Honors Thesis Rubrics:
A Step Toward More Consistent
And Valid Assessment In Honors,
2011
University of Maine - Main
Honors Thesis Rubrics: A Step Toward More Consistent And Valid Assessment In Honors, Mark Haggerty, Theodore Coladarci, Mimi Killinger, Charlie Slavin
Journal of the National Collegiate Honors Council Online Archive
Several recent issues of the Journal of the National Collegiate Honors Council have devoted considerable space to questions of grading and assessing honors student work: the 2006 Forum on “Outcomes Assessment, Accountability, and Honors” (Frost et al.), the 2007 Forum on “Grades, Scores, and Honors” (Andrews et al.), and Greg Lanier’s expansive piece in 2008, “Towards Reliable Honors Assessment.” One target of assessment is the honors thesis, which is either a required or optional component of many honors programs and colleges and which poses a myriad of assessment challenges. What follows is a description and analysis of the attempt at …
Faculty Development Beyond Instructional Development: Ideas Centers Can Use,
2011
University of Massachusetts, Amherst
Faculty Development Beyond Instructional Development: Ideas Centers Can Use, Mary Deane Sorcinelli, Tara Gray, A. Jane Birch
To Improve the Academy: A Journal of Educational Development
Most faculty development programs focus on the faculty member as teacher. However, faculty seek support in many areas, including orientation, mentoring, scholarly writing, time management, career advancement, leadership, and service. Research and practice also suggest that faculty and facuity development programs benefit from an integrated approach to professional development. This chapter fills a gap in faculty development practice by suggesting ways that centers can create programming that goes beyond instructional development, thereby supporting a more expansive range of faculty work.
Next Generation @ Iupui: A Leadership Development Program For Faculty Of Color,
2011
Indiana University-Purdue University Indianapolis
Next Generation @ Iupui: A Leadership Development Program For Faculty Of Color, Megan M. Palmer, Julianna V. Banks, Joshua S. Smith, Sherree A. Wilson
To Improve the Academy: A Journal of Educational Development
Next Generation @ IUPUI is an intensive one-year leadership program designed to develop the leadership potential off acuity of color. The program expands the pool off acuity who are ready to assume leadership positions. In addition to addressing higher education administration theories and trends, participants receive individualized coaching and mentoring to develop a broad network of peers.
There Was Something Missing: A Case Study Of A Faculty Member’S Social Intelligence Development,
2011
Grand Valley State University
There Was Something Missing: A Case Study Of A Faculty Member’S Social Intelligence Development, Tamara Rosier
To Improve the Academy: A Journal of Educational Development
Some faculty members seem to lack the social intelligence or relational skills needed to successfully “read” and respond to their students. This chapter describes the process of developing social intelligence skills in one faculty member. During a series of ten coaching sessions, there was demonstrable change in the faculty member’s behavior and a self-reported increase in his social intelligence skills. The findings of this exploratory study suggest that social intelligence can be developed, and it has the potential to have a positive effect on teaching practices and faculty success.
About The Authors, Volume 29 (2011),
2011
University of Nebraska - Lincoln
About The Authors, Volume 29 (2011)
To Improve the Academy: A Journal of Educational Development
About the editors and authors of volume 29 (2011) of To Improve the Academy: A Journal of Educational Development.
Preface, Volume 29 (2011),
2011
University of North Florida
Preface, Volume 29 (2011), Judith E. Miller
To Improve the Academy: A Journal of Educational Development
Preface to volume 29 (2011) of To Improve the Academy: A Journal of Educational Development, by Judith E. Miller of University of North Florida.
Acknowledgments, Volume 29 (2011),
2011
University of Nebraska - Lincoln
Acknowledgments, Volume 29 (2011)
To Improve the Academy: A Journal of Educational Development
Acknowledgments for volume 29 (2011) of To Improve the Academy: A Journal of Educational Development, by Judith E. Miller of University of North Florida.
Ethical Guidelines For Educational Developers,
2011
University of Nebraska - Lincoln
Ethical Guidelines For Educational Developers
To Improve the Academy: A Journal of Educational Development
Ethical guidelines for educational developers.
Taking Stock: Contemplating North American Graduate Student Professional Development Programs And Developers,
2011
University of Manitoba
Taking Stock: Contemplating North American Graduate Student Professional Development Programs And Developers, Dieter J. Schönwetter, Donna Ellis
To Improve the Academy: A Journal of Educational Development
A two-stage study was conducted to identify key competencies in graduate student development programs at Canadian and U.S. institutions. Once thirty-nine key competencies were identified, developers of graduate students were asked to rate the importance of each competency in their programming, the extent to which each competency was explicitly taught, and their own confidence in the training received to help teach these competencies. One key finding suggests that numerous potential gaps exist in the training of those who deliver graduate student development programs, which organizations such as the Professional and Organizational Development Network in Higher Education can help to address.
Growing A New Generation: Promoting Self-Reflection Through Peer Observation,
2011
Texas Tech University
Growing A New Generation: Promoting Self-Reflection Through Peer Observation, Allison Boye, Micah Meixner
To Improve the Academy: A Journal of Educational Development
Many faculty developers understand the value of self-reflection in effective teaching and aim to cultivate the practice in their programming. However, many instructors regard peer observation as punitive or evaluative in nature and overlook how the practice can promote thoughtful self-reflection by the observer. This chapter outlines a model of group peer observation that supports introspection and community, thereby transforming that negative perception. We discuss how the process promotes cross-disciplinary open-door teaching and reflective practice in teaching improvement and how faculty developers from institutions and programs of all sizes can help nurture that growth.
Support Needs Of University Adjunct Lecturers,
2011
Eastern Michigan University
Support Needs Of University Adjunct Lecturers, Sarah M. Ginsberg
To Improve the Academy: A Journal of Educational Development
Little is known about the support needs of the part-time instructors on university campuses, despite the fact that they represent more than 50 percent of the instructors teaching in higher education. This study of adjunct lecturers investigated their support needs and their preferences for receiving support. Results indicated that adjuncts wanted information about their students and effective teaching methods beyond lecturing. They expressed frustration over the fact that there was no systematic approach to information sharing, particularly with the tenure-track faculty in their programs. They evenly favored resources provided either electronically or face-to-face.
Understanding And Supporting Full-Time Non-Tenure-Track Faculty: A Needed Change,
2011
Indiana University-Purdue University Indianapolis
Understanding And Supporting Full-Time Non-Tenure-Track Faculty: A Needed Change, Genevieve G. Shaker, Megan Palmer, Nancy Van Note Chism
To Improve the Academy: A Journal of Educational Development
As the face of the American faculty profession changes, targeted academic development becomes more important. A phenomenological qualitative study of full-time, non-tenure-track faculty in English portrays an experience characterized by a love of teaching but fraught with professional challenges stemming from low status and poor reward and recognition structures. These data provide the point of departure for recommendations on expanding organizational and faculty development strategies for supporting, integrating, and encouraging full-time, non-tenure-track faculty.
Cross-Domain Collaborative Learning And The Transformation Of Faculty Identity,
2011
George Mason University
Cross-Domain Collaborative Learning And The Transformation Of Faculty Identity, James B. Young
To Improve the Academy: A Journal of Educational Development
This chapter addresses how faculty from disparate backgrounds collaborate in interdisciplinary learning communities and how this cross-domain collaboration leads to a tangible change in identity. Faculty enter learning communities playing the more common roles of expert and teacher, but they leave taking on the additional roles of novice, learner, and knowledge integrator. The experience of cross-domain interaction is both rewarding and transformative for faculty as they are well equipped to communicate across the disciplinary landscape and gain a rhetorical awareness that is an invaluable ingredient for learning community participation.
A Coaching-Based Framework For Individual Consultations,
2011
University of Virginia
A Coaching-Based Framework For Individual Consultations, Deandra Little, Michael S. Palmer
To Improve the Academy: A Journal of Educational Development
Educational developers committed to promoting effective teaching and learning practices often make the same mistake we advise instructors to avoid: privileging content over process in individual consultations. We describe a process-oriented consultation model based on effective practices from the literature on individual consultations, coaching, learning, and motivation. Using this three-step model, educational developers can systematically create a collaborative environment that is nonjudgmental and nonprescriptive and draws on the client’s capabilities, experiences, aspirations, and resourcefulness.
Professional Conversations: A Reflective Framework For Collaborative Development,
2011
Monterey Institute of International Studies
Professional Conversations: A Reflective Framework For Collaborative Development, Peter Shaw, Bob Cole
To Improve the Academy: A Journal of Educational Development
A small team of faculty and faculty developers at the Monterey Institute of International Studies launched a professional development initiative by adapting Edge’s (1992, 2002) framework of cooperative development into a model they labeled the professional conversation. This structured interaction involves a speaker exploring a topic of professional and personal significance through the facilitation of an understander. The details of the model are presented, along with heuristics for practicing the two roles. Assessment data indicate that the struggle to master the model is judged worthwhile for community building, professional development, and, unexpectedly, pedagogical practice.
Intersecting Identities And The Work Of Faculty Development,
2011
Hobart and William Smith Colleges
Intersecting Identities And The Work Of Faculty Development, Cerri A. Banks, Jonathan Luzzini, Susanne M. Pliner
To Improve the Academy: A Journal of Educational Development
On increasingly diverse college campuses, faculty members look to faculty developers for support in facilitating difficult classroom dialogues and in handling challenging interactions around their students’ identities and their own. We propose that faculty developers’ work around issues of diversity, social justice, and inclusive excellence can be enhanced by developing a foundation in the theory of intersectionality, which engages the complexity of identity and the resulting power structures that inform institutions. We discuss this theoretical perspective and provide examples of faculty development initiatives that can be strengthened through the use of an intersectional lens.
The First Day Of Class: How Should Instructors Use Class Time?,
2011
Simpson College
The First Day Of Class: How Should Instructors Use Class Time?, Sal Meyers, Brian C. Smith
To Improve the Academy: A Journal of Educational Development
Students and instructors rated first-day class satisfaction and completed scales assessing the time that instructors spent on introductions, course policies, procedures, and course content. For students, interest on or before the first day, and for faculty, excitement and confidence in students’ abilities, strongly predicted satisfaction on the first day. Student and instructor satisfaction also were positively associated with time devoted to hows and whys, content, and introductions. Findings contradict previous empirical studies of student satisfaction but are consistent with faculty development recommendations.
Student And Faculty Perceptions Of Effects Of Midcourse Evaluation,
2011
Brigham Young University
Student And Faculty Perceptions Of Effects Of Midcourse Evaluation, Whitney Ransom Mcgowan, Russell T. Osguthorpe
To Improve the Academy: A Journal of Educational Development
We report on faculty and student perceptions of the effects of midcourse evaluations on teaching improvement and student learning. We provided faculty with a midcourse evaluation tool, surveyed faculty and students, interviewed faculty, observed debriefing sessions, and compared midcourse with end-of-semester ratings. Of 510 mean ratings on individual learning items, 342 (67 percent) mean scores showed improvement from midcourse to the end of the semester. Faculty who read their midcourse feedback, discussed it with their students, and made pedagogical changes saw the most improvement in their ratings.
Evolution Of A Peer Review And Evaluation Program For Online Course Development,
2011
Middle Tennessee State University
Evolution Of A Peer Review And Evaluation Program For Online Course Development, Cynthia L. Adams, Dianna Z. Rust, Thomas M. Brinthaupt
To Improve the Academy: A Journal of Educational Development
The faculty peer assistants (FPAs) program combines a mentoring and peer review process for initial online faculty course development and subsequent course revision. An FPA mentors colleagues during course design and conducts peer reviews when the courses are complete. The program incorporates a peer review and evaluation form that outlines course standards and guides the faculty course developer, the peer reviewer, and the department chair. Feedback about the program from department chairs, faculty course developers, and FPAs was uniformly positive.
Completing The Faculty Development Cycle: Using Data From Syllabi Review To Inform Action,
2011
University of the Sciences in Philadelphia
Completing The Faculty Development Cycle: Using Data From Syllabi Review To Inform Action, Phyllis Blumberg
To Improve the Academy: A Journal of Educational Development
Consistent with the mission of the University of the Sciences in Philadelphia, the Teaching and Learning Center has emphasized implementation of learner-centered practices for eight years. To assess the impact of these development efforts, I reviewed syllabi and course approval forms of seventy-two recently approved courses. The documents revealed a disappointing lack of evidence of learner-centered course design features. Voluntary faculty development programming cannot force faculty to change their course designs. However, the results prompted discussions with administrators and faculty and yielded calls to action for greater implementation of learner-centered practices.
