanley, Matthew L. Ouellet

To Improve the Academy: A Journal of Educational Development

Since 1993, the Professional and Organizational Development Network (POD) has made an increasingly stronger commitment to becoming a multicultural organization. Poised at the entrance to a new century, it seems useful to examine the current standing of this goal in the context of the overall growth and development of POD. In this article the authors take stock of the organization’s history related to multiculturalism, discuss POD’s current organizational strengths and challenges related to models of multicultural organizational development, and offer suggestions for further progress on the path to becoming a multicultural organization.

From Transparency Toward Expertise: Writing–Across–The–Curriculum As A Site For New Collaborations In Organizational, Faculty, And Instructional Development, Philip G. Cottell Jr., Serena Hansen, Kate Ronald

To Improve the Academy: A Journal of Educational Development

This paper will inform readers about a comprehensive approach to collaborative efforts between faculty developers, discipline specific faculty, and writing specialists. Miami University’s Richard T. Farmer School of Business Administration has begun to support a team of writing specialists, led by a faculty developer. This team has worked with business faculty lo build a model of collaboration far using Writing-Across-the-Curriculum that addresses some of the shortcomings of earlier models. This paper recounts the successful use of this new model in one accounting class.

Faculty Teaching Partners And Associates: Engaging Faculty As Leaders In Instructional Development, Myra S. Wilhite, Joyce Povlacs Lunde, Gail F. Latta

To Improve the Academy: A Journal of Educational Development

Special interest discussion groups provide opportunities for faculty to address specific instructional issues in a variety of areas including technology, distance learning, general teaching topics, pre-tenure issues, honors teaching, and the like. In 1995, to leverage the Teaching and Learning Center’s resources, outstanding classroom teachers were invited to provide leadership for discussion groups by serving as Partners or Associates. This chapter describes how an inexpensive faculty discussion-group leadership program maximizes a teaching improvement center’s resources, makes innovative teaching visible, and provides peer models for other faculty while helping promote an overall institutional culture that actively supports teaching excellence.

Fragmentation Versus Integration Of Faculty Work, Carolin Kreber, Patricia Cranton

To Improve the Academy: A Journal of Educational Development

Present faculty development practice encourages new faculty to integrate teaching, research, and other aspects of academic work early in their careers. By drawing on both the cognitive and the developmental psychology literature, we propose integration as an advanced stage of adult development that comes about as a result of extensive experience and expertise. We argue that faculty should be advised to focus on either research or teaching at different times during their early years and that integration of professorial roles should only be expected at a later stage. We discuss the implications of such an approach for faculty development.

Getting Lecturers To Take Discussion Seriously, Stephen Brookfield, Stephen Preskill

To Improve the Academy: A Journal of Educational Development

In this chapter we examine how faculty resistant to experimenting with discussion methods can be encouraged to take them seriously. We begin by acknowledging and addressing publicly the objections to using discussion most frequently raised by skeptical faculty. We then turn to proposing what we believe are the most common reasons why attempts to use discussion sometimes fail: that teachers have unrealistic expectations of the method, that students are unprepared, that reward systems in the classroom are askew, and that teachers have not modeled their own participation in, and commitment to, discussion methods. For each of these reasons we suggest …

“It's Hard Work!”: Faculty Development In A Program For First–Year Students, Martha L. A. Stassen

To Improve the Academy: A Journal of Educational Development

Academic programs designed specifically for first-year students provide an important opportunity for faculty growth. This chapter contributes to the limited literature on this topic through a qualitative analysis of interviews with faculty members who taught in an experimental living-learning community for first-year students at a Research I Public University. The analysis suggests atleast four dimensions of faculty growth as a result of their involvement in first-year programs. In addition to outlining the types of impact this experience has on the faculty involved, the article suggests the implications of these findings for faculty development.

The Influence Of Disciplinary Differences On Consultations With Faculty, Virginia Lee

To Improve the Academy: A Journal of Educational Development

In recent years researchers have begun to investigate the nature of disciplinary differences in higher education and their implications for teaching and learning. While researchers have studied several aspects of disciplinary differences, they have given comparatively little attention to the significance of these differences for faculty development. After reviewing selective, representative studies from the literature on disciplinary differences, this paper develops a general framework for determining how the characteristics of a discipline influence the dynamics of the consulting relationship using the example of the hard sciences. It explores what kinds of discipline-specific knowledge will be important for consultants and under …

The Scholarship Of Teaching And Learning: A National Initiative, Barbara L. Cambridge

To Improve the Academy: A Journal of Educational Development

As part ofthe scholarship of teaching and learning, faculty members study the ways in which they teach and students learn in their disciplines, and campuses foster this scholarship at the institutional level. A national initiative called the Carnegie Academy for the Scholarship of Teaching and Leaming constitutes three programs to engage and support individuals, campuses, and disciplinary associations in this form of scholarly work. This article describes the Pew Scholars Fellowship Program, the Campus Program, and the Work with Scholarly Societies and invites participation of campuses in this exciting initiative.

Faculty Development Centers In Research Universities: A Study Of Resources And Programs, Delivee L. Wright

To Improve the Academy: A Journal of Educational Development

The purpose of this study was to compile updated information on resources and programs of faculty/instructional development centers in Carnegie classification Research I and Research II universities. It allows centers across the country to see where they stand in regard to a number of specific aspects of center operation. Size of institution, mission, resources, budgets, and staffing vary greatly, while activities and services have a greater degree of similarity. The data reveal a number of questions for further study and discussion.

Introduction, Volume 18 (2000), Matthew Kaplan

To Improve the Academy: A Journal of Educational Development

Introduction to volume 18 (2000) of To Improve the Academy: A Journal of Educational Development, written by Matthew Kaplan of the University of Michigan.