Educational Administration and Supervision Commons^™

A Quantitative Study Of Teacher Perceptions Of Professional Learning Communities' Context, Process, And Content, Daniel R. Johnson

Seton Hall University Dissertations and Theses (ETDs)

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Evaluating The Influence Of Response To Intervention (Levels 2-3) With Racially, Culturally, Ethnically, Linguistically Diverse (Rceld) Students, Reina Martinez

Seton Hall University Dissertations and Theses (ETDs)

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Funding Teacher Education: A Catalyst For Enhancing The Universal Basic Education In Imo State Of Nigeria, Martin Okoro

Seton Hall University Dissertations and Theses (ETDs)

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A Multiple Regression Analysis Of Factors Concerning Superintendent Longevity And Continuity Relative To Student Achievement, Timothy Plotts

Seton Hall University Dissertations and Theses (ETDs)

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2011 Annual Governance Report On Faculty Activities, University Of Northern Iowa

Institutional Effectiveness & Planning Documents

Report of faculty activity broken down by rank

Evaluation Of Response To Intervention As A Method Of Improving Student Achievement, Ronald Bruce Farquharson

Abraham S. Fischler College of Education ETD Archive

This applied dissertation was designed to evaluate if implementation of the Response to Intervention (RTI) model had an effect on student academic gains at the target school. The problem that prompted this study was that information on the effectiveness of the RTI model had not yet been determined. The reauthorization of the Individuals With Disabilities Education Act allowed the use of the RTI model as a viable alternative for identifying students who may be experiencing academic difficulties rather than the traditional wait-and-fail model. Data and state assessment scores for sixth-grade students indicated that remediation was necessary. The RTI model allows …

Assessment Of Case-Based Integrated Learning As A Part Of Dental Curriculum Reform, Nader A. Nadershahi

University of the Pacific Theses and Dissertations

There has been a growing call for change in the management of dental education programs, and, in response to this call, the faculty and staff at the University of the Pacific Arthur A. Dugoni School of Dentistry developed the Pacific Dental Helix Curriculum management model. The first major component of this curriculum was the development of the Integrated Clinical Science Strand of the Helix focused on multidisciplinary and case-based andragogies. The mixed method research design was used to identify common aspects of Case-Based Learning and multi-disciplinary teaching through a qualitative analysis of curricular materials and to analyze their impact on …

About The Authors

Honors in Practice Online Archive

No abstract provided.

Peer Review Across Disciplines: Improving Student Performance In The Honors Humanities Classroom, Julie M. Barst, April Brooks, Leda Cempellin, Barb Kleinjan

Honors in Practice Online Archive

The term “peer review” often elicits a negative response from teachers and students alike. The process involves numerous challenges; anyone who has used the technique knows that students often feel awkward giving feedback to their peers and even more uncomfortable accepting the advice of peers in a classroom setting. They hesitate to voice negatives about performance, possibly because they doubt their own reaction to the material presented or fear that, in retaliation, they will be rated poorly as well. In addition, when teachers fail to establish and communicate clearly defined expectations, student authors do not produce high-quality drafts, and student …

An Honors Alumni Mentor Program At Butler University, Jaclyn Dowd, Lisa Markus, Julie Schrader, Anne M. Wilson

Honors in Practice Online Archive

Butler University is a comprehensive master’s university of approximately 4,000 undergraduate students with five colleges: the College of Liberal Arts and Sciences; the College of Education; the College of Business; the Jordan College of Fine Arts; and the College of Pharmacy and Health Sciences. The Butler University Honors Program is an interdisciplinary program open to undergraduates from all five colleges. Incoming students admitted to Butler who meet certain benchmark requirements (1320/30 or higher SAT/ACT or top five percent of graduating class) are invited to apply to our honors program. If students perform well in their first year at the university, …

Table Of Contents

Honors in Practice Online Archive

Editorial Policy

Submission Guidelines

Dedication to Vishnu Narain Bhatia

Editor’s Introduction • Ada Long

PRESIDENTIAL ADDRESS

A Penny’s Worth of Reflections on Honors Education • John Zubizarreta

ON COLLABORATIVE COURSE PROJECTS

Into the Afterlife and Back with Honors Students • Kateryna A R Schray

The Last Class: Critical Thinking, Reflection, Course Effectiveness, and Student Engagement • Elizabeth Bleicher

Designing a Collaborative Blog about Student Success • Melissa L Johnson, Alexander S Plattner, and Lauren Hundley

ON CURRICULUM

Why Honors Students Still Need First-Year Composition • Annmarie Guzy

Rethinking Asian Studies in the …

Team Teaching On A Shoestring Budget, Jim Ford, Laura Gray

Honors in Practice Online Archive

Team teaching is an established pedagogical practice, particularly in honors education. Many institutions have long traditions of combining the gifts of multiple faculty in one honors course. For schools that lack such a tradition, however, securing the institutional resources to support team teaching can be a daunting obstacle. If team teaching is really a part of “The New Model Education,” as Gary Bell argues (57), can it be done on a shoestring budget? The Rogers State University Honors Program began in the fall of 2005 with an extremely tight budget and no money for compensating faculty. Despite this challenge, we …

Nchc Order Form

Honors in Practice Online Archive

NCHC PUBLICATION ORDER FORM

NATIONAL COLLEGIATE HONORS COUNCIL MONOGRAPHS & JOURNALS

Into The Afterlife And Back With Honors Students, Kateryna Schray

Honors in Practice Online Archive

One of the best and funniest student evaluations I have ever received read: “if this professor taught a course on Hell and how to get there I would take it.” This generous compliment sounded like a good course idea, and a year or so later, Dr. Caroline Perkins and I successfully proposed an honors seminar called “Heaven, Hell, and Purgatory in Literature and Culture.” Like other programs described in previous issues of Honors in Practice, the Marshall University Honors Program is built on team-taught interdisciplinary seminars— in this case Classics and English—and emphasizes student leadership and collaborative learning.

Presumably …

Self As Text: Adaptations Of Honors Practice, Michaela Ruppert Smith

Honors in Practice Online Archive

City as Text™, the experiential learning program developed by the NCHC Honors Semesters Committee, has been adopted and adapted by hundreds if not thousands of educational institutions throughout the United States and beyond. Having served on the Honors Semesters Committee, I exported this learning strategy to Switzerland when I took a teaching position in the International Baccalaureate Program of the Collège du Léman in Geneva. I adapted City as Text™ for multi-disciplinary college preparatory students in Europe, and that adaptation might now serve in turn as a model for experiential learning in honors programs and colleges back in the United …

A Penny’S Worth Of Reflections On Honors Education, John Zubizarreta

Honors in Practice Online Archive

Giving the presidential address is a daunting task. For several weeks already, I’ve been receiving emails and phone calls from some of you, asking how my speech was coming along. “Oh, fine, just fine,” I fibbed, as I juggled the innumerable responsibilities back home that I know all of us share in our demanding roles as teachers, learners, and leaders. In past years, the address was a formidable one-hour-or-more event over sit-down dinners or luncheons. But times change. As the conference has grown steadily, year after year, and hours—no, even just minutes—have become precious, the address has had to shrink …

Ethical Guidelines For Educational Developers

To Improve the Academy: A Journal of Educational Development

Ethical guidelines for educational developers.

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.

Using Multimedia Case Stories Of Exemplary Teaching For Faculty Development, Tasha J. Souza, Tom Carey, Flora Mcmartin, Roberta Ambrosino, Joe Grimes

To Improve the Academy: A Journal of Educational Development

Faculty are more likely to embrace the possibility of change when they see change modeled by their colleagues. Through a multimedia case story, faculty can share in the experience of using an innovative teaching strategy and the process of implementing it. Integrating multimedia case stories into our work with faculty can help us meet diverse faculty needs and encourage more faculty to embrace pedagogical change. Such stories can help faculty to realize that they too can overcome pedagogical challenges and institutional constraints in order to better meet the learning needs of students.

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.