Curriculum and Instruction Commons^™

Developing And Renewing Department Chair Leadership: The Role Of A Teaching Center In Administrative Training, Mary C. Wright, Constance E. Cook, Chris O'Neal

To Improve the Academy: A Journal of Educational Development

Most faculty development centers offer limited resources for leadership development, and most existing programs focus on training the new chair. The key questions we address are: What role do teaching centers play in administrative professional development? How can we develop programs that assist new chairs with their immediate questions, while also promoting continued growth in institutional leadership? We present one model at the University of Michigan, initiated by the provost and organized by the Center for Research on Learning and Teaching, which involves an extensive needs assessment process, a developmentally oriented leadership training program, and an evaluation.

Rx For Academic Medicine: Building A Comprehensive Faculty Development Program, Megan M. Palmer, Mary E. Dankoski, Randy R. Brutkiewicz, Lia S. Logio, Stephen P. Bogdewic

To Improve the Academy: A Journal of Educational Development

Faculty in academic medical centers are under tremendous stress and report low satisfaction. The need for faculty development in medical schools is great, yet it remains largely unmet across the United States. To ensure ongoing success in academic medicine, medical schools must institute comprehensive faculty development programs. In this chapter, we describe the development of an office for faculty affairs and professional development at the Indiana University School of Medicine, including key collaborations, budget trends and infrastructure development, strategic planning, ongoing assessment planning, goal setting, and early patterns of participation.

The Case For Excellence In Diversity: Lessons From An Assessment Of An Early Career Faculty Program, Dorothe J. Bach, Mary Deane Sorcinelli

To Improve the Academy: A Journal of Educational Development

Many colleges and universities have come to understand the added educational value of having a more diverse faculty, and some have created specific programs to enhance recruitment, development, and retention of underrepresented faculty. How do these programs help underrepresented faculty start a successful career? How can they help a diverse faculty build thriving, long-term careers in academia? This chapter addresses these questions by sharing the findings and lessons learned from an internal and external assessment of the Excellence in Diversity Fellows Program at the University of Virginia.

Survivor Academe: Assessing Reflective Practice, Laurel Johnson Black, Terry Ray, Judith Villa

To Improve the Academy: A Journal of Educational Development

Reflective practice is a goal for many academic professional development programs. What do faculty participants gain from a reflective practice program, and how much reflection do they actually practice? Using interviews and grounded theory, we identified three crucial needs being met by such a program at our university. In addition, we compared participants’ comments to the elements of reflection established by Dewey and Rodgers to determine the extent of their reflection. The results call for more assessment to better align the structures of reflective practice programs with participant needs as well as further research on the effects of reflective practice …

Transforming Teaching Cultures: Departmental Teaching Fellows As Agents Of Change, Cassandra Volpe Horii

To Improve the Academy: A Journal of Educational Development

The Departmental Teaching Fellows (DTF) program of the Derek Bok Center for Teaching and Learning at Harvard University employs doctoral students as peer teaching mentors. Four years of program assessment data include quantitative work inventories, surveys and self-reports, interviews of faculty and administrators, and a survey of all graduate students recently teaching in arts and sciences. Observed program outcomes include (1) better informal support for teaching, (2) higher quality and quantity of interactions between graduate students and faculty on teaching, and (3) more systematic opportunities for teaching-related professional development. Qualitative assessment data suggest that the DTFs occupy several liminal positions …

Dialogue Journals: A Way To Encourage Emergent Writers, Victoria Isabell

Senior Honors Theses and Projects

“Writing is more than just recording; it is the process of developing a story or idea. It allows us to represent our life experiences and claim them as our own while giving them meaning” (Calkins, 1994, p.4). Every student should be given the opportunity to view writing as a way to “represent life experiences.” To give students this experience, teachers must show their students that they see the value in and potential joy of writing.

Pedagogy And Primary Sources: Outcomes Of The Library Of Congress' Professional Development Program, Teaching With Primary Sources At Loyola, Michelle Fry

Dissertations

Until recently, few K-12 teachers outside of social studies have integrated primary sources in classroom instruction. Integrating primary sources in educational practice does require an uncommon pedagogical understanding. Addressing this K-12 educator need is the Library of Congress. Recently, the Library implemented a national educator professional development program, Teaching with Primary Sources (TPS).

The TPS program operates at multiple universities and colleges, including Loyola University Chicago. This program aims to educate K-12 educators of all subject-areas to integrate online, digitized primary sources into classroom practices. This study addressed questions related to the outcomes of teacher participants' classroom practices after completing …

All The World's A Stage: Reaching English Language Learners Through Drama, Laura M. S. Fortney

Research and Evaluation in Education, Technology, Art, and Design

The use of drama with language instruction has long been considered a legitimate practice. A recent survey of the literature shows that English Language Learners (ELLs) may have even more to benefit from the use of drama in the classroom. Studies showed an increase in language and problem-solving ability, as well as student self-efficacy that was transferrable across activities. Following an analysis of the literature is a proposed curriculum based on the findings of the researchers cited. This unit is centered on dramatic activities that make use of all four language domains and includes the examination of plays in writing, …

Access To Success: A New Mentoring Model For Women In Academia, Amber Dailey-Hebert, Emily Donnelli, B. Jean Mandernach

To Improve the Academy: A Journal of Educational Development

The scarcity of women leaders in academia influences policies, procedures, and expectations and in turn perpetuates a climate that deters development of future women leaders. Despite research supporting the need for institutional change to create leadership avenues for women faculty, little evidence of such change exists. The Presidential Leadership Program for University Women was developed as a proactive, integrative mentoring model to link female academics. Crucial to the program’s success are networking opportunities, peer mentoring in a group setting, and a culminating “legacy project” designed to improve the campus climate and services for women.

On Simulating Univariate And Multivariate Burr Type Iii And Type Xii Distributions, Todd C. Headrick, Mohan Pant, Yanyan Sheng

Curriculum and Instruction Faculty Publications - Archive

This paper describes a method for simulating univariate and multivariate Burr Type III and Type XII distributions with specified correlation matrices. The methodology is based on the derivation of the parametric forms of a pdf and cdf for this family of distributions. The paper shows how shap parameters can be computed for specified values of skew and kurtosis. It is also demonstrated how to compute percentage points and other measures of central tendency such as the mode, median, and trimmed mean. Examples are provided to demonstrate how this Burr family can be used in the context of distribution fitting using …

Examining The Relationship Between Early College Credit And Higher Education Achievement Of First-Time Undergraduate Students In South Texas, Carl A. Saltarelli Ph.D.

Electronic Journal for Inclusive Education

The purpose of the study was to examine the relationship between early college credit and the success of first-time undergraduate students in South Texas. Many high school graduates are entering college with credits earned while they were enrolled in high school. Researchers have examined the value of early college credit in easing students’ transition from high school to college. Additionally, researchers have investigated the value of early college credit in enhancing students’ early college persistence rates. This researcher focused on the relationships between early college credit and college student achievement of first-time undergraduate students. In the study, student achievement was …

Co-Teaching Beliefs To Support Inclusive Education: Survey Of Relationships Between General And Special Educators In Inclusive Classes, Ida Malian Ph.D., Erin Mcrae

Electronic Journal for Inclusive Education

Co-teaching is a prevalent approach to providing effective instruction in inclusive classes. The purpose of this study was to determine teachers’ perceptions of compatibility and discrepancy between their approaches to teaching, personal characteristics and efficacy of co-teaching. Noonan’s Co-teacher Relationship Scale was adapted to survey the co-teachers statewide. Results of the statewide survey of Arizona general and special educators teaching in inclusive classes are presented as they relate to their responses. Various aspects of co-teaching relationships and teacher implementation of co-teaching models are discussed. The authors derive attributes of co-teachers in Arizona that indicate compatibility and sustainability of co-teaching arrangements. …

What Teachers Wish Administrators Knew About Co-Teaching In High Schools, Geraldine M. Nierengarten Ph.D., Trudie Hughes

Electronic Journal for Inclusive Education

This article presents the results of individual and focus group interviews with the co-teaching partner teachers comprised of general and special educators. In particular, the analysis reveals the teachers’ perceptions regarding what principals need to know and understand to support co-teaching in their schools. The co-teaching teams identified the following factors as important for the success of co-teaching in a high school classroom: teacher training, administrator training, compatibility, planning time, student schedules, natural proportions, respect and value for the teaching assignment, administrative support, and professional development. The teams also identified student and teacher benefits from participating in a co-taught classroom.

Social Studies For The Middle School, Ronald G. Helms Ph.D.

Books Authored by Wright State Faculty/Staff

No abstract provided.

Social Studies For The Elementary School, Ronald G. Helms Ph.D.

Books Authored by Wright State Faculty/Staff

No abstract provided.

An Evaluation Of Risk Management Courses Offered In Engineering Management Programs, S. Jimmy Gandhi, C. Ariel Pinto

Engineering Management & Systems Engineering Faculty Publications

For this paper, the authors have surveyed a total of 22 engineering management (EM) programs in the United States (both accredited and non-accredited). The purpose of this study was to analyze the offering of risk management courses as part of the engineering management curriculum. The findings showed that the majority of the programs did not offer a single dedicated course on risk management and merely covered the topic as part of other courses such as project management. The authors have made recommendations that risk management should be included as a required part of the EM curriculum due to the higher …

Metodologi Pengajian Syariah Di Marsah, Johor Bahru., Mohd Kalam Mazad Abd Rahman

Student Works (2010-2019)

This study is focused to education methodology of Islamic laws used by faculty of Syariah al-Islamiah, one of the departments in Markaz al-Dirasat al-Arabiah Wal Islamiah (MARSAH),Johor Bahru,Johor Darul Takzim. In order to achieve the objective, the study mainly concentrates on learning and teaching method as well as curriculum offer by MARSAH. It was done to identify the nature and effectiveness of MARSAH in producing a competent graduate to compete with other Public and Private Higher Learning Institution graduates, in fulfilling the requirement of job market nowadays. Besides, the study also observed and identified problems and obstacles which occurred in …

Bryant University Undergraduate Course Catalog 2010 - 2011

Bryant University Undergraduate Course Catalog

No abstract provided.

Ua64/2 The Challenge: Magazine Of The Center For Gifted Studies (No. 24, Winter 2010), Center For Gifted Studies, Tracy Inman Editor

Gifted Studies Publications

No abstract provided.

Conference Program [2010], Georgia International Conference On Information Literacy

Georgia International Conference on Information Literacy

N/A