A Consultations Tracking Database System For Improving Faculty Development Consultation Services,
2013
Northern Illinois University
A Consultations Tracking Database System For Improving Faculty Development Consultation Services, Jason Rhode, Murali Krishnamurthi
To Improve the Academy: A Journal of Educational Development
The role of the facuity development center in supporting the academic environment of the institution often includes creating or sustaining a culture of teaching excellence, responding to individual faculty members’ needs, and advancing new initiatives in teaching and learning (Sorcinelli, Austin, Eddy, and Beach, 2006). The varied programs, resources, and services offered routinely result from efforts to meet the expressed needs of faculty. While workshops and seminars are effective for introducing new pedagogical approaches or emerging technologies, faculty often have unique questions within specialized contexts that cannot be fully addressed in a large group setting. In such instances, a more …
From Outsiders To Insiders: Graduate Assistant Development At State Comprehensive Universities,
2013
Western Carolina University
From Outsiders To Insiders: Graduate Assistant Development At State Comprehensive Universities, Kathleen M. Brennan, Laura Cruz, Freya B. Kinner
To Improve the Academy: A Journal of Educational Development
We assess graduate assistant competency in key skills that employers in and outside of academia value and examine whether these skills are developed in the context of the graduate assistantship (GA) at a specific state comprehensive university. The GAs in our sample rate themselves as competent or very competent on all skills and report their GA experience somewhat influenced or influenced their skill competencies. Furthermore, perception of how one’s graduate assistantship influenced skill compe tency was significantly associated with perceived skill competency level. Based on these findings, we qiscuss distinct gaps that could be addressed to facilitate GA development at …
Using Undergraduates To Prepare International Teaching Assistants For The American Classroom: Development Of Senior Faculty,
2013
University of North Carolina at Chapel Hill
Using Undergraduates To Prepare International Teaching Assistants For The American Classroom: Development Of Senior Faculty, Warren E. Christian, Brian J. Rybarczyk
To Improve the Academy: A Journal of Educational Development
This chapter describes how undergraduates may be used in the training of international teaching assistants (IT As) in three ways: as conversation partners, classroom consultants, and guest instructors. Increasing the contact between undergraduates and international graduate students before they meet in the classroom as students and instructors can benefit each group. After a brief review of the literature that explores the chal lenges IT As face in the American university classroom, we describe the roles that undergraduates may perform in training IT As, explain the benefits to both IT As and undergraduates, and provide a list of best practices for …
Tomorrow's Professor Today: Tracking Perceptions Of Preparation For Future Faculty Competencies,
2013
University of Virginia
Tomorrow's Professor Today: Tracking Perceptions Of Preparation For Future Faculty Competencies, Michael S. Palmer, Deandra Little
To Improve the Academy: A Journal of Educational Development
The University of Virginia’s Tomorrow’s Professor Today (TPT) pro gram is a broadly conceived graduate student professional development program designed to facilitate the transition from student to academic professional. Begun in 2005 in response to the recommendations of a number of national reform initiatives, TPT focuses on improving pre paredness in three key areas: teaching, research, and service. We describe the key elements of the program and ongoing assessment efforts. Pre- and postprogram participant surveys from the first eight years show that TPT is improving perceptions of preparedness in twenty-one competencies tracked; follow-up studies support long-term impact.
Student Consultants Of Color And Faculty Members Working Together Toward Culturally Sustaining Pedagogy,
2013
Bryn Mawr College
Student Consultants Of Color And Faculty Members Working Together Toward Culturally Sustaining Pedagogy, Alison Cook-Sather, Praise Agu
To Improve the Academy: A Journal of Educational Development
Through positioning undergraduate students as pedagogical consultants to college faculty, Students as Learners and Teachers is a program that provides reconceptualized "counterspaces" for students and facuity members with whom they work. In our study of the experiences of consultants of color, we found that those students and their faculty partners used program counterspaces to explore links between their lived identities and pedagogical commitments and to share authority and responsibility in developing culturally sustaining pedagogy. In this chapter we report on participants’ experiences in these collaborations and how they legitimate the knowledge of students of color in faculty learning.
Measuring Student Learning To Document Faculty Teaching Effectiveness,
2013
Clemson University
Measuring Student Learning To Document Faculty Teaching Effectiveness, Linda B. Nilson
To Improve the Academy: A Journal of Educational Development
Recent research has questioned the validity of student ratings as proxy measures for how much students learn, and this learning is a commonly accepted meaning of faculty teaching effectiveness. Student ratings capture student satisfaction more than anything else. Moreover, the overriding assessment criterion in accreditation and accountability-that applied to programs, schools, and institutions-is student learning, so it only makes sense to evaluate faculty by the same standard. This chapter explains and evaluates course-level measures of student learning based on data that are easy for facuity to collect and administrators to use.
Mobile App Learning Lounge: A Scalable And Sustainable Model For Twenty-First-Century Learning,
2013
Azusa Pacific University
Mobile App Learning Lounge: A Scalable And Sustainable Model For Twenty-First-Century Learning, Michael H. Truong
To Improve the Academy: A Journal of Educational Development
Twenty-first-century learning is increasingly defined by the use of mobile devices and applications. Centers for teaching and learning can help facuity and students acquire greater familiarity and fluency with just-in-time learning using mobile apps by creating informal, inviting, and informative learning spaces on their campuses. This chapter features the Mobile App Learning Lounge (MALL), a low-cost, high impact initiative of a center for teaching and learning at a California research university. Beyond sharing how MALL works, this chapter offers practical suggestions and strategies for replicating a similar ini tiative at other institutions.
Determining Our Own Tempos: Exploring Slow Pedagogy, Curriculum, Assessment, And Professional Development,
2013
Bob Cole Monterey Institute of International Studies
Determining Our Own Tempos: Exploring Slow Pedagogy, Curriculum, Assessment, And Professional Development, Peter A. Shaw, Jennifer L. Russell
To Improve the Academy: A Journal of Educational Development
Key concepts and values in the Slow Living movement speak to many questions and tensions arising around calls for change in higher educa tion, porous work/life boundaries, rapid developments in technology, concerns about sustainability, and a desire to question assumptions and move beyond tips and tricks to more fundamental issues in curriculum and pedagogy. We propose a framework for Slow learning and teaching that incorporates various trends in curriculum, pedagogy, and assessment with implications for the role of technology and for professional development.
Pedagogical Gamification: Principles Of Video Games That Can Enhance Teaching,
2013
University of South Florida
Pedagogical Gamification: Principles Of Video Games That Can Enhance Teaching, Kevin Yee
To Improve the Academy: A Journal of Educational Development
Edutainment products have long tried to harness the "fun" quotient of games and video games for education, but the principles of gamification have only recently begun to be better understood and operationalized for business and education. The concepts that underpin successful games can be put to use in online as well as face-to-face classes, resulting in edu cational experiences that have the best of both worlds: a game-based overlay without becoming too technical. This chapter explains the con cepts involved in successful games and provides ideas for translating those principles into practice in the classroom (or online) environment.
The Reacting To The Past Pedagogy And Engaging The First–Year Student,
2013
Saint John's University
The Reacting To The Past Pedagogy And Engaging The First–Year Student, Paula Kay Lazrus, Gretchen Kreahling Mckay
To Improve the Academy: A Journal of Educational Development
This chapter investigates the value of the Reacting to the Past pedagogy with regard to engaging first-year students. In recent years, calls to improve student engagement and active learning techniques have grown, and few have been as successful in producing the desired results as Reacting to the Past. This chapter investigates why Reacting is so suc cessful in meeting the goals of high-impact practices that increase student engagement and learning. We also examine how the Reacting pedagogy and first-year seminars encourage problem solving, critical thinking, and writing among students.
Formal And Informal Support For Pretenure Faculty: Recommendations For Administrators And Institutions,
2013
Indiana University South Bend
Formal And Informal Support For Pretenure Faculty: Recommendations For Administrators And Institutions, Gwendolyn Mettetal, Gail M. Mcguire
To Improve the Academy: A Journal of Educational Development
We analyze interviews from sixty-five faculty and administrators to understand the formal and informal types of support that pretenure faculty use to navigate their way to tenure. By understanding the different types of support that pretenure faculty need, institutions can better address the diverse issues that junior facuity confront when preparing for tenure and can ensure that all candidates receive some type of support. We conclude that institutions need to be intentional about offering both formal and informal support to pretenure faculty at various points in their careers.
Assessing The Long–Term Impact Of A Professional Development Program,
2013
University of Missouri-St. Louis
Assessing The Long–Term Impact Of A Professional Development Program, Marcia M. Tennill, Margaret W. Cohen
To Improve the Academy: A Journal of Educational Development
This study was designed to explore the long-term impact of a year-long facuity development program on participants. Three guiding questions focused the study: In what ways did the program influence the profes sional lives of participants five years after completion? How did the participants integrate those experiences into their professional lives? and What recommendations for best practices in the field of facuity devel opment can be drawn? Donald Kirkpatrick’s four-level evaluation model was the template for this qualitative research. Results indicated that participants retained program learning over time.
Enhancing Vitality In Academic Medicine: Faculty Development And Productivity,
2013
Indiana University School of Medicine
Enhancing Vitality In Academic Medicine: Faculty Development And Productivity, Megan M. Palmer, Krista Longtin-Hoffmann, Tony Ribera, Mary E. Dankoski, Amy K. Ribera, Tom F. Nelson Laird
To Improve the Academy: A Journal of Educational Development
The prevalence of low satisfaction and increased stress among faculty in academic medicine makes understanding facuity vitality in this field more important than ever before. To explore the contributors to and outcomes of faculty vitality, we conducted a multi-institutional study of faculty in academic medicine (N = 1,980, 42 percent response rate). Faculty were surveyed about climate and leadership, career and life management, satisfaction, engagement, productivity, and involvement in faculty development. Analysis reveals that controlling for other factors, academic medicine faculty who participate regularly in facuity development activ ities are significantly more satisfied, engaged, and productive.
An Examination Of The Learning Activities, Cognitive
Level Of Instruction, And Teacher Immediacy
Behaviors Of Successful Instructors In A College Of
Agriculture,
2013
Sul Ross State University
An Examination Of The Learning Activities, Cognitive Level Of Instruction, And Teacher Immediacy Behaviors Of Successful Instructors In A College Of Agriculture, Christopher M. Estepp, Christopher T. Stripling, Nathan W. Conner, Aaron Giorgi, T Grady Roberts
Department of Agricultural Leadership, Education, and Communication: Faculty Publications
The National Research Council (NRC) has indicated that effective instruction in colleges of agriculture should prepare students to enter a dynamically changing workplace by helping students learn to be proficient in 21st century skills. The NRC suggested that effective instruction in colleges of agriculture should encompass a hospitable learning environment that includes a variety of learning activities that reach higher levels of cognition. The purpose of this study was to observe instructors in a college of agriculture who have been deemed successful and examine their teaching behaviors. This study investigated the learning activities used by these instructors, the cognitive level …
Chem 109: General Chemistry I—A Peer Review Of Teaching Project Benchmark Portfolio,
2013
University of Nebraska-Lincoln
Chem 109: General Chemistry I—A Peer Review Of Teaching Project Benchmark Portfolio, Eric D. Dodds
UNL Faculty Course Portfolios
This portfolio has been developed for CHEM 109: General Chemistry I. The course is the first of a freshman level two semester sequence in General Chemistry taken by students with majors in a wide variety of technical and scientific disciplines. CHEM 109 is a high enrollment class, with class sizes for individual sections nearing 200 students. The development of this portfolio was conducted with the following objectives: 1. Clearly identify, justify, and codify the major learning objectives for this course, 2. Describe and rationalize the course structure and learning assessment methods, 3. Analyze and reflect on student achievement in the …
Larc 331: Site Systems Iii (Landscape Implementation)—A Peer Review Of Teaching Project Benchmark Portfolio,
2013
University of Nebraska-Lincoln
Larc 331: Site Systems Iii (Landscape Implementation)—A Peer Review Of Teaching Project Benchmark Portfolio, Bret Betnar
UNL Faculty Course Portfolios
This portfolio investigates LARC 331 Site Systems III: Landscape Implementation, a 3rd year undergraduate course that focuses on the implementation of landscape architectural designs, in which students take a previous Site Design studio project and develop this project into a landscape architectural construction package.
Accessing The Inaccessible : Educational Development And Improvement Programme (Edip) An Extenstion Of The Diamir District Gilgit-Baltistan : A Case Study,
2013
Aga Khan University
Accessing The Inaccessible : Educational Development And Improvement Programme (Edip) An Extenstion Of The Diamir District Gilgit-Baltistan : A Case Study, Mola Dad Shafa, Haider Fancy
Professional Development Centre, Gilgit
No abstract provided.
Library Services For The Self-Interested Law School: Enhancing The Visibility Of Faculty Scholarship,
2013
Mitchelll Hamline School of Law
Library Services For The Self-Interested Law School: Enhancing The Visibility Of Faculty Scholarship, Simon Canick
Faculty Scholarship
This article suggests a new set of filters through which to evaluate law library services, in particular those that support faculty scholarship. These filters include recent profound changes in legal education and the motivators of today’s law professors. By understanding the needs of self-interested deans and professors, libraries can fill new roles that are consistent with our core values. Libraries can also focus on dissemination and promotion of faculty work, especially through innovative open access projects.
Youth Development And Education In Pakistan : Exploring The Relationship,
2013
Aga Khan University
Youth Development And Education In Pakistan : Exploring The Relationship, Dilshad Ashraf, Takbir Ali, Anya Hosain
Institute for Educational Development, Karachi
This paper provides a critical examination of the inter-linkages between youth education, development, empowerment, and engagement in Pakistan. Currently, the majority of the population falls within the youth age bracket of 15-24 years. The country stands at a critical juncture, where it can capitalize on this demographic dividend for transformational and sustainable socioeconomic growth. However, this paper argues that there is inadequate intersection and convergence between Pakistan’s national and provincial Education and Youth policy frameworks. An indepth overview of current trends in terms of quality of education and access to and participation in various forms of education programmes indicates that …
In Search Of The Unpredictable: Complexifying The Classroom In The Age Of Globalization,
2013
Bryn Mawr College
In Search Of The Unpredictable: Complexifying The Classroom In The Age Of Globalization, Anne Dalke, Elizabeth Mccormack
Literatures in English Faculty Research and Scholarship
No abstract provided.
