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Articles 31 - 60 of 74
Full-Text Articles in Teacher Education and Professional Development
New Conceptions Of Scholarship For A New Generation Of Faculty Members, Mary Deane Sorcinelli
New Conceptions Of Scholarship For A New Generation Of Faculty Members, Mary Deane Sorcinelli
Mary Deane Sorcinelli
Scholarship Reconsidered gave us an amplified vision of scholarly work, yet this process of tenure has inhibited the full realization of that vision. This chapter argues that we need to make the tenure process work more effectively and flexibly in order to validate and encourage the multiple types of scholarship Boyer proposes.
Ten Principles Of Good Practice In Creating And Sustaining Teaching And Learning Centers, Mary Deane Sorcinelli
Ten Principles Of Good Practice In Creating And Sustaining Teaching And Learning Centers, Mary Deane Sorcinelli
Mary Deane Sorcinelli
No abstract provided.
Noise From The Writing Center, Elizabeth H. Boquet
Noise From The Writing Center, Elizabeth H. Boquet
All USU Press Publications
In Noise from the Writing Center, Boquet develops a theory of "noise" and excess as an important element of difference between the pedagogy of writing centers and the academy in general. Addressing administrative issues, Boquet strains against the bean-counting anxiety that seems to drive so much of writing center administration. Pedagogically, she urges a more courageous practice, developed via metaphors of music and improvisation, and argues for "noise," excess, and performance as uniquely appropriate to the education of writers and tutors in the center. Personal, even irreverent in style, Boquet is also theoretically sophisticated, and she draws from an eclectic …
Science Teacher Education: A Wonderful Journey Around The World, Nelofer Halai
Science Teacher Education: A Wonderful Journey Around The World, Nelofer Halai
Institute for Educational Development, Karachi
No abstract provided.
From Cognitive Dissonance To Self-Motivated Learning, Edmund J. Hansen
From Cognitive Dissonance To Self-Motivated Learning, Edmund J. Hansen
Professional and Organizational Development Network in Higher Education: Archives
Motivation is a multi-level change process we need to help students embrace. It often starts with experiences of cognitive dissonance and culminates in the definition of one’s learning purpose.
The Multicultural Teaching Portfolio, Matt Kaplan
The Multicultural Teaching Portfolio, Matt Kaplan
Professional and Organizational Development Network in Higher Education: Archives
This essay explores the rationale for building a multicultural portfolio and offers strategies for documenting and reflecting on multicultural teaching and learning.
Teachers Are Diverse, Too -- Respecting Each Other's Beliefs, Richard G. Tiberius
Teachers Are Diverse, Too -- Respecting Each Other's Beliefs, Richard G. Tiberius
Professional and Organizational Development Network in Higher Education: Archives
Teachers hold beliefs about teaching and learning that influence their teaching strategies and their relationships with students. These beliefs may limit what teachers do but they need not limit their success.
College Teaching As An Educational Relationship, Douglas Reimondo Robertson
College Teaching As An Educational Relationship, Douglas Reimondo Robertson
Professional and Organizational Development Network in Higher Education: Archives
This essay offers a conceptualization of college teaching as an educational helping relationship that challenges faculty to integrate inherent conflicts in the teacher (helper) role.
Teachers And Scholars As Designers: The Art And Practice Of Instructional Design, Charles M. Spuches
Teachers And Scholars As Designers: The Art And Practice Of Instructional Design, Charles M. Spuches
Professional and Organizational Development Network in Higher Education: Archives
Instructional design theory and practice can help us meet increasing challenges, employ new knowledge and resources, and create optimal learning environments.
Reflections On The Scholarship Of Teaching And Learning, Pat Hutchings
Reflections On The Scholarship Of Teaching And Learning, Pat Hutchings
Professional and Organizational Development Network in Higher Education: Archives
Drawing on work by The Carnegie Foundation for the Advancement of Teaching, this essay explores emergent understandings of the scholarship of teaching and learning, faculty responses, and likely impact.
Imperatives For Reforming Pedagogy And Curriculum, Hitendra Pillay, Bob Elliott
Imperatives For Reforming Pedagogy And Curriculum, Hitendra Pillay, Bob Elliott
Professional and Organizational Development Network in Higher Education: Archives
Traditional models of pedagogy and curriculum assume the world is stable and internally consistent and rational. A new pedagogy and curriculum model are proposed, which challenge these assumptions.
Diversity Begins At Home: Multiculturalism In State And Regional Studies, Barbara Lounsberry
Diversity Begins At Home: Multiculturalism In State And Regional Studies, Barbara Lounsberry
Professional and Organizational Development Network in Higher Education: Archives
Diversity studies can begin in our backyards. State and regional studies can connect faculty in new ways and reveal racial, ethnic, religious, and cultural diversity – even in locales considered homogenous.
Could It Be That It Does Make Sense? A Program Review Process For Integrating Activities, Terrel Rhodes
Could It Be That It Does Make Sense? A Program Review Process For Integrating Activities, Terrel Rhodes
To Improve the Academy: A Journal of Educational Development
This chapter presents a model for a comprehensive program review process that can be used on any campus. Faculty developers maintain a critical role in a campus-wide program review initiative. This model is based upon the development of institutional priorities that guide the development of goals and objectives far academic units across the campus. The program review process is based on a core of regularly produced institutional data that can be used by all units to inform decision-making. The review process is conducted on an annual or biannual basis with periodic major review coinciding with accreditation visits. The ultimate success …
Harnessing The Potential Of Online Faculty Development: Challenges And Opportunities, Timothy P. Shea, Pamela D. Sherer, Eric V. Kristensen
Harnessing The Potential Of Online Faculty Development: Challenges And Opportunities, Timothy P. Shea, Pamela D. Sherer, Eric V. Kristensen
To Improve the Academy: A Journal of Educational Development
This chapter explores several issues regarding the current state of online faculty development resources. First, it describes the breadth and depth of today’s online teaching and learning resources. Then, it explains the benefits of designing an institutional teaching and learning center portal as a means for organizing and focusing resources. Finally, it discusses the importance of the faculty developer’s role in harnessing these resources for individual and institutional advantage. The online portal provides a powerful tool for institutional change on a scale heretofore impossible for most, and puts faculty development at the center of an institution’s mission.
Getting Started With Faculty Development, Nadia Cordero De Figueroa, Pedro A. Sandín-Fremaint
Getting Started With Faculty Development, Nadia Cordero De Figueroa, Pedro A. Sandín-Fremaint
To Improve the Academy: A Journal of Educational Development
As a result of an academic senate decision to reconceptualize the baccalaureate, the Río Piedras Campus of the University of Puerto Rico began, in late 1994, a major transformational process that has led it to rethink itself as a community of learners. One of the principal instruments of change has been our Center for Academic Excellence, created in early 1998 as a result of the transformational process. This chapter discusses the process that led to the creation of the center, as well as its structure, activities, and vision for the future. We hope that our experience will be useful to …
Mandatory Faculty Development Works, Mona B. Kreaden
Mandatory Faculty Development Works, Mona B. Kreaden
To Improve the Academy: A Journal of Educational Development
This chapter tells the story of a successful, ongoing, mandatory faculty development program. It explains the historical reasons why a business school in a large, urban Research I institution felt the need to make their program mandatory, examines how it was developed, and the university faculty development program’s role in the process. The author makes the case that mandatory programs can be successful in faculty development when they are administered by an outside credible entity, are faculty driven, and guarantee confidentiality.
The Millennial Learner: Challenges And Opportunities, Suandra Y. Mcguire, Dennis A. Williams
The Millennial Learner: Challenges And Opportunities, Suandra Y. Mcguire, Dennis A. Williams
To Improve the Academy: A Journal of Educational Development
Students enrolled in college today are, in many respects, quite different from students enrolled a few decades ago. Learners today seem more focused on being credentialed, and less concerned with obtaining a broad-based, liberal arts education. Today’s faculty may find it challenging to provide engaging learning activities for this generation of students. Millennial educators must instill in students a desire to think critically and provide them with strategies that will make them more efficient learners. Campus learning centers and faculty development centers can work together to foster an academic climate that helps all students to realize their full academic potential.
A Modified Microteaching Model: A Cross–Disciplinary Approach To Faculty Development, John P. Hertel, Barbara J. Millis, Robert K. Noyd
A Modified Microteaching Model: A Cross–Disciplinary Approach To Faculty Development, John P. Hertel, Barbara J. Millis, Robert K. Noyd
To Improve the Academy: A Journal of Educational Development
Three departments at the United States Air Force Academy successfully used a microteaching model to train new faculty. Like other models, its structured approach used videotaping and peer coaching. The model also contained several unique features, including a cross-disciplinary approach to supplement feedback from department members and focused small group feedback with built-in preparation time. Thus, this model results not only in enhanced teaching performance, but also in departmental and institutional collegiality.
Operational Diversity: Saying What We Mean, Doing What We Say, Wayne Jacobson, Jim Borgford-Parnell, Katherine Frank, Michael Peck, Lois Reddick
Operational Diversity: Saying What We Mean, Doing What We Say, Wayne Jacobson, Jim Borgford-Parnell, Katherine Frank, Michael Peck, Lois Reddick
To Improve the Academy: A Journal of Educational Development
Diversity issues, ranging from individual learning styles to institutional equity, are central to teaching and learning, but identifying and addressing these issues is a formidable task. At the Center for Instructional Development and Research (CIDR), our staff is gaining ground on this work through the Inclusive Practices Portfolio, a collaborative forum for documenting, sharing, and supporting our individual and organizational diversity initiatives. The process of developing the center’s portfolio and the portfolio itself are mechanisms for change within the center and a model far change at our institution and beyond.
The Graphic Syllabus: Shedding A Visual Light On Course Organization, Linda B. Nilson
The Graphic Syllabus: Shedding A Visual Light On Course Organization, Linda B. Nilson
To Improve the Academy: A Journal of Educational Development
Students rarely understand how a course is organized from the week-by-week topical listing in traditional syllabi. This chapter explains a teaching tool called a graphic syllabus, which elucidates (and may improve) course design/organization and increases student retention of the material. It may resemble a flow chart or diagram or be designed around a graphic metaphor with another object. Included here are materials, experiences, and graphic syllabi from a workshop conducted several times on how to compose one (involving about 115 faculty and faculty developers). Graphic representations of text-based material appeal to the visual learning preferences of today’s students and complement …
A Brief History Of Educational Development: Implications For Teachers And Developers, Richard G. Tiberius
A Brief History Of Educational Development: Implications For Teachers And Developers, Richard G. Tiberius
To Improve the Academy: A Journal of Educational Development
An historical review of the practice of educational development identified four belief systems about teaching and learning that shape the practice. Each system is characterized by an assumption about the teacher’s role: content expert; performer, who makes learning happen; facilitator, who encourages learning through interaction; and helper, whose relationship with learners is a vehicle for learning. The good news is that even teachers who are limited to only one of these belief systems can be successful. On the other hand, developers must have an appreciation for more than one belief system if they are to be successful at helping teachers.
Linking Change Initiatives: The Carnegie Academy For The Scholarship Of Teaching And Learning In The Company Of Other National Projects, Barbara Cambridge
Linking Change Initiatives: The Carnegie Academy For The Scholarship Of Teaching And Learning In The Company Of Other National Projects, Barbara Cambridge
To Improve the Academy: A Journal of Educational Development
The scholarship of teaching and learning provides an overarching framework for progress on a number of important educational issues today. The Carnegie Academy for the Scholarship of Teaching and Learning encourages connections with other national projects that deal with issues such as defining student learning outcomes, building an infrastructure of support, and establishing evidence for purposes of accountability in mutually supportive ways. Connecting such efforts honors faculty time in the midst of multiple demands and raises the likelihood of significant, lasting impact on the quality of teaching and learning.
Evaluating Teaching Workshops: Beyond The Satisfaction Survey, David G. Way, Virleen M. Carlson, Susan C. Piliero
Evaluating Teaching Workshops: Beyond The Satisfaction Survey, David G. Way, Virleen M. Carlson, Susan C. Piliero
To Improve the Academy: A Journal of Educational Development
Workshops are a prevalent approach to fostering instructional development for both teaching assistants (TAs) and faculty. Frequently we evaluate workshops by asking participants to fill out a satisfaction-oriented survey at the end. To what degree do such surveys evaluate adequately the workshop’s long-term effect on participants’ learning? The authors explicate earlier investigative work on transfer of training, and present the results of a follow-up survey to two groups of TA workshop participants designed to assess the degree to which conditions theoretically conducive to the transfer of training exist at their institution.
Teaching Through Discussion As The Exercise Of Disciplinary Power, Stephen D. Brookfield
Teaching Through Discussion As The Exercise Of Disciplinary Power, Stephen D. Brookfield
To Improve the Academy: A Journal of Educational Development
The French philosopher Michel Foucault spent much of his lifetime analyzing the way in which power flows through all human interactions, including those of discussion groups within higher education. His analysis of disciplinary power and surveillance is directly applicable to the practice of discussion-based teaching.
Preface, Volume 20 (2002), Devorah Lieberman
Preface, Volume 20 (2002), Devorah Lieberman
To Improve the Academy: A Journal of Educational Development
Preface to volume 20 (2002) of To Improve the Academy: A Journal of Educational Development, by Devorah Lieberman of Portland State University.
Institutional Transformation And Change: Insights For Faculty Developers, Peter D. Eckel
Institutional Transformation And Change: Insights For Faculty Developers, Peter D. Eckel
To Improve the Academy: A Journal of Educational Development
This chapter presents a series of insights about the process of institutional change and how leaders might implement it. Since the majority of energy goes into what the institution should do, little attention in higher education is given to how institutions should go about change. Based upon six years of work with 24 diverse institutions working on a range of change agendas in two projects, this chapter presents some conceptualizations of change and offers some language to discuss the type of intended change that might be useful for faculty developers and other campus leaders. It identifies three key elements in …
Overcoming Cultural Obstacles To New Ways Of Teaching: The Lilly Freshman Learning Project At Indiana University, Joan K. Middendorf, David Pace
Overcoming Cultural Obstacles To New Ways Of Teaching: The Lilly Freshman Learning Project At Indiana University, Joan K. Middendorf, David Pace
To Improve the Academy: A Journal of Educational Development
Evidence has been accumulating for over a decade that approaches such as collaborative and active learning have potential for creating real increases in student learning. Yet on many campuses these ideas are having little impact on what is actually happening in classes and in the formation of institutional practices. What are the cultural obstacles that are preventing the exploration of new ways of teaching and how can these be overcome? In this chapter we will describe cultural obstacles that prevent the adoption of new ways of teaching. After presenting a few opportunities created by the current sense of crisis in …
Bibliography, Volume 20 (2002)
Bibliography, Volume 20 (2002)
To Improve the Academy: A Journal of Educational Development
Bibliography for volume 20 (2002) of To Improve the Academy: A Journal of Educational Development.
Introduction. Volume 20 (2002), Devorah Lieberman
Introduction. Volume 20 (2002), Devorah Lieberman
To Improve the Academy: A Journal of Educational Development
Introduction to volume 20 (2002) of To Improve the Academy: A Journal of Educational Development, by Devorah Lieberman of Portland State University.
Research On Faculty As Teaching Mentors: Lessons Learned From A Study Of Participants In Uc Berkeley's Seminar For Faculty Who Teach With Graduate Student Instructors, Linda Von Hoene, Jacqueline Mintz
Research On Faculty As Teaching Mentors: Lessons Learned From A Study Of Participants In Uc Berkeley's Seminar For Faculty Who Teach With Graduate Student Instructors, Linda Von Hoene, Jacqueline Mintz
To Improve the Academy: A Journal of Educational Development
This chapter describes the results of a research study of University of California, Berkeley’s annual seminar for faculty teaching with Graduate Student Instructors (GSIs). It demonstrates that such a faculty development activity can have a significant impact not only on faculty mentoring of GSIs but also on faculty teaching, attitudes, and behaviors vis-à-vis teaching and learning in higher education. The chapter presents an overview of the seminar, a description of the format and methodology of the research project, and qualitative and quantitative outcomes.