Higher Education Commons^™

Nefdc Conference Program, Fall 2013, New England Faculty Development Consortium

New England Faculty Development Consortium Conference Programs

New England Faculty Development Consortium

The Interactive Classroom: Collaboration and Learning in Higher Education

Conference Program

November 15, 2013

College of the Holy Cross

Worcester, Massachusetts, United States

Keynote address: Eric Mazur

Evaluation Of Aspirnaut Program In A Rural Maine School, Janet Fairman, Bethany Jorgensen

Maine Education Policy Research Institute

No abstract provided.

Response To Intervention In Maine Status Report Of Implementation, Brian Doore, Karen Smith, Craig A. Mason

Maine Education Policy Research Institute

No abstract provided.

Teaching Complex Analysis As A Lab-Type Course With A Focus On Geometric Interpretations Using Mathematics, William M. Kinney

ACMS Conference Proceedings 2013

I taught complex analysis for the first time in my career during the spring of 2013. I decided to do something “radical” and teach it as a lab-type course with a focus on geometric interpretations using the computer program Mathematica. The students and I met in a computer lab and, during most meetings, we spent a large portion of our time experimenting and exploring using Mathematica to visualize key concepts in complex analysis. Because of this, there was a heavy emphasis on viewing analytic functions as conformal mappings as well as considering associated vector fields and flows. Mathematica was used …

Delaware, Dickeson, Assessment And How You Can Help, Greg Crow, Maria Zack

ACMS Conference Proceedings 2013

How much release time should a chair receive? What is the cost per unit for a particular academic program? What is a student credit hour (SCH) anyway and why would anyone care? Why are so many boards enamored of Delaware, Dickeson and Assessment? The answer to these and many related questions will be presented in this talk. Analytics and various“efficiency measures” are becoming increasingly important in higher education and mathematicians and computer scientists are being regularly recruited to help university administrators make meaning from large volumes of data. Come and learn about this trend and how you can be of …

Googol-Part Fugue: Another Imagination Of Divine Providence And Game Theory, Gideon Lee

ACMS Conference Proceedings 2013

The problem of evil presents an intellectual hurdle for some to believe in a good and omnipotent God. The emergence of open theism could be seen as an attempt to make a stronger case for the free will defense. However, in denying divine foreknowledge as traditionally understood, open theism contradicts biblical revelation not only in its direct claims, but also when its logical implications for divine providence are worked out. The open theist Alan Rhoda has sought to explain through game theory how some degree of divine providence is possible under open theism. That explanation is astonishing since the open …

Paper Abstracts (2013), Association Of Christians In The Mathematical Sciences

ACMS Conference Proceedings 2013

Nineteenth Conference of the Association of Christians in the Mathematical Sciences

19th Conference Of The Associations Of Christians In The Mathematical Sciences, Association Of Christians In The Mathematical Sciences

ACMS Conference Proceedings 2013

Association of Christians in the Mathematical Sciences 19th Biennial Conference Proceedings, May 29 - June 1, 2011, Bethel University.

Teaching Undergraduates How To Analyze, Ryan Andrew Nivens, Rosalind Raymond Gann

ETSU Faculty Works

Analysis is typically the first of the higher functions listed in taxonomies of higher order thinking. Academics consider these upper categories extremely worthwhile, but they are hard to teach and we are apt to ignore them. Today higher education is being criticized for “dumbing down” curriculum or lowering standards. To rectify this, many policies at the state or national level are requiring higher education institutions to change. In K‐12 education, Race to the Top and Common Core requirements are placing new demands on K‐12 teacher preparation, which include evaluation of the analysis skills of pre‐service teachers. But professors do not …

A Critical Review Of Reflectivity, Andragogy, And Confucianism, John A. Henschke Edd

IACE Hall of Fame Repository

The link between Confucian humanism, Mezirow' theory of reflectivity, and the convergence of a worldwide concept of andragogy (the art and science of helping adults learn) articulated by Savicevle, Knowles, Mezirow's theory has increasingly developed to integrate inner reflection expressed through transformed perspectives and decision and action, and andragogy has focused on facilitation of collaborative interaction and self-direction in learning involving the whole person. To appreciate the basis of these three schools of theory, this chapter presents a discussion of these originating theorists. As an introductory thought, the following quotations illustrate how Confucius' thought has long been valued and aspired …

Chem 109: General Chemistry I—A Peer Review Of Teaching Project Benchmark Portfolio, Eric D. Dodds

UNL Faculty Course Portfolios

This portfolio has been developed for CHEM 109: General Chemistry I. The course is the first of a freshman level two semester sequence in General Chemistry taken by students with majors in a wide variety of technical and scientific disciplines. CHEM 109 is a high enrollment class, with class sizes for individual sections nearing 200 students. The development of this portfolio was conducted with the following objectives: 1. Clearly identify, justify, and codify the major learning objectives for this course, 2. Describe and rationalize the course structure and learning assessment methods, 3. Analyze and reflect on student achievement in the …

Youth Development And Education In Pakistan : Exploring The Relationship, Dilshad Ashraf, Takbir Ali, Anya Hosain

Institute for Educational Development, Karachi

This paper provides a critical examination of the inter-linkages between youth education, development, empowerment, and engagement in Pakistan. Currently, the majority of the population falls within the youth age bracket of 15-24 years. The country stands at a critical juncture, where it can capitalize on this demographic dividend for transformational and sustainable socioeconomic growth. However, this paper argues that there is inadequate intersection and convergence between Pakistan’s national and provincial Education and Youth policy frameworks. An indepth overview of current trends in terms of quality of education and access to and participation in various forms of education programmes indicates that …

Andragogy Around The World In K-20 Education: It Is All About Trust, John A. Henschke Edd

IACE Hall of Fame Repository

The author's research in andragogy started in the late 1960s. More serious in-depth attempts were launched in 1997, just after Malcolm S. Knowles died - the author wanted to honor his legacy since he and his work in andragogy were influential in the author's life. The author's research yielded an instrument with the strongest factor being 'teacher trust of learners' - a belief that applies all the way through k-20 Education. This is found to be so in doctoral dissertations, overarching trust behaviors, and threaded through the literature surrounding trust. Trust is found to be congruent between the author's scholarship …

Fostering A Growth Mind-Set: Integrating Research On Teaching And Learning And The Practice Of Teaching, Beth A. Fisher, Carolyn L. Dufault, Michelle D. Repice, Regina F. Frey

To Improve the Academy: A Journal of Educational Development

Centers for teaching and learning have a crucial role to play in helping facuity learn about and apply research on learning. The approach we have developed integrates discussion of recent research with specific recom mendations of teaching modifications that can be adapted for different disciplines and courses. Preliminary evaluation suggests the effectiveness of this approach in fostering a growth mind-set about teaching--a mind-set that helps faculty develop, implement, and assess effective teaching modifications, thereby transforming facuity into scholars of teaching and learning and further developing a collaborative, innovative culture that integrates research on teaching and learning with the practice of …

Assessing The Long–Term Impact Of A Professional Development Program, Marcia M. Tennill, Margaret W. Cohen

To Improve the Academy: A Journal of Educational Development

This study was designed to explore the long-term impact of a year-long facuity development program on participants. Three guiding questions focused the study: In what ways did the program influence the profes sional lives of participants five years after completion? How did the participants integrate those experiences into their professional lives? and What recommendations for best practices in the field of facuity devel opment can be drawn? Donald Kirkpatrick’s four-level evaluation model was the template for this qualitative research. Results indicated that participants retained program learning over time.

Envisioning Creative Collaboration Between Faculty And Technologists, Gail A. Rathbun, Sally Kuhlenschmidt, David Sacks

To Improve the Academy: A Journal of Educational Development

Faculty developers must often mediate conflicts resulting from differences between seemingly mutually exclusive cultures that university technolo gists and university teachers inhabit. Activity theory embraces workplace conflict as normal and as contributing to organizing health and adapta tion, in contrast to a functionalist approach that focuses on how to maintain system equilibrium. Engestrom’s (1987) interpretation of activity theory provides a theoretically informed framework for under standing different forms of human activity, mediated by culturally mol ded rules, values, and division of labor, without suffering from the polarizing effects of an us-versus-them approach.

Program Planning, Prioritizing, And Improvement: A Simple Heuristic, Peter Felten, Deandra Little, Leslie Ortquist-Ahrens, Michael Reder

To Improve the Academy: A Journal of Educational Development

As educational developers working with multiple constituencies and demands on our time, how can we efficiently and creatively improve our programming and prioritize our efforts? In this chapter, we offer a simple heuristic to prompt quick yet generative examination of our goals or programs in relationship to three key characteristics of effective educa tional development on three different institutional levels. We then describe uses and applications of the tool and reflective process, which allow developers to efficiently gain insight into their work and effectively frame priorities for planning and improvement.

Geog 140: Human Geography—A Peer Review Of Teaching Project Benchmark Portfolio, Katherine Nashleanas

UNL Faculty Course Portfolios

This benchmark portfolio will systematically evaluate my course in relation to ACE and Advanced Placement Human Geography standards and objectives. It will enable me to evaluate ways of increasing student engagement in large lecture classes, student retention, and organization that supports student mental health. As a result of writing this portfolio, I will be able to evaluate the internal consistency and coherence of my course. This portfolio provides a conceptual structure and physical place to put observations and notes about course improvement from semester to semester, which will enable me to become even more secure about the intellectual and pedagogical …

Mued 345: Instrumental Music Methods, Dale Bazan

UNL Faculty Course Portfolios

The course Instrumental Music Methods (MUED 345) is designed to provide a fundamental preparation for future music educators to teach instrumental music--both orchestral and band--to adolescents in schools. The description in the UNL Schedule of Classes describes this course as dealing with "administrative approaches, rehearsal techniques, and modern comprehensive teaching styles for the secondary instrumental teacher." I chose this course for my peer-review because preparing future instrumental music teachers is one of my primary responsibilities as the instrumental music education specialist at UNL, and this course is the primary course to prepare students for this outcome. It is therefore vital …