Transparent Alignment And Integrated Course Design,
2010
Ball State University
Transparent Alignment And Integrated Course Design, David W. Concepción
Professional and Organizational Development Network in Higher Education: Archives
This essay addresses ways of making learning goals, and ways of reaching those goals, more transparent to our students, through a process called ‘alignment.’ After defining key terms, I illustrate integrated course design with an example from my Introduction to Philosophy class.
The Work We Make Scriptures Do For Us: An Argument For Signifying (On) Scriptures As Intellectual Project,
2010
Claremont Graduate University
The Work We Make Scriptures Do For Us: An Argument For Signifying (On) Scriptures As Intellectual Project, Vincent L. Wimbush
CGU Faculty Publications and Research
I propose to argue in this essay for the agenda and practices of a research institute that a new agenda and set of practices put forward by a particular research institute offers a compelling future for biblical studies. In order to make such an argument about a direction for the future, I think it important for me to provide my own unavoidably tendentious current perspective on the personal and intellectual experiences and challenges of the past that have led me to this point.
Engaging Students, Assessing Learning: Just A Click Away,
2010
Loyola University Maryland
Engaging Students, Assessing Learning: Just A Click Away, Linda C. Hodges
Professional and Organizational Development Network in Higher Education: Archives
Three ongoing challenges for those of us teaching today’s college students, especially in large lecture classes, are: getting students engaged in their learning, assessing what learning is actually taking place, and competing with students’ technology in keeping their attention. One teaching innovation that holds great promise for addressing these concerns is the use of personal response systems, also known as clickers. Clickers allow you to determine the level of student understanding at any given time with relatively little effort, and in the process encourage students to engage with class material by using the hook of technology. In this paper I …
Survivor Academe: Assessing Reflective Practice,
2010
Indiana University of Pennsylvania
Survivor Academe: Assessing Reflective Practice, Laurel Johnson Black, Terry Ray, Judith Villa
To Improve the Academy: A Journal of Educational Development
Reflective practice is a goal for many academic professional development programs. What do faculty participants gain from a reflective practice program, and how much reflection do they actually practice? Using interviews and grounded theory, we identified three crucial needs being met by such a program at our university. In addition, we compared participants’ comments to the elements of reflection established by Dewey and Rodgers to determine the extent of their reflection. The results call for more assessment to better align the structures of reflective practice programs with participant needs as well as further research on the effects of reflective practice …
Rx For Academic Medicine: Building A Comprehensive Faculty Development Program,
2010
Indiana University School of Medicine
Rx For Academic Medicine: Building A Comprehensive Faculty Development Program, Megan M. Palmer, Mary E. Dankoski, Randy R. Brutkiewicz, Lia S. Logio, Stephen P. Bogdewic
To Improve the Academy: A Journal of Educational Development
Faculty in academic medical centers are under tremendous stress and report low satisfaction. The need for faculty development in medical schools is great, yet it remains largely unmet across the United States. To ensure ongoing success in academic medicine, medical schools must institute comprehensive faculty development programs. In this chapter, we describe the development of an office for faculty affairs and professional development at the Indiana University School of Medicine, including key collaborations, budget trends and infrastructure development, strategic planning, ongoing assessment planning, goal setting, and early patterns of participation.
The Case For Excellence In Diversity: Lessons From An Assessment Of An Early Career Faculty Program,
2010
University of Virginia
The Case For Excellence In Diversity: Lessons From An Assessment Of An Early Career Faculty Program, Dorothe J. Bach, Mary Deane Sorcinelli
To Improve the Academy: A Journal of Educational Development
Many colleges and universities have come to understand the added educational value of having a more diverse faculty, and some have created specific programs to enhance recruitment, development, and retention of underrepresented faculty. How do these programs help underrepresented faculty start a successful career? How can they help a diverse faculty build thriving, long-term careers in academia? This chapter addresses these questions by sharing the findings and lessons learned from an internal and external assessment of the Excellence in Diversity Fellows Program at the University of Virginia.
About The Authors, Volume 28 (2010),
2010
University of Nebraska - Lincoln
About The Authors, Volume 28 (2010)
To Improve the Academy: A Journal of Educational Development
About the editors and authors of volume 28 (2010) of To Improve the Academy: A Journal of Educational Development.
Weaving Promising Practices For Inclusive Excellence Into The Higher Education Classroom,
2010
University of Denver
Weaving Promising Practices For Inclusive Excellence Into The Higher Education Classroom, María Del Carmen Salazar, Amanda Stone Norton, Franklin A. Tuitt
To Improve the Academy: A Journal of Educational Development
Higher education is faced with an increasingly diverse student body and historic opportunities to foster inclusive excellence, meaning a purposeful embodiment of inclusive practices toward multiple student identity groups. Although the benefits of inclusive excellence are well established, college faculty often cite barriers to promoting it in classrooms, and this creates an opening for faculty developers to support them in weaving promising practices for inclusive excellence into their teaching. This chapter highlights the practices of inclusive faculty and the methods faculty developers can use to promote inclusive excellence along five dimensions: (1) intrapersonal awareness, (2) interpersonal awareness, (3) curricular transformation, …
Dysfunctional Illusions Of Rigor: Lessons From The Scholarship Of Teaching And Learning,
2010
Indiana University
Dysfunctional Illusions Of Rigor: Lessons From The Scholarship Of Teaching And Learning, Craig E. Nelson
To Improve the Academy: A Journal of Educational Development
My initial teaching practices were based on nine “dysfunctional illusions of rigor.” Overcoming them required revision of my ideas on the value of “hard” courses, the effectiveness of traditional methods, grade inflation, what students should be able to do initially, the fairness of traditional approaches, the importance of fixed deadlines, the importance of content coverage, the accessibility of critical thinking, and the appropriate bases for revising courses and curricula. I present the initial illusions and some more realistic views. These more realistic views are framed in terms of key research findings and some readily accessible models for improved practices.
Class Size: Is Less More For Significant Learning?,
2010
Columbia College
Class Size: Is Less More For Significant Learning?, John Zubizarreta
To Improve the Academy: A Journal of Educational Development
Mixed as it might be, educational research suggests that engaged students are more effectively stimulated and fulfilled in the small class. Of course, students can thrive in large classes if discipline, course level, teacher characteristics, goals, methods, assessment strategies, and outcomes work together to inspire and produce significant learning. The small class environment does not by itself necessarily ensure higher level learning, but studies indicate that if faculty and institutions want to promote and support the active learning pedagogies, mentoring, reflection, feedback, and personal relationships that result in deep and lasting learning, then less is more.
Conversations About Assessment And Learning: Educational Development Scholarship That Makes A Difference,
2010
Queen’s University
Conversations About Assessment And Learning: Educational Development Scholarship That Makes A Difference, Sue Fostaty Young, Susan Wilcox
To Improve the Academy: A Journal of Educational Development
To facilitate deeper understanding of teachers’ assessment practices, we undertook an educational development inquiry with college and university faculty. Our conversations with instructors about their assessment practices highlighted the complex relationship between teachers’ beliefs about teaching, their institutional contexts, and their experiences of teaching. The project gave us valuable opportunities to examine our interactions with faculty and enabled us to identify approaches to educational development that help postsecondary faculty understand and improve their practice.
Engaging Faculty In Conversations About Teaching Through A Research Proposal Workshop,
2010
Northwestern University
Engaging Faculty In Conversations About Teaching Through A Research Proposal Workshop, Susanna Calkins, Denise Drane
To Improve the Academy: A Journal of Educational Development
Faculty who consider themselves primarily researchers can be difficult to engage in faculty development activities. However, as agencies such as the National Science Foundation now require educational activities in research grants, proposal writing may represent a new avenue for engaging research faculty in their teaching. In this chapter, we outline an innovative workshop on writing the pedagogical component of a grant proposal that was developed for faculty at Northwestern University. During the workshop, while learning how to structure an education plan for their grant, faculty engaged in a lively discussion about formulating learning objectives and aligning them with pedagogical methods …
A Conceptual Framework For Higher Education Faculty Mentoring,
2010
Towson University
A Conceptual Framework For Higher Education Faculty Mentoring, Pamela S. Lottero-Perdue, Steve Fifield
To Improve the Academy: A Journal of Educational Development
There is considerable variability in conceptions of faculty mentoring in higher education. Rather than view this diversity as a problem, we see it as a potential resource that can inform design, implementation, and evaluation of faculty mentoring. To learn from this diversity, we review the literature on facuity mentoring in higher education to create a conceptual framework of mentoring. The conceptual framework is a tool that program administrators, participants, and evaluators can use to adapt mentoring to the unique needs of particular faculty and institutions.
A Model For Putting A Teaching Center In Context: An Informal Comparison Of Teaching Centers At Larger State Universities,
2010
University of Kansas
A Model For Putting A Teaching Center In Context: An Informal Comparison Of Teaching Centers At Larger State Universities, Wesley H. Dotson, Daniel J. Bernstein
To Improve the Academy: A Journal of Educational Development
An informal comparative analysis of teaching centers at larger state universities around the United States was conducted as part of a self-initiated ten-year review of our center. We compared centers along several dimensions, among them programs, resources, and size. This chapter offers our methods, results, and general impressions of the process as an example for others who might decide to conduct a similar analysis.
The Value Of The Narrative Teaching Observation To Document Teaching Behaviors,
2010
Western Oregon University
The Value Of The Narrative Teaching Observation To Document Teaching Behaviors, Niki Young
To Improve the Academy: A Journal of Educational Development
A central mission of teaching and learning centers is to help faculty members improve their teaching. The teaching observation is an established tool to support this effort. Although educational developers have created general guides and forms for conducting teaching observations, the literature contains few examples of observation narratives. This chapter offers detailed examples of these narratives, deconstructing the process and demonstrating the value of narrative to document teaching behaviors. This chapter extends and develops the literature, showing how—and making explicit why—we do what we do, in the interest of making our work transparent and replicable.
Acknowledgments, Volume 28 (2010),
2010
Clemson University
Acknowledgments, Volume 28 (2010), Linda B. Nilson
To Improve the Academy: A Journal of Educational Development
Acknowledgments for volume 28 (2010) of To Improve the Academy: A Journal of Educational Development, by Linda B. Nilson of Clemson University.
Ethical Guidelines For Educational Developers,
2010
University of Nebraska - Lincoln
Ethical Guidelines For Educational Developers
To Improve the Academy: A Journal of Educational Development
Ethical guidelines for educational developers, prepared by Mintz, Smith, and Warren, January 1999. Revised March 1999, September 1999, and March 2000.
Developing Competency Models Of Faculty Developers: Using World Café To Foster Dialogue,
2010
University of Western Ontario
Developing Competency Models Of Faculty Developers: Using World Café To Foster Dialogue, Debra Dawson, Judy Britnell, Alicia Hitchcock
To Improve the Academy: A Journal of Educational Development
Recent research by Chism (2007); Sorcinelli, Austin, Eddy, and Beach (2006); and Taylor (2005) speaks to the critical roles that faculty developers play in ensuring institutional success. Yet we have not as a profession identified the specific competencies necessary for success at different career stages. Our research generated these competencies for three faculty developer positions—entry-level, senior-level, and director—within a teaching and learning center. We used World Café, a collaborative discussion-based technique, to engage developers in building a matrix of competencies for each position and in determining how these competencies could be demonstrated.
Promoting Dialogue And Action On Meta–Professional Skills, Roles, And Responsibilities,
2010
Youngstown State University
Promoting Dialogue And Action On Meta–Professional Skills, Roles, And Responsibilities, Michael Theall, Bonnie B. Mullinix, Raoul A. Arreola
To Improve the Academy: A Journal of Educational Development
Collecting and using information about faculty skills can serve as an organizational development activity to guide faculty evaluation and professional development policy and practice with the goal of leading to improved teaching and learning. This chapter presents findings from a study with international, local, quantitative, and qualitative components. Readers are encouraged to explore data patterns and consider courses of action that these imply, and to reflect on the potential usefulness of the Meta-Profession model for furthering reflection, dialogue, and action on development and evaluation processes on their own campus.
Developing And Renewing Department Chair Leadership: The Role Of A Teaching Center In Administrative Training,
2010
University of Michigan, Ann Arbor
Developing And Renewing Department Chair Leadership: The Role Of A Teaching Center In Administrative Training, Mary C. Wright, Constance E. Cook, Chris O'Neal
To Improve the Academy: A Journal of Educational Development
Most faculty development centers offer limited resources for leadership development, and most existing programs focus on training the new chair. The key questions we address are: What role do teaching centers play in administrative professional development? How can we develop programs that assist new chairs with their immediate questions, while also promoting continued growth in institutional leadership? We present one model at the University of Michigan, initiated by the provost and organized by the Center for Research on Learning and Teaching, which involves an extensive needs assessment process, a developmentally oriented leadership training program, and an evaluation.
