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 …
Defining Critical Thinking In Higher Education: Determining Assessment Fit,
2011
University of Massachusetts, Amherst
Defining Critical Thinking In Higher Education: Determining Assessment Fit, Martha L. A. Stassen, Anne Herrington, Laura Henderson
To Improve the Academy: A Journal of Educational Development
Critical thinking is an important learning outcome for higher education, yet the definitions used on campuses and national assessment instruments vary. This article describes a mapping technique that faculty and administrators can use to evaluate the similarities and differences across these definitions. Results demonstrate that the definitions reflected by standardized tests are more narrowly construed than those of the campus and leave dimensions of critical thinking unassessed. This mapping process not only helps campuses make better-informed decisions regarding their responses to accountability pressures; it also provides a stimulus for rich, evidence-based discussions about teaching and learning priorities related to critical …
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.
Working Effectively With Psychologically Impaired Faculty,
2011
Marymount University
Working Effectively With Psychologically Impaired Faculty, Carolyn B. Oxenford, Sally L. Kublenschmidt
To Improve the Academy: A Journal of Educational Development
More than one-fourth of all residents of the United States experience mental health disorders in any given year. Evidence suggests that faculty are more likely to suffer from psychological impairment than the general population. This chapter reviews evidence on faculty stress and impairment and helps facuity developers recognize signs that mental health issues may be affecting faculty performance. It also will help faculty developers understand legal issues in relation to facuity impairment and help them work effectively with colleagues who are coping with psychological impairments.
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.
Difficult Dialogues And Transformational Change Through Cross–Cultural Faculty Development,
2011
University of Alaska, Anchorage
Difficult Dialogues And Transformational Change Through Cross–Cultural Faculty Development, Elizabeth Roderick
To Improve the Academy: A Journal of Educational Development
Across the globe, our current way of life is taking us to the edge of the cliff The systems and consciousness that we have used to try to solve problems are not working. Young people need to think and work in new ways.
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.
Faculty Development As A Hazardous Occupation,
2011
Clemson University
Faculty Development As A Hazardous Occupation, Linda B. Nilson, Edward B. Nuhfer, Bonnie B. Mullinix
To Improve the Academy: A Journal of Educational Development
"Hazardous" describes events and conditions that produce an undesired, involuntary, career-changing disruption of a developer’s professional practice. While faculty development is an immensely valuable asset to an institution that knows how to make use of it, the unique nature off acuity development centers within varied academic institutions brings occupational hazards to those who direct or work in such centers. Our study synthesizes and identifies patterns among over thirty cases furnished by developers, primarily center directors, who experienced career disruptions. We conclude by offering evidence-based counsel on how to recognize the hazards and mitigate damage.
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.
Using Multimedia Case Stories Of Exemplary Teaching For Faculty Development,
2011
Humboldt State University
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.
Reflecting Together About Tenure And Promotion: A Faculty Learning Community Approach,
2011
Portland State University
Reflecting Together About Tenure And Promotion: A Faculty Learning Community Approach, Leslie G. Mcbride, Janelle Decarrico Voegele
To Improve the Academy: A Journal of Educational Development
What happens when faculty representing various disciplines and career stages reflect together on the tenure and promotion process? How does the learning community they form facilitate development of their academic portfolios, and what insights into various forms of scholarship does it provide? This chapter addresses these questions. It describes the learning community over a five-month period, explains how academic portfolio development was used as a common reference point for addressing tenure and promotion issues, and summarizes insights and perspectives shared among faculty members as they tried to understand the value of diverse forms of scholarship.
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.
How Mature Teaching And Learning Centers Evaluate Their Services,
2011
Saint Mary’s University of Minnesota
How Mature Teaching And Learning Centers Evaluate Their Services, Susan R. Hines
To Improve the Academy: A Journal of Educational Development
This study investigated facuity development program evaluation practices at thirty-three established, centralized, university-funded teaching and learning centers (TLCs). My prior statewide study (Hines, 2009) revealed that limitations of time, resources, and assessment knowledge resulted in superficial evaluation practices. Since the majority of respondents in the previous study were part-time faculty developers with limited funding and staff, I assumed that established, centralized TLCs would have the knowledge and resources to conduct a more rigorous evaluation. This study reveals that established centralized TLCs have significantly stronger practices for evaluating their services.
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.
Curriculum Revision And Cultural Change: A Joint Faculty Development And Faculty Governance Approach,
2011
California State University, Long Beach
Curriculum Revision And Cultural Change: A Joint Faculty Development And Faculty Governance Approach, Terre H. Allen, David A. Horne, Ingrid M. Martin, Michael E. Solt
To Improve the Academy: A Journal of Educational Development
Typically faculty development is not closely aligned with faculty governance. However, faculty development and faculty governance can find opportunities to work together to achieve transparent, rapid, and systematic curriculum revision and cultural change. Specifically, we describe the process of revision of a master’s of business administration (M.B.A.) curriculum in which faculty development and faculty governance worked together to provide continuous assistance, opportunities for frequent discussion, periodic review, and faculty programming to achieve curriculum and course redesign for integrative learning and integrative teaching practice.
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.
Being The Unbook, Being The Change: The Transformative Power Of Open Sources,
2011
Auburn University, Montgomery
Being The Unbook, Being The Change: The Transformative Power Of Open Sources, Elizabeth D. Woodworth
The Journal of the Assembly for Expanded Perspectives on Learning
A director of composition tests and advocates “open education sources” for the development of curricula and programs.
Notes From Teaching At The Ends Of The Earth,
2011
NWSA Journal
Notes From Teaching At The Ends Of The Earth, Colette Morrow
The Journal of the Assembly for Expanded Perspectives on Learning
Third-world teaching enables one feminist instructor to revitalize her instruction in American universities.
