Dialogue, Selection, Subversion: Three Approaches To Teaching Women Writers,
2013
Seton Hall University
Dialogue, Selection, Subversion: Three Approaches To Teaching Women Writers, Karen Gevirtz, Martha Bowden, Jonathan Sadow
Department of English Publications
No abstract provided.
Textbook Alternatives: Options For Students And Faculty,
2013
Western Michigan University
Textbook Alternatives: Options For Students And Faculty, Michele D. Behr
Academic Leadership Academy
The issue of course textbooks continues to be a challenge at WMU as well as in all of higher education. For students the primary concern is textbook prices. Students often spend several hundred dollars per semester for required textbooks, at a time when tuition and other costs of attending college are increasing as well. Faculty are of course sensitive to student concerns and frustrations about textbook prices, but may be unaware of other options to cover the same content. Currently there is a movement toward Open Educational Resources (OER) which is a way to provide open access to high quality …
The Civil War Letters Of Andrew Lucas Hunt (Part 1),
2013
Morehead State University
The Civil War Letters Of Andrew Lucas Hunt (Part 1), Dieter C. Ullrich
Faculty Research at Morehead State University
Lieutenant Andrew Lucas Hunt arrived at Columbus, Kentucky with Company I of the 134th Illinois Volunteer Infantry Regiment on June 5, 1864. For the next 109 days he served in the Jackson Purchase area. He was an avid writer who documented the daily activities of a soldier stationed at Columbus, Paducah and Mayfield during the Civil War. He describes the his daily activities as a soldier, the mass fortifications at Columbus, the politics of military command, the conditions at Paducah under General E. A. Paine and the Union occupation of Mayfield by Colonel W. W. McChesney in the summer of …
Personal And Social Factors In Risk-Taking Behaviors Of Emerging Adults,
2013
Wayne State University
Personal And Social Factors In Risk-Taking Behaviors Of Emerging Adults, Katherine A. Roeser
Wayne State University Dissertations
The transitional period from adolescence to young adulthood is defined as the stage of life that begins at the conclusion of high school and ends with the acceptance of adult roles (i.e., career, marriage, parenthood). The focus of the present study was on college students' excessive use of alcohol and other drugs and participation in high-risk sexual activity and the association between those behaviors and personal and social factors such as sensation seeking, peer influence, perceived general resistance to peer influence, perceived self-efficacy to resist risky behavior, and emotion regulation. The participants were 427 emerging- adult, undergraduate students 18 to …
Courtroom And Classroom Across The Curriculum: The Strange Case Of Dr. Jekyll & Mr. Hyde,
2013
Butler University
Courtroom And Classroom Across The Curriculum: The Strange Case Of Dr. Jekyll & Mr. Hyde, Jason N. Goldsmith
Scholarship and Professional Work - LAS
The Strange Case of Dr. Jekyll and Mr. Hyde draws on Robert Louis Stevensons intimate knowledge of Victorian legal culture knowledge Stevenson acquired while studying law at the University of Edinburgh. (Although he was called to the Scottish bar in 1875, he abandoned the legal profession and never practiced it.) Its trace can be found in the work's title, main characters, and narrative structure: the title suggests a legal action; Mr. Utterson is the legal representative of Henry Jekyll, who is himself both a doctor of law (LLD) and a doctor of Civil laws (DCL); and the final two chapters …
Navigating The New Normal,
2013
California State University, Long Beach
Navigating The New Normal, Terre H. Allen, Holly Harbinger, Donald J. Para
To Improve the Academy: A Journal of Educational Development
Faculty socialization and satisfaction are critical to retaining quality teacher/scholars and key to a well-functioning teaching-intensive, research-driven university (Ponjuan, Conley, and Trower, 2011). This chapter reports on a year-long research project aimed at investigating faculty work life and satisfaction at a large, urban, comprehensive state university. Our goal was to use empirical evidence to understand and support faculty work under the "new normal" conditions characterized by reduced state funding and increased faculty workload. We discuss the results in terms of a revitalized direction for facuity and explore directions for organizational development within the context of the new normal.
Envisioning Creative Collaboration Between Faculty And Technologists,
2013
Indiana University Purdue University, Fort Wayne
Envisioning Creative Collaboration Between Faculty And Technologists, Gail A. Rathbun, Sally Kuhlenschmidt, David Sacks
To Improve the Academy: A Journal of Educational Development
Faculty developers must often mediate conflicts resulting from differences between seemingly mutually exclusive cultures that university technolo gists and university teachers inhabit. Activity theory embraces workplace conflict as normal and as contributing to organizing health and adapta tion, in contrast to a functionalist approach that focuses on how to maintain system equilibrium. Engestrom’s (1987) interpretation of activity theory provides a theoretically informed framework for under standing different forms of human activity, mediated by culturally mol ded rules, values, and division of labor, without suffering from the polarizing effects of an us-versus-them approach.
Connect To Learning: Using E-Portfolios In Hybrid Professional Development,
2013
LaGuardia Community College
Connect To Learning: Using E-Portfolios In Hybrid Professional Development, Bret Eynon, Judit Török, Laura M. Gambino
To Improve the Academy: A Journal of Educational Development
Based at LaGuardia Community College, the Connect to Learning (C2L) project has developed an innovative hybrid professional development model using e-portfolios, online conversations, and face-to-(ace meetings to support campus leadership teams as they strengthen e-portfolio initiatives on twenty-five diverse campuses nationwide. The C2L model adapts a conceptual framework of inquiry, reflection, and integration to a hybrid context and addresses the challenge of local professional devel opment leadership for classroom and institutional change.
Developing A Faculty Learning Community Grounded In The Science Of How People Learn: A Year-Long, Faculty-Led Teaching And Learning Seminar,
2013
Smith College
Developing A Faculty Learning Community Grounded In The Science Of How People Learn: A Year-Long, Faculty-Led Teaching And Learning Seminar, Alison Rudnitsky, Glenn W. Ellis, Patricia Marten Dibartolo, Kevin M. Shea
To Improve the Academy: A Journal of Educational Development
This chapter describes a multiyear professional development effort undertaken by a learning and teaching center at a liberal arts college. As part of its founding mandate, the center helps faculty improve teaching by paying attention to the current literature about how people learn. This core commitment of our center is pursued through support of a year-long faculty seminar. Now in its fourth year, the seminar has had a significant impact on its faculty participants and their thinking about teaching and learning. Moreover, the seminar has seeded a number of teaching and assessment initiatives at the college.
Faculty Development Scholarship: An Analysis Of To Improve The Academy, 1982-2011,
2013
Suffolk University
Faculty Development Scholarship: An Analysis Of To Improve The Academy, 1982-2011, Kathryn E. Linder, Suzanna Klaf
To Improve the Academy: A Journal of Educational Development
As To Improve the Academy enters its thirty-second year, this chapter offers a retrospective to honor the history of the field through a timely analysis of the content published in TIA and editorial and authorship trends over the previous three decades. Frequency distributions identify the most published authors, their institutional affiliations, the most written about topics, and patterns of collaborative authorship in volumes 1 (1982) through 30 (2011), and findings from a citation analysis of ten years of TIA (volumes 21-30), highlight trends in resources cited and types of resources.
Program Planning, Prioritizing, And Improvement: A Simple Heuristic,
2013
Elon University
Program Planning, Prioritizing, And Improvement: A Simple Heuristic, Peter Felten, Deandra Little, Leslie Ortquist-Ahrens, Michael Reder
To Improve the Academy: A Journal of Educational Development
As educational developers working with multiple constituencies and demands on our time, how can we efficiently and creatively improve our programming and prioritize our efforts? In this chapter, we offer a simple heuristic to prompt quick yet generative examination of our goals or programs in relationship to three key characteristics of effective educa tional development on three different institutional levels. We then describe uses and applications of the tool and reflective process, which allow developers to efficiently gain insight into their work and effectively frame priorities for planning and improvement.
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 …
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.
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.
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.
