Faculty Economic Benefits Committee Annual Report 2010-2011,
2010
Indiana State University
Faculty Economic Benefits Committee Annual Report 2010-2011, Indiana State University
Faculty Senate
No abstract provided.
Graduate Council Annual Report 2010-2011,
2010
Indiana State University
Graduate Council Annual Report 2010-2011, Indiana State University
Faculty Senate
No abstract provided.
Graduate Council Minutes 2010,
2010
Indiana State University
Graduate Council Minutes 2010, Indiana State University
Faculty Senate
No abstract provided.
Ua52/1 Favorite Professors,
2010
Western Kentucky University
Ua52/1 Favorite Professors, Wku Archives
WKU Administration Documents
Memories of WKU alumni regarding their favorite professors solicited by WKU Archives.
Partnerships For Progress, Higher Education Institutions And External Engagement Conference Proceedings 2010,
2010
School of Humanities, Cork Institute of Technology, Cork, Ireland
Partnerships For Progress, Higher Education Institutions And External Engagement Conference Proceedings 2010, Roadmap For Employment - Academic Partnerships, Margaret Linehan, Irene Sheridan
Conference Papers
This publication is derived from the presentations and discussions at the Partnerships for Progress Conference on Higher Education Institutions (HEIs) and External Engagement organised by the Roadmap for Employment-Academic Partnership (REAP) project in Farmleigh House, 23 September 2010. The Conference aimed to explore the potential scope for external engagement activity and the motivation for partnership as well as how that activity can be supported and managed and how success can be measured and rewarded. The REAP project is funded through the Higher Education Authority (HEA) Strategic Innovation Fund Cycle 2. The Project is led by Cork Institute of Technology (CIT) …
Developing Competency Models Of Faculty Developers: Using World Café To Foster Dialogue,
2010
University of Western Ontario
Developing Competency Models Of Faculty Developers: Using World Café To Foster Dialogue, Debra Dawson, Judy Britnell, Alicia Hitchcock
To Improve the Academy: A Journal of Educational Development
Recent research by Chism (2007); Sorcinelli, Austin, Eddy, and Beach (2006); and Taylor (2005) speaks to the critical roles that faculty developers play in ensuring institutional success. Yet we have not as a profession identified the specific competencies necessary for success at different career stages. Our research generated these competencies for three faculty developer positions—entry-level, senior-level, and director—within a teaching and learning center. We used World Café, a collaborative discussion-based technique, to engage developers in building a matrix of competencies for each position and in determining how these competencies could be demonstrated.
A Conceptual Framework For Higher Education Faculty Mentoring,
2010
Towson University
A Conceptual Framework For Higher Education Faculty Mentoring, Pamela S. Lottero-Perdue, Steve Fifield
To Improve the Academy: A Journal of Educational Development
There is considerable variability in conceptions of faculty mentoring in higher education. Rather than view this diversity as a problem, we see it as a potential resource that can inform design, implementation, and evaluation of faculty mentoring. To learn from this diversity, we review the literature on facuity mentoring in higher education to create a conceptual framework of mentoring. The conceptual framework is a tool that program administrators, participants, and evaluators can use to adapt mentoring to the unique needs of particular faculty and institutions.
The Value Of The Narrative Teaching Observation To Document Teaching Behaviors,
2010
Western Oregon University
The Value Of The Narrative Teaching Observation To Document Teaching Behaviors, Niki Young
To Improve the Academy: A Journal of Educational Development
A central mission of teaching and learning centers is to help faculty members improve their teaching. The teaching observation is an established tool to support this effort. Although educational developers have created general guides and forms for conducting teaching observations, the literature contains few examples of observation narratives. This chapter offers detailed examples of these narratives, deconstructing the process and demonstrating the value of narrative to document teaching behaviors. This chapter extends and develops the literature, showing how—and making explicit why—we do what we do, in the interest of making our work transparent and replicable.
Macgyvers, Medeas, And Bionic Women: Patterns Of Instructor Response To Negative Feedback,
2010
Texas Technological University
Macgyvers, Medeas, And Bionic Women: Patterns Of Instructor Response To Negative Feedback, Allison P. Boye, Suzanne Tapp
To Improve the Academy: A Journal of Educational Development
Few studies have examined instructor responses to negative feedback and their interplay with gender, but faculty developers must be cognizant of and sensitive to the needs of the instructors with whom they work. This chapter identifies six general patterns of response among male and female instructors to negative feedback from students and consultants, based on survey results, interviews, and observations. A combination of empathy, resources, and time is the key to understanding and responding to those patterns and meeting the needs of individual instructors. Further, comparisons across gender reveal interesting differences related to language use, internalization versus externalization of feedback, …
Class Size: Is Less More For Significant Learning?,
2010
Columbia College
Class Size: Is Less More For Significant Learning?, John Zubizarreta
To Improve the Academy: A Journal of Educational Development
Mixed as it might be, educational research suggests that engaged students are more effectively stimulated and fulfilled in the small class. Of course, students can thrive in large classes if discipline, course level, teacher characteristics, goals, methods, assessment strategies, and outcomes work together to inspire and produce significant learning. The small class environment does not by itself necessarily ensure higher level learning, but studies indicate that if faculty and institutions want to promote and support the active learning pedagogies, mentoring, reflection, feedback, and personal relationships that result in deep and lasting learning, then less is more.
Theoretical Frameworks For Academic Dishonesty: A Comparative Review,
2010
Carnegie Mellon University
Theoretical Frameworks For Academic Dishonesty: A Comparative Review, Michele Dipietro
To Improve the Academy: A Journal of Educational Development
Academic dishonesty has so far been understood using theoretical frameworks derived from criminology literature. These frameworks contribute pieces of the puzzle and even enjoy some empirical support, but conceptualizing students as delinquents is problematic and ultimately ineffective. This chapter reviews the current frameworks, including their theoretical underpinnings, empirical support, and strategies they suggest, and goes on to analyze their limitations and suggest alternative frameworks.
Developing And Renewing Department Chair Leadership: The Role Of A Teaching Center In Administrative Training,
2010
University of Michigan, Ann Arbor
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.
About The Authors, Volume 28 (2010),
2010
University of Nebraska - Lincoln
About The Authors, Volume 28 (2010)
To Improve the Academy: A Journal of Educational Development
About the editors and authors of volume 28 (2010) of To Improve the Academy: A Journal of Educational Development.
Ethical Guidelines For Educational Developers,
2010
University of Nebraska - Lincoln
Ethical Guidelines For Educational Developers
To Improve the Academy: A Journal of Educational Development
Ethical guidelines for educational developers, prepared by Mintz, Smith, and Warren, January 1999. Revised March 1999, September 1999, and March 2000.
Conversations About Assessment And Learning: Educational Development Scholarship That Makes A Difference,
2010
Queen’s University
Conversations About Assessment And Learning: Educational Development Scholarship That Makes A Difference, Sue Fostaty Young, Susan Wilcox
To Improve the Academy: A Journal of Educational Development
To facilitate deeper understanding of teachers’ assessment practices, we undertook an educational development inquiry with college and university faculty. Our conversations with instructors about their assessment practices highlighted the complex relationship between teachers’ beliefs about teaching, their institutional contexts, and their experiences of teaching. The project gave us valuable opportunities to examine our interactions with faculty and enabled us to identify approaches to educational development that help postsecondary faculty understand and improve their practice.
Engaging Faculty In Conversations About Teaching Through A Research Proposal Workshop,
2010
Northwestern University
Engaging Faculty In Conversations About Teaching Through A Research Proposal Workshop, Susanna Calkins, Denise Drane
To Improve the Academy: A Journal of Educational Development
Faculty who consider themselves primarily researchers can be difficult to engage in faculty development activities. However, as agencies such as the National Science Foundation now require educational activities in research grants, proposal writing may represent a new avenue for engaging research faculty in their teaching. In this chapter, we outline an innovative workshop on writing the pedagogical component of a grant proposal that was developed for faculty at Northwestern University. During the workshop, while learning how to structure an education plan for their grant, faculty engaged in a lively discussion about formulating learning objectives and aligning them with pedagogical methods …
Strategic Committee Involvement: A Guide For Faculty Developers,
2010
University of the Sciences in Philadelphia
Strategic Committee Involvement: A Guide For Faculty Developers, Phyllis Blumberg
To Improve the Academy: A Journal of Educational Development
Faculty developers should seek purposeful involvement in committee service because committees are essential to the functioning of higher education institutions. The unique expertise and perspectives that faculty developers bring to the table help committees execute their tasks and benefit faculty development efforts. Given the number of possible institutional committees and limitations on time, developers should decide carefully about their service. Offered here is a framework for making strategic decisions about committee membership on five criteria: committee characteristics, individual’s impact on the committee, personal characteristics, conditions that should discourage service, and pitfalls to consider before deciding to serve.
A Model For Putting A Teaching Center In Context: An Informal Comparison Of Teaching Centers At Larger State Universities,
2010
University of Kansas
A Model For Putting A Teaching Center In Context: An Informal Comparison Of Teaching Centers At Larger State Universities, Wesley H. Dotson, Daniel J. Bernstein
To Improve the Academy: A Journal of Educational Development
An informal comparative analysis of teaching centers at larger state universities around the United States was conducted as part of a self-initiated ten-year review of our center. We compared centers along several dimensions, among them programs, resources, and size. This chapter offers our methods, results, and general impressions of the process as an example for others who might decide to conduct a similar analysis.
Weaving Promising Practices For Inclusive Excellence Into The Higher Education Classroom,
2010
University of Denver
Weaving Promising Practices For Inclusive Excellence Into The Higher Education Classroom, María Del Carmen Salazar, Amanda Stone Norton, Franklin A. Tuitt
To Improve the Academy: A Journal of Educational Development
Higher education is faced with an increasingly diverse student body and historic opportunities to foster inclusive excellence, meaning a purposeful embodiment of inclusive practices toward multiple student identity groups. Although the benefits of inclusive excellence are well established, college faculty often cite barriers to promoting it in classrooms, and this creates an opening for faculty developers to support them in weaving promising practices for inclusive excellence into their teaching. This chapter highlights the practices of inclusive faculty and the methods faculty developers can use to promote inclusive excellence along five dimensions: (1) intrapersonal awareness, (2) interpersonal awareness, (3) curricular transformation, …
Communication Climate, Comfort, And Cold Calling: An Analysis Of Discussion-Based Courses At Multiple Universities,
2010
Humboldt State University
Communication Climate, Comfort, And Cold Calling: An Analysis Of Discussion-Based Courses At Multiple Universities, Tasha J. Souza, Elise J. Dallimore, Eric Aoki, Brian C. Pilling
To Improve the Academy: A Journal of Educational Development
One of the challenges in discussion facilitation is creating a climate that allows multiple voices to be heard. Although the practice of calling on students whose hands are not raised has been used to engage the entire class in discussions, many believe that cold calling sabotages the communication climate and makes students extremely uncomfortable. This study examines the impact of cold calling on student comfort and communication climate. The results suggest that when instructors choose to cold-call, they must create a supportive communication climate to ensure student comfort. This study challenges the assumption that cold calling makes students uncomfortable.
