Toward A Scholarship Of Faculty Development,
2011
Metropolitan State College of Denver
Toward A Scholarship Of Faculty Development, Mark Potter
To Improve the Academy: A Journal of Educational Development
This chapter critically examines the scholarship of faculty development. Using a typology adapted from one developed to understand the scholarship of teaching and learning, I reflect on the primary currents identifiable in the literature. Much of what is published in the field of faculty development consists of descriptions of the development and assessment of particular programs. One approach that is largely missing is the metastudy or review of prior studies that can serve to preserve the findings of scholar-practitioners.
Reflections On International Engagement As Educational Developers In The United States,
2011
Virginia Lee and Associates
Reflections On International Engagement As Educational Developers In The United States, Virginia S. Lee
To Improve the Academy: A Journal of Educational Development
An important aspect of the increasing complexity of the higher education landscape is its gradual internationalization. However, neither our colleges and universities nor we as educational developers have unequivocally embraced internationalization. In this chapter, I offer examples of international engagement and a framework for thinking about them. I argue that international engagement in the form of an evolving global scholarship and practice of educational development represents the ultimate extension of our thought and practice as educational developers.
Preface, Volume 30 (2011),
2011
University of North Florida
Preface, Volume 30 (2011), Judith E. Miller
To Improve the Academy: A Journal of Educational Development
Preface to volume 30 (2011) of To Improve the Academy: A Journal of Educational Development, by Judith E. Miller of University of North Florida.
The Digital Academy: Preparing Faculty For Digital Course Development,
2011
University of Texas at El Paso
The Digital Academy: Preparing Faculty For Digital Course Development, Sunay V. Palsole, Beth L. Brunk-Chavez
To Improve the Academy: A Journal of Educational Development
New generations of learners necessitate new ways of teaching, and hybrid courses can help institutions leverage technologies to improve teaching and learning. The adoption of a new instructional paradigm, however, requires attention to the facuity’s ability to create and deliver effective courses. The University of Texas at El Paso has developed the Digital Academy to help facuity interweave online elements with face-to-face teaching. The model is pliable and portable in its application to other universities.
Enhancing Out-Of-Class Communication: Students' Perspectives,
2011
Southern Connecticut State University
Enhancing Out-Of-Class Communication: Students' Perspectives, Bonnie S. Farley-Lucas, Margaret M. Sargent
To Improve the Academy: A Journal of Educational Development
Out-of-class communication between faculty and students is linked to student learning, engagement, and success. As the source for mentoring, advising, and supplemental instruction, out-of-class communication and its barriers require explicit attention. Using a faculty-student collaborative research approach, we interviewed a diverse group of thirty-three undergraduates regarding behaviors, statements, and practices that contributed to or discouraged out-of-class communication. We found that in-class communication sets the stage for whether students approach faculty outside class and that faculty misbehaviors and disconfirming communication in class almost inevitably lead to out-of-class avoidance.
Effecting Change In Limited-Control Classroom Environments: A Case Study,
2011
Texas Tech University
Effecting Change In Limited-Control Classroom Environments: A Case Study, Allison P. Boye
To Improve the Academy: A Journal of Educational Development
Many instructors face the dilemma of possessing little control over their own curriculum or even their own pedagogy. This chapter examines three instructors who were teaching the same course over several years, facing the same problematic issues beyond their control, and describes the role of faculty developers in helping effect practical change for those instructors and for the course. The findings of this study, using longitudinal data derived from student evaluations and qualitative responses from instructor interviews, suggest that faculty developers can help instructors realize change on an individual level as well as at the department and big-picture levels.
Institutional Encouragement Of And Faculty Engagement In The Scholarship Of Teaching And Learning,
2011
Indiana University
Institutional Encouragement Of And Faculty Engagement In The Scholarship Of Teaching And Learning, Thomas F. Nelson Laird, Tony Ribera
To Improve the Academy: A Journal of Educational Development
Framed by Huber and Hutchings’s defining features of the scholarship of teaching and learning (SoTL), the study described in this chapter examines institutional encouragement of and faculty engagement in SoTL. Faculty at forty-nine U.S. colleges and universities participating in the 2009 Faculty Survey of Student Engagement completed items about SoTL. Results suggest that institutional encouragement of and faculty engagement in the public dissemination of teaching investigations lag behind encouragement and engagement in other aspects of SoTL. Some faculty subgroups (among them, women and faculty in education) on average feel more institutional encouragement and engage in SoTL activities more than their …
Academic Dishonesty Among International Students In Higher Education,
2011
Arkansas State University
Academic Dishonesty Among International Students In Higher Education, Krishna K. Bista
To Improve the Academy: A Journal of Educational Development
University instructors address and want to eschew student academic misconduct. These educators presume that students understand fully what cheating and plagiarism are. However, the issue of academic dis-honesty among international students is complex and difficult. This study investigated the perceptions of international undergraduate and graduate students in a southern U.S. university about possible causes for academic misbehavior. Results reveal several causal variables: previous learning style, English language proficiency, unfamiliarity with American academic cultures, relationship between student and teacher, and availability of technical and educational resources associated with academic dishonesty.
Forty Percent Of 2 Million: Preparing To Serve Our Veterans With Disabilities,
2011
University of South Dakota
Forty Percent Of 2 Million: Preparing To Serve Our Veterans With Disabilities, Bruce C. Kelley, Emetta L. Fox, Justin M. Smith, Lisa A. Wittenhagen
To Improve the Academy: A Journal of Educational Development
On August 1, 2009, the Post-9111 Veterans Educational Assistance Act of 2008 was passed, and as a result, almost 2 million veterans returning from Iraq and Afghanistan will soon enroll in postsecondary education. Up to 40 percent of these veterans are estimated to have disabilities. This chapter examines some of the characteristics of this group, the challenges that veterans face as they transition into life as college students, and how faculty developers can help faculty better serve these incoming veterans.
Diffusing The Impact Of Tokenism On Faculty Of Color,
2011
Utah State University
Diffusing The Impact Of Tokenism On Faculty Of Color, Yolanda Flores Niemann
To Improve the Academy: A Journal of Educational Development
In addition to the expected challenges related to teaching, research, service, and the tenure and promotion process, faculty of color often experience the impact of token status, or tokenism.. This chapter describes the personal, psychological, and career-damaging impacts of tokenism and provides guidelines for professional development professionals that may diffuse these negative impacts by assisting department heads to mentor faculty of color.
Go For The Gold: Fundraising For Teaching Centers,
2011
New Mexico State University
Go For The Gold: Fundraising For Teaching Centers, Mark A. Hohnstreiter, Tara Gray
To Improve the Academy: A Journal of Educational Development
At New Mexico State University Teaching Academy, we have developed a comprehensive model to raise funds from faculty and others for our teaching center, which has resulted in a culture of giving. The payoff from a fundraising effort is huge, not only in terms of money, but in terms of the personal investment of participants, both valuable in difficult economic times. We explain in this chapter how to establish a fundraising program so that your teaching center can go for the gold.
Emergent Shifts In Faculty Development: A Reflective Review,
2011
University of Western Australia
Emergent Shifts In Faculty Development: A Reflective Review, Shelda Debowski
To Improve the Academy: A Journal of Educational Development
Faculty development has largely focused on supporting the development of early-career academic skills in teaching and learning. Even recent discussions of how facuity developers might infl.uence leaders and entire organizations have remained largely focused on teaching and learning issues. This chapter suggests the need to review and reform the role of faculty development to focus more holistically on the full nature of academic work and the evolving developmental needs of academics. It argues that the faculty developer,s portfolio will need to expand to include support for academic research, career management, and leadership roles, as well as organizational development strategies to …
Adapting A Laboratory Research Group Model To Foster The Scholarship Of Teaching And Learning,
2011
Washington University in St. Louis
Adapting A Laboratory Research Group Model To Foster The Scholarship Of Teaching And Learning, Beth A. Fisher, Regina F. Frey
To Improve the Academy: A Journal of Educational Development
A multidisciplinary group of faculty and staff formed an education research group modeled on a laboratory research group to focus on the scholarship of teaching and learning (SoTL) in science, technology, engineering, and mathematics (STEM). This group has bridged the communication and knowledge gaps between STEM and social science faculty and science education specialists, fostered the development of collaborative SoTL projects, and laid the groundwork for broader institutional support of SoTL.
About The Authors, Volume 30 (2011),
2011
University of Nebraska - Lincoln
About The Authors, Volume 30 (2011)
To Improve the Academy: A Journal of Educational Development
About the editors and authors of volume 30 (2011) of To Improve the Academy: A Journal of Educational Development.
Graduate Student Internships As A Pathway To The Profession Of Educational Development,
2011
Suffolk University
Graduate Student Internships As A Pathway To The Profession Of Educational Development, Kathryn E. Linder, Stephanie E. Rohdieck, Alan Kalish, Teresa A. Johnson, Kathryn M. Plank
To Improve the Academy: A Journal of Educational Development
Educational developers can help create a cadre of well-prepared new professionals by mentoring them during graduate study. Through an educational development intern position, we created a mentorship opportunity for graduate students interested in the field of educational development as a career opportunity. Teaching center staff, participating graduate student interns, and the field of educational development benefited from the model.
Decision Making Regarding Employee Access To Training And Development In Medium-Sized Enterprises,
2011
Edith Cowan University
Decision Making Regarding Employee Access To Training And Development In Medium-Sized Enterprises, Alan Coetzer, Janice Redmond, Jalleh Sharafizad
Research outputs 2011
Employees in small and medium-sized enterprises (SMEs) form part of a ‘disadvantaged’ group within the workforce that receives less access to formal training and development than employees in large firms. The manager’s decisional role is critical when considering employee access to training and development. Unfortunately, there is scant research into factors affecting managers’ decisions regarding employee access to a requested development opportunity in SMEs. To address this research gap, semi-structured interviews incorporating critical incidents were conducted with a purposive sample of 12 managers of medium-sized enterprises based in Perth. We report key findings of the interviews and assess the effectiveness …
School-Based Strategies To Address Cyber Bullying,
2011
Edith Cowan University
School-Based Strategies To Address Cyber Bullying, Donna Cross, Helen Monks, Marilyn Campbell, Barbara Spears, Phillips Slee
Research outputs 2011
Bullying and victimisation among school-age children are recognised as a major public health problem. In its 2009 report on the Australian Covert Bullying Prevalence Study (ACBPS), the Child Health Promotion Research Centre of Edith Cowan University reported that just over one quarter (27 per cent) of school students aged 8 to 14 years were bullied and 9 per cent bullied others on a frequent basis – every few weeks or more often (Cross et al, 2009).
Correlating The Developmental Test Of Visual Perception -2 (Dtvp And The Test Of Visual Perceptual Skills - Revised (Tvps-R) As Assesssment Tools For Learners With Learning Difficulties,
2011
Edith Cowan University
Correlating The Developmental Test Of Visual Perception -2 (Dtvp And The Test Of Visual Perceptual Skills - Revised (Tvps-R) As Assesssment Tools For Learners With Learning Difficulties, Janet Richmond, K Holland
Research outputs 2011
Learners are often referred to occupational therapists to assess their visual perceptual functioning. It is, therefore, imperative that the occupational therapists use the best assessment tools to obtain accurate and reliable results that lead to effective intervention which will be noticeable in the classroom functioning of these learners. A study was therefore conducted which correlated the results of the Developmental Test of Visual Perception (second edition) (DTVP-2) and the Test of Visual Perceptual Skills Revised (TVPS-R) in a cohort of 173 learners from Grade 1 to Grade 4 (children aged 6 years to 11 years). The learners attend a remedial …
Introducing Mandatory Training Systems? Investigating The Implementation Of Compulsory Pre-Site Construction Training,
2011
Edith Cowan University
Introducing Mandatory Training Systems? Investigating The Implementation Of Compulsory Pre-Site Construction Training, Llandis Barratt-Pugh, Susanne Bahn
Research outputs 2011
There can be no more effective learning than that achieved by training systems to reduce death and injury. In such cases the imposition of a mandatory course would appear justifiable, especially where there is a history of unfortunate incidents and current rapid workforce growth. Installing learning as an imperative within a vibrant industry requires considerable negotiation between stakeholders to turn evidence into policy, industry intent, regulatory curriculum and subsequent workplace practice. This paper reflects back and reviews the introduction of such training within the construction industry in Western Australia as it adapts to the additional pressures of the development boom. …
My Kanawha,
2011
University of Colorado, Boulder
My Kanawha, Anne Dipardo
The Journal of the Assembly for Expanded Perspectives on Learning
A longtime English educator revisits James Moffet’s notion of “agnosis” as she discovers her West Virginia ancestry.
