Educational Administration and Supervision Commons^™

Breaking Barriers In Teaching And Learning: Perspectives On Twentieth-Century American Identity

National Collegiate Honors Council Monographs: Chapters

At Southern Oregon University, a course designated as HON 315: Perspectives on Twentieth-Century American Identity has been developed and offered with a high degree of success for several terms. Its pedagogical flexibility, high level of student participation, and exceptionally high course-evaluation ratings from students indicate that it might serve as a useful model for honors programs and colleges as a lower-level honors course in United States history or perhaps adapted to other disciplines. The course description is as follows:

This course is a study of the development of the United States in the twentieth century and early twenty-first century, focusing …

Breaking Barriers In Teaching And Learning: Innovative Discussion-Based Pedagogy

National Collegiate Honors Council Monographs: Chapters

Psychologists have identified a series of specific kinds of learning experiences that confer broad and lasting educational benefits, contributing to overall professional success regardless of field. These benefits include developing creativity, problem-solving, cognitive complexity, and flexibility (Maddux et al.); working well in diverse or dispersed groups; negotiating interpersonal problems (Tadmor et al.); tolerating ambiguity; pursuing cultural engagement; appreciating diversity; and being open to experience (Shadowen et al.). This research is important because it provides evidence for the longterm impact of certain experiences on ways of thinking rather than their short-term ability to help students pass exams. The research argues powerfully …

Breaking Barriers In Teaching And Learning: Bending Time And Space: Three Approaches For Breaking Barriers In The Honors Classroom

National Collegiate Honors Council Monographs: Chapters

Varying the typical format of the honors classroom is a great way to encourage creative thinking. When students become accustomed to what to expect from a class, they are often able to fulfill requirements with minimal effort. An unusual and challenging course experience requires students to focus, to think in new ways about their learning. This is part of why courses abroad are often so transformational: students constantly have to adjust to their new environment. The challenge for teachers like me who love leading courses abroad is how to create similarly engaging experiences at home. Using unusual course structures, meeting …

Breaking Barriers In Teaching And Learning: Growing Pains In Honors Education: Two Courses Designed To Build Community

National Collegiate Honors Council Monographs: Chapters

Honors programs and colleges that seek substantial growth face a number of challenges. Two of the most prominent are maintaining a strong sense of community within the honors student population and finding sufficient faculty to teach honors courses. A different, but not entirely unrelated, challenge is presented by part-time students, some of whom may be excellent candidates for honors but whose outside commitments make it impossible for them to carry a full course load or regularly attend classes during business hours. In what follows, I will provide an overview of two honors courses whose design can help meet the two …

Breaking Barriers In Teaching And Learning: Introduction

National Collegiate Honors Council Monographs: Chapters

At times, when honors education comes up in academic or popular conversations, a common and automatic response seems to prevail: an assumption that honors means faster, broader, more complicated, and more expert delivery of content information on the part of the teacher and greater, more efficient acquisition of disciplinary knowledge and higher achievement on tests or essays on the part of the student. What the instructor teaches in terms of countable amounts of information and what the student produces in terms of quantitatively measurable outcomes rule the day.

Breaking Barriers In Teaching And Learning: The Importance Of The First-Semester Experience: Learning Communities And Clustered Classes

National Collegiate Honors Council Monographs: Chapters

I served as Director of the Honors College at William Paterson University for ten years in a half-time capacity while I also worked as a Professor of History. Last year, I took a new position as the Dean of the Pforzheimer Honors College at Pace University. Both honors colleges have special courses for first-semester honors students that are meant to help successful high school students transition into successful college students. First-semester consolidated courses can offer honors students an experience that is challenging and rigorous and that helps them to better understand the expectations of professors and the staff of the …

Breaking Barriers In Teaching And Learning: Selected Book Resources

National Collegiate Honors Council Monographs: Chapters

Achacoso, M. V., and M. D. Svinicki, editors. Alternative Strategies

for Evaluating Student Learning. New Directions for Teaching

and Learning, No. 100. Jossey-Bass, 2005.

Allen, M. J. Assessing Academic Programs in Higher Education,

Jossey-Bass, 2004.

Anderson, L. W., D. R. Krathwohl, and B. S. Bloom. A Taxonomy

for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy

of Educational Objectives. Longman, 2001.

Angelo, T. A., and K. P. Cross. Classroom Assessment Techniques: A

Handbook for College Teachers. 2nd ed., Jossey-Bass, 1993.

Arreola, R. A. Developing a Comprehensive Faculty Evaluation System:

A Handbook for College Faculty and …

Ms225: 2018 Faculty Meeting Minutes, Thomas R. Cole

Thomas R. Cole, PhD Papers

Original Filename: Faculty Meeting Minutes 020718 SWOT_SACRED VOCATION PROGRAM.docx. Format Details: fmt/412; Microsoft Word for Windows; 2007 onwards. See more at Thomas R. Cole, PhD Papers and its finding aid.

Honors In Practice, Volume 14 (2018) [Complete], Ada Long , Editor

Honors in Practice Online Archive

In This Issue

Dedication to Katherine E. Bruce

Editor’s Introduction, Ada Long

HIP Now

Including Families in the Honors Experience, Melissa L. Johnson

Hearing the Marginalized Voice in the Great Books Curriculum, Jennie Woodard

Student Preferences for Faculty-Led Honors Study Abroad Experiences, Nicholas R. Arens, Hanna Holmquist, and Rebecca C. Bott-Knutson

A Structured Course for Personal and Professional Development, Deirdre D. Ragan

HIP Then: The First Ten Years

Tenure and Promotion in Honors (Vol. 1, 2005), Rosalie Otero

Honors in Chile: New Engagements in the Higher Education System (Vol. 2, 2006), Juan Carlos Skewes, Carlos Alberto Cioce Sampaio, and Frederick …

Mentoring The Millennials: Induction Of The Millennial Generation In Education, Christopher M. Brown

Dissertations

This research explored who the Millennial teacher is and revealed the relevancy of current teacher induction programs for them, as well as through the lens of the school leaders responsible for induction programming.

Research Questions

1. How do millennial generation teachers perceive their induction programs as new teachers?

a. What are the perceived needs of millennials in their first year of teaching?

b. How does induction programming meet these needs?

c. What are the perceived effectiveness of these programs to meet millennial needs?

2. How do building/district level leaders perceive the induction of millennial generation teachers?

a. What are the …

Counter-Narratives Of Latino Men And Machismo In Higher Education, Hiram Ramirez

Dissertations

This dissertation study addresses the gaps in research concerning the gendered experiences of successful Latino men in higher education. As Latino men in postsecondary education continue to enroll and persist in low numbers, new lenses are needed to consider their educational experiences. This study attempts to add a gendered lens, in the form of machismo, to consider ways in which successful Latino men are persisting. Machismo, a construct with both positive and negative attributes, has the potential to influence Latino men's navigation of higher education. Research documents the negative ways in which machismo has hampered Latino men in education, however …

Toward Learning And Justice, Through Love, Isis Artze-Vega

To Improve the Academy: A Journal of Educational Development

This chapter responds to the call for educational developers to isolate the one perspective that guides our work. It retraces the author’s career steps, seeking the origin of love as a guiding principle, and describes its evolution and application during her career. To do so, the piece includes a theoretical perspective on love and argues that its utility as a characterizing perspective for our profession stems from its significance to learning and justice. It suggests the timeliness and urgency of elevating the role of love in our field, notes associated risks and rewards, and suggests resources for doing so.

The Idea Of Educational Development: An Historical Perspective, Laura Cruz

To Improve the Academy: A Journal of Educational Development

This essay examines the idea of educational development, inspired both in content and approach by John Henry Newman’s influential 19th century work on the idea of a university.

The Chakra System As A Framework For Holistic Educational Development, Michele Dipietro

To Improve the Academy: A Journal of Educational Development

As my interests and job duties have shifted toward holistic educational development beyond teaching support, I have sought a conceptual framework to organize my efforts. Joining my identities of educational developer and yogi, I have adapted the chakra system from yoga philosophy. The One Thing in my personal life has become The One Thing in my professional life too, informing programming and pointing out voids to fill. This essay reviews the classic articulation of the chakra system in the seven major chakras and offers examples of how the chakras can illuminate our institutional work, both individually and as an integrated …

Changing The Lens: The Role Of Reframing In Educational Development, Donna E. Ellis

To Improve the Academy: A Journal of Educational Development

One core concept in educational development is reframing, which involves new labels, new perspectives, and the examination of assumptions. In this reflective article, I explore the use of reframing at different levels of educational development work via the 4M framework (micro, meso, macro, and mega) in an effort to assess the utility of this concept to practitioners. I conclude that reframing has utility at all levels and posit why it may assist with change management. Connections to educational developer identity are also explored.

Is Sotl A Signature Pedagogy Of Educational Development?, Peter Felten, Nancy Chick

To Improve the Academy: A Journal of Educational Development

In this article, we focus on questions that come into view when we look at educational development through the lenses of signature pedagogies and the Scholarship of Teaching and Learning (SoTL). We offer this as a thought experiment in which we consider if SoTL is a signature pedagogy of educational development, simultaneously enacting and revealing the practices, values, and assumptions that underpin the diverse work of our field. By envisioning SoTL in this way, we may more clearly see the purposes and practices that unite—and that ought to guide—educational developers and educational development.

Ways Of Doing: Feminist Educational Development, Emily O. Gravett, Lindsay Bernhagen

To Improve the Academy: A Journal of Educational Development

In response to the recent special call in To Improve the Academy, we offer the following collaborative essay that describes how feminism is our characterizing perspective on educational development. The essay details various, interrelated facets of feminism that inform our work in the field: gender, intersectionality, power, privilege, standpoint theory, and collaboration. Not only do these facets characterize our own feminist approach to educational development—from consultations to organizational development to publications—but, we argue, they also align well with the values and approaches of the field as a whole.

From The Editors: The One Thing: A Pluralistic Approach To Research And Practice, Gary Hawkins, Brian Smentkowski

To Improve the Academy: A Journal of Educational Development

From the editors of volume 37, issue 1 of To Improve the Academy: A Journal of Educational Development (2018), Gary Hawkins of Hampshire College and Brian Smentkowski of the University of Idaho.

Equity-Minded Faculty Development, Aeron Haynie

To Improve the Academy: A Journal of Educational Development

A governing principle of equity-minded faculty development is a commitment to supporting marginalized populations who may feel unwelcome in academia: from minority college students to first-generation graduate students to faculty of color. Faculty development should encourage faculty to notice inequities and not dismiss them as student’s individual failures; to examine institutional data on student, graduate student, and faculty achievement patterns; and to collaborate with other campus partners on interventions. As we work with faculty to develop strategies to ensure all students can succeed, we must also enact the same empowering, strengths- based practices we promote.

Seeking And Doing Justice Through Educational Development, Wayne Jacobson

To Improve the Academy: A Journal of Educational Development

One thing that has shaped my understanding of educational development more than anything else is a commitment to seeking and doing justice. I see this commitment as the animating force that breathes life into the best of what educational developers do and the core value that continually challenges us to do better. In the many contexts in which we work, the one thing that defines the role of educational development is the recognition that we need to continually examine and improve how well our institutional systems are doing justice to the communities that we are trusting them to serve.