2014 Intersession Catalog,
2014
Illinois Math and Science Academy
2014 Intersession Catalog, Illinois Mathematics And Science Academy
Intersession Catalogs
No abstract provided.
Henry's Big Adventure,
2014
Bowling Green State University
Henry's Big Adventure, Kelly Rippeth
Honors Projects
I have written and illustrated a children’s book as well as planned a selection of lesson plans that can be used in addition to the book titled Henry’s BIG Adventure. Illustrated children’s books are very valuable to the development of children by aiding in comprehension. According to Mary Renck Jalongo, author of Young Children and Picture Books, children can learn so much from reading stories, even fiction ones. Henry’s BIG Adventure centers on a young boy who finds an old photo album with pictures of several places he has never been before. The album leads him on a big …
Exploring Public Middle School English Language Learner Teachers' Grammar Teaching: An Instrumental Case Study,
2014
University of Nebraska-Lincoln
Exploring Public Middle School English Language Learner Teachers' Grammar Teaching: An Instrumental Case Study, Sevda Budak
The Nebraska Educator: A Student-Led Journal
We know little about how teachers teach grammar in the public school context. This qualitative study explores public middle school teachers’ grammar instruction in today’s diverse classrooms. An instrumental case study design was employed to provide a broad description of two ELL middle school teachers’ grammar teaching. Analysis of the multiple data sources revealed how ELL teachers orchestrated grammar teaching, which is explored in themes within each case. Based on the findings that emerged in cross-case analysis, similarities and differences between two cases are also discussed. The particularities of these two in-service teachers’ grammar teaching provide insight to all language-teaching …
Developing Scholarly Teachers Through An Sotl Faculty Fellowship,
2014
Washington University in St. Louis
Developing Scholarly Teachers Through An Sotl Faculty Fellowship, Beth A. Fisher, Michelle D. Repice, Carolyn L. Dufault, Denise A. Leonard, Regina F. Frey
To Improve the Academy: A Journal of Educational Development
The increasing interest in incorporating evidenced based teaching in higher education has created a pronounced need for faculty to learn the theory and practice of the Scholarship of Teaching and Learning (SoTL). This article describes a program designed to prepare faculty to (a) draw on existing SoTL studies when designing and implementing evidenced based teaching methods, (b) design SoTL studies to test the effectiveness of those methods, and (c) integrate their new knowledge of SoTL into the practice of “scholarly teaching.” This program has proven to be a successful model for incorporating evidenced based teaching into undergraduate science, technology, engineering, …
Just Ask: Using Faculty Input To Inform Communication Strategies,
2014
Indiana University School of Medicine
Just Ask: Using Faculty Input To Inform Communication Strategies, Krista Hoffmann Longtin, Megan M. Palmer, Julie L. Welch, Emily C. Walvoord, Mary E. Dankoski
To Improve the Academy: A Journal of Educational Development
Faculty members today are bombarded with information, yet limited in time and attention. Managing communication with faculty is an increasingly important function of faculty development offices. This study explored how communication frameworks can be paired with web design principles and attention economics to increase the effectiveness of communication with faculty members. We developed and tested communication approaches designed to enhance faculty members’ identification and involvement with our programs. The advantages, disadvantages, and effectiveness of each model are presented. Ultimately, the study reframed our understanding of communication strategies, not as static tools, but rather as opportunities to engage faculty.
Stereotype Threat–Based Diversity Programming: Helping Students While Empowering And Respecting Faculty,
2014
Florida International University
Stereotype Threat–Based Diversity Programming: Helping Students While Empowering And Respecting Faculty, Isis Artze Vega, Leslie Richardson, Adrienne Traxler
To Improve the Academy: A Journal of Educational Development
As college student populations grow increasingly diverse, centers for teaching and learning are often charged with promoting inclusive teaching practices. Yet faculty cite many affective barriers to diversity training, and we often preach to the choir. These challenges led us to seek alternate routes for diversity programming, and stereotype threat has become the centerpiece of our endeavors. This chapter describes stereotype threat and related interventions, outlines our efforts, and offers evidence of its surprising impact. It also identifies the features of stereotype threat that appealed to faculty, led them to make pedagogical changes, and inspired them to spread the word.
Measuring The Promise: A Learning Focused Syllabus Rubric,
2014
University of Virginia
Measuring The Promise: A Learning Focused Syllabus Rubric, Michael Palmer, Dorothe Bach, Adriana Streifer
To Improve the Academy: A Journal of Educational Development
To enrich the resources for measuring the impact of educational development work, we have created a rubric to assess the degree to which a syllabus achieves a learning orientation. The rubric provides qualitative descriptions of components that distinguish learning focused syllabi and uses a quantitative scoring system that places syllabi on a spectrum from content focused to learning focused. It is flexible enough to accommodate a diverse range of levels, disciplines, institutions, and learning environments, yet nuanced enough to provide summative information to developers using the tool for assessment purposes and formative feedback to instructors interested in gauging the focus …
Reflections On The State Of The Scholarship Of Educational Development,
2014
Elon University
Reflections On The State Of The Scholarship Of Educational Development, Deandra Little
To Improve the Academy: A Journal of Educational Development
Introduction to volume 33, number 1 of To Improve the Academy: A Journal of Educational Development from 2014 by managing editor Deandra Little of Elon University.
Preparing New Faculty For Leadership: Understanding And Addressing Needs,
2014
University of North Dakota
Preparing New Faculty For Leadership: Understanding And Addressing Needs, Anne Kelsch, Joan Hawthorne
To Improve the Academy: A Journal of Educational Development
A perceived decline in effective faculty participation in campus leadership and governance is well documented, both in the literature and via anecdote. Characteristics common within the culture of higher education make nurturing campus “citizenship” among junior faculty challenging. This essay describes findings from an interview based study of junior faculty in which understanding of professional responsibilities beyond teaching and research was explored. The study documented the deep sense of unpreparedness with which new faculty approach key issues in higher education, including those associated with governance and leadership. Two possible strategies for redressing that unpreparedness, both showing preliminary but positive results, …
Peer Collaboration: Improving Teaching Through Comprehensive Peer Review,
2014
University of Minnesota - Duluth
Peer Collaboration: Improving Teaching Through Comprehensive Peer Review, Shelley L. Smith
To Improve the Academy: A Journal of Educational Development
This article includes a brief rationale and review of the literature on peer review of teaching (PRT). Based on that literature review, it offers a proposal for an optimal formative review process that results in a teaching portfolio that would reflect a faculty member’s efforts and successes in a critically reflective PRT process, and contributes to ongoing teaching improvement. It then looks at potential areas of faculty resistance and concern and offers a discussion of potential strategies to overcome those concerns.
Tracking Pod's Engagement With Diversity: A Content Analysis Of To Improve The Academy And Pod Network Conference Programs From 1977 To 2011,
2014
Stonehill College
Tracking Pod's Engagement With Diversity: A Content Analysis Of To Improve The Academy And Pod Network Conference Programs From 1977 To 2011, Stacy E. Grooters
To Improve the Academy: A Journal of Educational Development
This study examines the degree to which sessions from the annual Professional and Organizational Development (POD) Network Conference and articles from To Improve the Academy engage questions of diversity. The titles and abstracts of 3,946 conference sessions and 560 journal articles were coded for presence and type of diversity. A significant variation in inclusion of diversity over time was found for the conference sessions (p < 0.001) but not the journal articles. Overall, the findings suggest that the organization has been inconsistent in its scholarly engagement with diversity and should work to encourage more regular engagement with diversity by its members.
Emotion In The Classroom: An Update,
2014
Goucher College
Emotion In The Classroom: An Update, Janine Bowen
To Improve the Academy: A Journal of Educational Development
Fourteen years ago, POD member Edward Vela drew attention to the role of emotion in learning. In particular he emphasized the need for faculty to express positive emotions in the classroom. Since then researchers continue to measure the effectiveness of positive emotion in student learning but the field of emotion in the classroom has expanded since Vela's essay. The purpose of this article is to not only update Vela's citations on emotion and learning but to provide a broader perspective on the topic and assist faculty developers. Ashkanasy's five level model frames the discussion.
Sequential Online Course Redesign: When “It Just Takes Time” Works No Longer,
2014
Indiana University - Purdue University, Indianapolis
Sequential Online Course Redesign: When “It Just Takes Time” Works No Longer, Genevieve G. Shaker, Sarah K. Nathan, Elizabeth J. Dale
To Improve the Academy: A Journal of Educational Development
Despite the increase in formats of online education, evidence suggests that the academic achievement gap could widen without iterative adaptation. This comparative case study analyzes the implementation of an online undergraduate course delivered consecutively in hybrid and fully online formats. Student feedback and instructor reflection address adaptive processes for online learning and adjustments to enhance the second course following a sequential redesign. Results include students’ challenges with technology and workload, benefits of cross course collaboration, instructor efforts to mediate challenges without sacrificing rigor, and advice for educational developers as they support online teaching through rapid adaptation by design.
Mapping Classroom Interactions: A Spatial Approach To Analyzing Patterns Of Student Participation,
2014
Bryn Mawr College
Mapping Classroom Interactions: A Spatial Approach To Analyzing Patterns Of Student Participation, Sophia Abbot, Alison Cook Sather, Carola Hein
To Improve the Academy: A Journal of Educational Development
This article explores how mapping patterns of student participation in classroom discussion can both illuminate and complicate the dynamic relationships among identity, physical position in the classroom, student engagement, and course content. It draws on the perspectives of an undergraduate in the role of pedagogical consultant, a faculty member who worked in partnership with that student, and the coordinator of the program through which this collaborative exploration unfolded. The authors provide multiple angles of vision on the impetus behind, approach to, results of, and interdisciplinary possibilities of mapping classrooms and offer recommendations and cautions regarding the use of mapping.
Tracing The Evolution Of Educational Development Through The Pod Network's Institute For New Faculty Developers,
2014
Kennesaw State University
Tracing The Evolution Of Educational Development Through The Pod Network's Institute For New Faculty Developers, Michele Dipietro
To Improve the Academy: A Journal of Educational Development
Educational development is a unique professional field in that it is not defined by content taught in a single degree that qualifies individuals to be in it. The resulting heterogeneity in newcomers’ knowledge and skills is addressed in different ways by different national networks. Since 1997, the POD Network has held a biennial Institute for New Faculty Developers, geared toward socializing new professionals into the field. An analysis of the evolution of the Institute, therefore, focused on understanding how educational development has represented itself to newcomers, can chronicle the trajectory of the field and generate conversations about its future.
Profiling The Youth Leader: Personality And Emotional Intelligence Trends And Their Relationship To Leadership Skills,
2014
University of Nebraska-Lincoln
Profiling The Youth Leader: Personality And Emotional Intelligence Trends And Their Relationship To Leadership Skills, L. J. Mcelravy, Lindsay J. Hastings
Department of Agricultural Leadership, Education, and Communication: Faculty Publications
The transfer of leadership to younger generations is an important factor in agricultural communities and is likely one reason developing leaders is a central mission of many youth organizations, including 4-H and FFA. In adults, researchers have extensively explored the relationship between personality traits and leadership (Judge, Bono, Ilies, & Gerhardt, 2002), but a clear profile of youth leaders has not been developed. This profile could help in planning for and developing the next generation of community leaders. In this study, we explored the relationship between traits, including the Big-Five model of personality and emotional intelligence, and self-perceived leadership skills …
Teaching Introductory Life Science Courses In Colleges Of Agriculture: Faculty Experiences,
2014
University of Nebraska - Lincoln
Teaching Introductory Life Science Courses In Colleges Of Agriculture: Faculty Experiences, Mark Balschweid, Neil A. Knobloch, Bryan J. Hains
Department of Agricultural Leadership, Education, and Communication: Faculty Publications
Insignificant numbers of college students declaring STEM majors creates concern for the future of the U.S. economy within the global marketplace. This study highlights the educational development and teaching strategies employed by STEM faculty in teaching first-year students in contextualized life science courses, such as animal, plant, and food sciences. Teaching strategies employed by faculty were reported as largely influenced by the “way they were taught.” Faculty members shared they used ‘lecture’ and ‘laboratory’ interchangeably as both educational environment and instructional practice. This study provides evidence for engaging university teaching faculty in a systematic process of professional development in teaching …
Modeling Science And Faith Integration May Be More Powerful Than Words. Reflections On "The Study Of Science In Catholic Higher Education In The United States: A Modern Nuisance?",
2014
Santa Clara University
Modeling Science And Faith Integration May Be More Powerful Than Words. Reflections On "The Study Of Science In Catholic Higher Education In The United States: A Modern Nuisance?", Thomas Plante
Psychology
In "The study of science in Catholic higher education in the United States: A modern nuisance?", Fr. Cunningham offers a thoughtful and engaging commentary on the history and state of science education in Catholic universities in the United States, carefully weaving history, science, and even politics in a seamless and multilayered manner. But before offering reflections on what he said in his paper, I'd like to make a few comments on who he is which, at the end of the day, might be actually more important.
May I Walk Beside You? Exploring The Journey Into The Careers Of African American Women In Childcare Through Their Stories,
2014
Georgia Southern University
May I Walk Beside You? Exploring The Journey Into The Careers Of African American Women In Childcare Through Their Stories, Lisa K. Heusel Dr.
College of Graduate Studies: Theses & Dissertations
In this study the African American childcare provider’s life experiences are heard through the use of narrative inquiry and oral history. Often perceived as individuals who could not become teachers in the K-12 system, the women presented tell the reader in their own words what factors lead them to becoming childcare providers. By focusing on oral history, the stories told solidify the idea of the past creating the present. Education, religion, socioeconomics, culture and racial issues play an important part in each person’s life. Therefore, these factors were the main focus when participants were asked to describe their lives. The …
Post-School Adult Life For Young People With Down Syndrome,
2014
Edith Cowan University
Post-School Adult Life For Young People With Down Syndrome, Kitty Rose Foley
Theses: Doctorates and Masters
Down syndrome is a chromosomal birth disorder affecting one in 650 to 1000 live births in Western Australia. The life expectancy for people with Down syndrome has increased dramatically over the past two generations leading to these young people having changing needs in terms of social, economic and personal life. Encompassed within this, is the successful transition from school to post-school, a time of upheaval, stress and important decisions for young people with intellectual disabilities. The International classification of functioning, disability and health (ICF) is a world renowned framework which provides a scientific basis and standardised language for describing and …
