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.
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 …
Transforming Teaching Cultures: Departmental Teaching Fellows As Agents Of Change,
2010
Curry College
Transforming Teaching Cultures: Departmental Teaching Fellows As Agents Of Change, Cassandra Volpe Horii
To Improve the Academy: A Journal of Educational Development
The Departmental Teaching Fellows (DTF) program of the Derek Bok Center for Teaching and Learning at Harvard University employs doctoral students as peer teaching mentors. Four years of program assessment data include quantitative work inventories, surveys and self-reports, interviews of faculty and administrators, and a survey of all graduate students recently teaching in arts and sciences. Observed program outcomes include (1) better informal support for teaching, (2) higher quality and quantity of interactions between graduate students and faculty on teaching, and (3) more systematic opportunities for teaching-related professional development. Qualitative assessment data suggest that the DTFs occupy several liminal positions …
Access To Success: A New Mentoring Model For Women In Academia,
2010
Park University
Access To Success: A New Mentoring Model For Women In Academia, Amber Dailey-Hebert, Emily Donnelli, B. Jean Mandernach
To Improve the Academy: A Journal of Educational Development
The scarcity of women leaders in academia influences policies, procedures, and expectations and in turn perpetuates a climate that deters development of future women leaders. Despite research supporting the need for institutional change to create leadership avenues for women faculty, little evidence of such change exists. The Presidential Leadership Program for University Women was developed as a proactive, integrative mentoring model to link female academics. Crucial to the program’s success are networking opportunities, peer mentoring in a group setting, and a culminating “legacy project” designed to improve the campus climate and services for women.
A Doctoral Thesis Examining Change In A Hei In Ireland: Changing Universities And The Response Of Academics To Change In The Dublin Institute Of Technology,
2010
Technological University Dublin
A Doctoral Thesis Examining Change In A Hei In Ireland: Changing Universities And The Response Of Academics To Change In The Dublin Institute Of Technology, Kevin Kelly
Books/Book chapters
This is doctoral thesis undertaken by an experienced academic in the Engineering Faculty of a Higher Education Institute in Ireland. It examines the demand for universities to change in response to a fast changing external environment. This research explores how stakeholders are responding to the demands for change and how a bureaucratic organisation is attempting to become more responsive and innovative.
Winter 2010 Ctl Newsletter,
2010
University of Denver
Winter 2010 Ctl Newsletter, University Of Denver, Office Of Teaching And Learning
Office of Teaching and Learning Newsletters
Winter 2010 Newsletter from the University of Denver, Center for Teaching and Learning. The newsletter highlights events, workshops, software updates, and resources for faculty.
Critical Conversations: Tensions And Opportunities Of The Dialogical Classroom,
2010
Utah State University
Critical Conversations: Tensions And Opportunities Of The Dialogical Classroom, B. Fecho, N. D. Collier, E. E. G. Friese, Amy Wilson-Lopez
Teacher Education and Leadership Faculty Publications
English teachers and educators of English teachers should work within rather than against the tensions present in their classrooms. For us, nothing could be more key. Until university teacher educators construct and enact classrooms that embrace the dialogical tensions and possibilities within those settings, new and veteran teachers in the profession will have few if any sustained experiences upon which to base their own dialogical classrooms. Moreover, to either deny that tensions exist or to struggle to eradicate them is to misunderstand the purpose and possibility of tension. Learners caught between stabilizing and destabilizing tensions enter a state of wobble, …
Phenomenological Views And Analysis Of Culinary Arts Student Attitudes To National And International Internships: The “Nature Of Being” Before, During, And After International Internship,
2010
Technological University Dublin
Phenomenological Views And Analysis Of Culinary Arts Student Attitudes To National And International Internships: The “Nature Of Being” Before, During, And After International Internship, Frank Cullen
Articles
This article presents the results of research conducted between 2006 and 2007 as part of a 4-year study on culinary internships. The article explores what can be described as the culinary life, developing a picture of working in a kitchen. It then compares and contrasts the work of key writers in the area of internship. Phenomenological views are provided and quantitative data analyzed from the 2006 and 2007 cohorts of students studying for a bachelor of arts in culinary arts to establish their attitudes toward international internships. The research found that gaps existed between the attitudes of the 2006 and …
Preservice Secondary School Mathematics Teachers' Subject Matter Knowledge Of Perimeter And Area.,
2010
Universiti Malaya
Preservice Secondary School Mathematics Teachers' Subject Matter Knowledge Of Perimeter And Area., Wun Thiam Yew
Student Works (2010-2019)
The purpose of this study was to investigate preservice secondary school mathematics teachers (PSSMTs)' subject matter knowledge (SMK) of perimeter and area. Specifically, this study aimed to investigate PSSMTs’ five basic types of knowledge of perimeter and area, namely conceptual knowledge (CK), procedural knowledge (PK), linguistic knowledge (LK), strategic knowledge (SK), and ethical knowledge (EK). This study also aimed to investigate PSSMTs' levels (low, medium, high) of SMK of perimeter and area. Data of this study was collected using clinical interview technique. Interview sessions were recorded using digital video camera and tape recorder. Subjects of this study consisted of eight …
Ua64/2 The Challenge: Magazine Of The Center For Gifted Studies (No. 24, Winter 2010),
2010
Western Kentucky University
Ua64/2 The Challenge: Magazine Of The Center For Gifted Studies (No. 24, Winter 2010), Center For Gifted Studies, Tracy Inman Editor
Gifted Studies Publications
No abstract provided.
Teaching Teachers: A Study Of Teacher Educators' Perceptions Of The Effect Of Meeting Mandated Ncate Standards,
2010
Sacred Heart University
Teaching Teachers: A Study Of Teacher Educators' Perceptions Of The Effect Of Meeting Mandated Ncate Standards, Edward D. Hendricks
Education Faculty Publications
Teacher quality matters when it comes to student achievement. However, the fact that there are no nationally mandated standards as to how teachers should be prepared has led to wide variations in the quality of teacher education programs. It was in response to this situation that the National Council for the Accreditation of Teacher Education (NCATE) was established. The purpose of this qualitative participant observational study was to present how teacher educators perceive the effect of complying with NCATE standards on teacher preparation programs and on their own teaching practices. Eight purposefully selected faculty members of a university-based teacher preparation …
How Teachers Learn: The Impact Of Content Expectations On Learning Outcomes,
2010
Norfolk State University
How Teachers Learn: The Impact Of Content Expectations On Learning Outcomes, J. Reyes
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Journal Of Mathematics And Science: Collaborative Explorations,
2010
Virginia Commonwealth University
Journal Of Mathematics And Science: Collaborative Explorations
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
A Web Of Influence: How The Msp Program Has Shaped The Thoughts Of Three Instructors,
2010
Norfolk State University
A Web Of Influence: How The Msp Program Has Shaped The Thoughts Of Three Instructors, J. Reyes
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Coaching: One Mathematics Specialist's Story,
2010
Richmond Public Schools
Coaching: One Mathematics Specialist's Story, C. B. Doyle
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Increasing Teachers' Metacognition Develops Students' Higher Learning During Content Area Literacy Instruction: Findings From The Read-Write Cycle Project,
2010
Chapman University
Increasing Teachers' Metacognition Develops Students' Higher Learning During Content Area Literacy Instruction: Findings From The Read-Write Cycle Project, Margaret Sauceda Curwen, Roxanne Greitz Miller, Kimberly A. White-Smith, Robert C. Calfee
Education Faculty Articles and Research
Success in the 21st century, for individuals and societies, requires competence in comprehending and communicating in the academic disciplines--the natural sciences, history, geography, and more. The Read-Write Cycle (RWC) Project, a three year longitudinal research study conducted from 2005-2008 in ten public elementary schools in southern California, explored the effectiveness of curriculum and instructional strategies that integrate literacy with disciplinary knowledge with the simultaneous goals of: (1) enhancing students' literacy outcomes; and (2) broadening and deepening knowledge of the content area. Funded by the U.S. Institute of Education Sciences, the RWC Project concentrated over years one and two on 1,024 …
Imagination And Representation In Graphic Novels,
2010
Colorado State University
Imagination And Representation In Graphic Novels, Louann Reid
The Journal of the Assembly for Expanded Perspectives on Learning
Graphic narratives are garnering both scholarly and pedagogical attention. These visual texts move readers imaginatively into what Maxine Greene calls “illusioned worlds,” and simultaneously make them conscious of the constructed nature of those worlds through the visual and verbal conventions of comics.
Transforming Text: Finding The Poem Within,
2010
James Madison University
Transforming Text: Finding The Poem Within, Deborah F. Carrington, Chapman Hood Frazier
The Journal of the Assembly for Expanded Perspectives on Learning
This essay illustrates creative ways for students to re-envision a page of text in order to discover multiple meanings through the integration of visual art and poetry.
Wise Teaching To Students’ Kinesthetic Intelligence: The Teacher As Surrogate, Guru, Foreshadower, Choreographer, Or Expeditionist,
2010
National College of Education
Wise Teaching To Students’ Kinesthetic Intelligence: The Teacher As Surrogate, Guru, Foreshadower, Choreographer, Or Expeditionist, Sara K. Schneider
The Journal of the Assembly for Expanded Perspectives on Learning
Based on the degree of the teacher’s perceived skill, engagement, and role play with her students, this model posits six distinct styles of teaching to students’ kinesthetic intelligence and differentiates their effects on learning.
