Toward A Scholarship Of Faculty Development,
2011
Metropolitan State College of Denver
Toward A Scholarship Of Faculty Development, Mark Potter
To Improve the Academy: A Journal of Educational Development
This chapter critically examines the scholarship of faculty development. Using a typology adapted from one developed to understand the scholarship of teaching and learning, I reflect on the primary currents identifiable in the literature. Much of what is published in the field of faculty development consists of descriptions of the development and assessment of particular programs. One approach that is largely missing is the metastudy or review of prior studies that can serve to preserve the findings of scholar-practitioners.
Reflections On International Engagement As Educational Developers In The United States,
2011
Virginia Lee and Associates
Reflections On International Engagement As Educational Developers In The United States, Virginia S. Lee
To Improve the Academy: A Journal of Educational Development
An important aspect of the increasing complexity of the higher education landscape is its gradual internationalization. However, neither our colleges and universities nor we as educational developers have unequivocally embraced internationalization. In this chapter, I offer examples of international engagement and a framework for thinking about them. I argue that international engagement in the form of an evolving global scholarship and practice of educational development represents the ultimate extension of our thought and practice as educational developers.
Preface, Volume 30 (2011),
2011
University of North Florida
Preface, Volume 30 (2011), Judith E. Miller
To Improve the Academy: A Journal of Educational Development
Preface to volume 30 (2011) of To Improve the Academy: A Journal of Educational Development, by Judith E. Miller of University of North Florida.
Introduction, Volume 30 (2011),
2011
University of North Florida
Introduction, Volume 30 (2011), Judith E. Miller
To Improve the Academy: A Journal of Educational Development
Introduction to volume 30 (2011) of To Improve the Academy: A Journal of Educational Development, by Judith E. Miller of University of North Florida.
The Digital Academy: Preparing Faculty For Digital Course Development,
2011
University of Texas at El Paso
The Digital Academy: Preparing Faculty For Digital Course Development, Sunay V. Palsole, Beth L. Brunk-Chavez
To Improve the Academy: A Journal of Educational Development
New generations of learners necessitate new ways of teaching, and hybrid courses can help institutions leverage technologies to improve teaching and learning. The adoption of a new instructional paradigm, however, requires attention to the facuity’s ability to create and deliver effective courses. The University of Texas at El Paso has developed the Digital Academy to help facuity interweave online elements with face-to-face teaching. The model is pliable and portable in its application to other universities.
Writing Groups For Work-Life Balance: Faculty Writing Group Leaders Share Their Stories,
2011
Alabama State University
Writing Groups For Work-Life Balance: Faculty Writing Group Leaders Share Their Stories, Dannielle Joy Davis, Kara Provost, Amanda E. Major
To Improve the Academy: A Journal of Educational Development
Faculty writing groups can promote both the work-life balance and productivity of members of the professoriate. The benefits of such development initiatives expand beyond productivity to include retention, promotion, and improved teaching. Through the development of writing groups, faculty developers can empower faculty to meet research obligations, establish equilibrium in their work practices, and maintain work-life balance.
The Citizenship Imperative And The Role Of Faculty Development,
2011
Eastern Michigan University
The Citizenship Imperative And The Role Of Faculty Development, Jeffrey L. Bernstein, Rebecca S. Nowacek, Michael B. Smith
To Improve the Academy: A Journal of Educational Development
By teaching the capacity for citizenship across the curriculum, colleges and universities can better serve their role as socially responsive institutions. We argue that citizenship themes can be more central to a wide variety of classes, including some in disciplines not considered traditional homes for civic education. Faculty development centers can play a critical role in helping facuity integrate citizenship into the curriculum and evaluate the learning that occurs in their citizenship-oriented classes. We offer guidelines for how learning communities can best serve these purposes.
Enhancing Out-Of-Class Communication: Students' Perspectives,
2011
Southern Connecticut State University
Enhancing Out-Of-Class Communication: Students' Perspectives, Bonnie S. Farley-Lucas, Margaret M. Sargent
To Improve the Academy: A Journal of Educational Development
Out-of-class communication between faculty and students is linked to student learning, engagement, and success. As the source for mentoring, advising, and supplemental instruction, out-of-class communication and its barriers require explicit attention. Using a faculty-student collaborative research approach, we interviewed a diverse group of thirty-three undergraduates regarding behaviors, statements, and practices that contributed to or discouraged out-of-class communication. We found that in-class communication sets the stage for whether students approach faculty outside class and that faculty misbehaviors and disconfirming communication in class almost inevitably lead to out-of-class avoidance.
Effecting Change In Limited-Control Classroom Environments: A Case Study,
2011
Texas Tech University
Effecting Change In Limited-Control Classroom Environments: A Case Study, Allison P. Boye
To Improve the Academy: A Journal of Educational Development
Many instructors face the dilemma of possessing little control over their own curriculum or even their own pedagogy. This chapter examines three instructors who were teaching the same course over several years, facing the same problematic issues beyond their control, and describes the role of faculty developers in helping effect practical change for those instructors and for the course. The findings of this study, using longitudinal data derived from student evaluations and qualitative responses from instructor interviews, suggest that faculty developers can help instructors realize change on an individual level as well as at the department and big-picture levels.
Institutional Encouragement Of And Faculty Engagement In The Scholarship Of Teaching And Learning,
2011
Indiana University
Institutional Encouragement Of And Faculty Engagement In The Scholarship Of Teaching And Learning, Thomas F. Nelson Laird, Tony Ribera
To Improve the Academy: A Journal of Educational Development
Framed by Huber and Hutchings’s defining features of the scholarship of teaching and learning (SoTL), the study described in this chapter examines institutional encouragement of and faculty engagement in SoTL. Faculty at forty-nine U.S. colleges and universities participating in the 2009 Faculty Survey of Student Engagement completed items about SoTL. Results suggest that institutional encouragement of and faculty engagement in the public dissemination of teaching investigations lag behind encouragement and engagement in other aspects of SoTL. Some faculty subgroups (among them, women and faculty in education) on average feel more institutional encouragement and engage in SoTL activities more than their …
Defining Critical Thinking In Higher Education: Determining Assessment Fit,
2011
University of Massachusetts, Amherst
Defining Critical Thinking In Higher Education: Determining Assessment Fit, Martha L. A. Stassen, Anne Herrington, Laura Henderson
To Improve the Academy: A Journal of Educational Development
Critical thinking is an important learning outcome for higher education, yet the definitions used on campuses and national assessment instruments vary. This article describes a mapping technique that faculty and administrators can use to evaluate the similarities and differences across these definitions. Results demonstrate that the definitions reflected by standardized tests are more narrowly construed than those of the campus and leave dimensions of critical thinking unassessed. This mapping process not only helps campuses make better-informed decisions regarding their responses to accountability pressures; it also provides a stimulus for rich, evidence-based discussions about teaching and learning priorities related to critical …
Academic Dishonesty Among International Students In Higher Education,
2011
Arkansas State University
Academic Dishonesty Among International Students In Higher Education, Krishna K. Bista
To Improve the Academy: A Journal of Educational Development
University instructors address and want to eschew student academic misconduct. These educators presume that students understand fully what cheating and plagiarism are. However, the issue of academic dis-honesty among international students is complex and difficult. This study investigated the perceptions of international undergraduate and graduate students in a southern U.S. university about possible causes for academic misbehavior. Results reveal several causal variables: previous learning style, English language proficiency, unfamiliarity with American academic cultures, relationship between student and teacher, and availability of technical and educational resources associated with academic dishonesty.
Forty Percent Of 2 Million: Preparing To Serve Our Veterans With Disabilities,
2011
University of South Dakota
Forty Percent Of 2 Million: Preparing To Serve Our Veterans With Disabilities, Bruce C. Kelley, Emetta L. Fox, Justin M. Smith, Lisa A. Wittenhagen
To Improve the Academy: A Journal of Educational Development
On August 1, 2009, the Post-9111 Veterans Educational Assistance Act of 2008 was passed, and as a result, almost 2 million veterans returning from Iraq and Afghanistan will soon enroll in postsecondary education. Up to 40 percent of these veterans are estimated to have disabilities. This chapter examines some of the characteristics of this group, the challenges that veterans face as they transition into life as college students, and how faculty developers can help faculty better serve these incoming veterans.
Working Effectively With Psychologically Impaired Faculty,
2011
Marymount University
Working Effectively With Psychologically Impaired Faculty, Carolyn B. Oxenford, Sally L. Kublenschmidt
To Improve the Academy: A Journal of Educational Development
More than one-fourth of all residents of the United States experience mental health disorders in any given year. Evidence suggests that faculty are more likely to suffer from psychological impairment than the general population. This chapter reviews evidence on faculty stress and impairment and helps facuity developers recognize signs that mental health issues may be affecting faculty performance. It also will help faculty developers understand legal issues in relation to facuity impairment and help them work effectively with colleagues who are coping with psychological impairments.
Diffusing The Impact Of Tokenism On Faculty Of Color,
2011
Utah State University
Diffusing The Impact Of Tokenism On Faculty Of Color, Yolanda Flores Niemann
To Improve the Academy: A Journal of Educational Development
In addition to the expected challenges related to teaching, research, service, and the tenure and promotion process, faculty of color often experience the impact of token status, or tokenism.. This chapter describes the personal, psychological, and career-damaging impacts of tokenism and provides guidelines for professional development professionals that may diffuse these negative impacts by assisting department heads to mentor faculty of color.
Difficult Dialogues And Transformational Change Through Cross–Cultural Faculty Development,
2011
University of Alaska, Anchorage
Difficult Dialogues And Transformational Change Through Cross–Cultural Faculty Development, Elizabeth Roderick
To Improve the Academy: A Journal of Educational Development
Across the globe, our current way of life is taking us to the edge of the cliff The systems and consciousness that we have used to try to solve problems are not working. Young people need to think and work in new ways.
Go For The Gold: Fundraising For Teaching Centers,
2011
New Mexico State University
Go For The Gold: Fundraising For Teaching Centers, Mark A. Hohnstreiter, Tara Gray
To Improve the Academy: A Journal of Educational Development
At New Mexico State University Teaching Academy, we have developed a comprehensive model to raise funds from faculty and others for our teaching center, which has resulted in a culture of giving. The payoff from a fundraising effort is huge, not only in terms of money, but in terms of the personal investment of participants, both valuable in difficult economic times. We explain in this chapter how to establish a fundraising program so that your teaching center can go for the gold.
Faculty Development As A Hazardous Occupation,
2011
Clemson University
Faculty Development As A Hazardous Occupation, Linda B. Nilson, Edward B. Nuhfer, Bonnie B. Mullinix
To Improve the Academy: A Journal of Educational Development
"Hazardous" describes events and conditions that produce an undesired, involuntary, career-changing disruption of a developer’s professional practice. While faculty development is an immensely valuable asset to an institution that knows how to make use of it, the unique nature off acuity development centers within varied academic institutions brings occupational hazards to those who direct or work in such centers. Our study synthesizes and identifies patterns among over thirty cases furnished by developers, primarily center directors, who experienced career disruptions. We conclude by offering evidence-based counsel on how to recognize the hazards and mitigate damage.
Emergent Shifts In Faculty Development: A Reflective Review,
2011
University of Western Australia
Emergent Shifts In Faculty Development: A Reflective Review, Shelda Debowski
To Improve the Academy: A Journal of Educational Development
Faculty development has largely focused on supporting the development of early-career academic skills in teaching and learning. Even recent discussions of how facuity developers might infl.uence leaders and entire organizations have remained largely focused on teaching and learning issues. This chapter suggests the need to review and reform the role of faculty development to focus more holistically on the full nature of academic work and the evolving developmental needs of academics. It argues that the faculty developer,s portfolio will need to expand to include support for academic research, career management, and leadership roles, as well as organizational development strategies to …
What Books Don't Tell You: Teacher-Eye-View Of Universal Design For Learning And The Implementation Process,
2011
Loyola University Chicago
What Books Don't Tell You: Teacher-Eye-View Of Universal Design For Learning And The Implementation Process, Marylou Hatley
Dissertations
This study examines teacher perceptions of universal design for learning (UDL) and the systemic changes that might occur during implementation. The study compares differences in teacher perceptions based upon implementation year. Classroom observations, interviews, and survey of teachers and administrators from one Midwestern school district provide data for this study. Results of this study show that overall teachers feel positive about implementing UDL. Teachers experience both successes and obstacles during the implementation of UDL. Teachers have differing views of what UDL is supposed to look like in the classroom and many teachers are unsure of how to apply UDL into …
