Developing Scholarly Teachers Through An Sotl Faculty Fellowship,
2014
Washington University in St. Louis
Developing Scholarly Teachers Through An Sotl Faculty Fellowship, Beth A. Fisher, Michelle D. Repice, Carolyn L. Dufault, Denise A. Leonard, Regina F. Frey
To Improve the Academy: A Journal of Educational Development
The increasing interest in incorporating evidenced based teaching in higher education has created a pronounced need for faculty to learn the theory and practice of the Scholarship of Teaching and Learning (SoTL). This article describes a program designed to prepare faculty to (a) draw on existing SoTL studies when designing and implementing evidenced based teaching methods, (b) design SoTL studies to test the effectiveness of those methods, and (c) integrate their new knowledge of SoTL into the practice of “scholarly teaching.” This program has proven to be a successful model for incorporating evidenced based teaching into undergraduate science, technology, engineering, …
Just Ask: Using Faculty Input To Inform Communication Strategies,
2014
Indiana University School of Medicine
Just Ask: Using Faculty Input To Inform Communication Strategies, Krista Hoffmann Longtin, Megan M. Palmer, Julie L. Welch, Emily C. Walvoord, Mary E. Dankoski
To Improve the Academy: A Journal of Educational Development
Faculty members today are bombarded with information, yet limited in time and attention. Managing communication with faculty is an increasingly important function of faculty development offices. This study explored how communication frameworks can be paired with web design principles and attention economics to increase the effectiveness of communication with faculty members. We developed and tested communication approaches designed to enhance faculty members’ identification and involvement with our programs. The advantages, disadvantages, and effectiveness of each model are presented. Ultimately, the study reframed our understanding of communication strategies, not as static tools, but rather as opportunities to engage faculty.
Stereotype Threat–Based Diversity Programming: Helping Students While Empowering And Respecting Faculty,
2014
Florida International University
Stereotype Threat–Based Diversity Programming: Helping Students While Empowering And Respecting Faculty, Isis Artze Vega, Leslie Richardson, Adrienne Traxler
To Improve the Academy: A Journal of Educational Development
As college student populations grow increasingly diverse, centers for teaching and learning are often charged with promoting inclusive teaching practices. Yet faculty cite many affective barriers to diversity training, and we often preach to the choir. These challenges led us to seek alternate routes for diversity programming, and stereotype threat has become the centerpiece of our endeavors. This chapter describes stereotype threat and related interventions, outlines our efforts, and offers evidence of its surprising impact. It also identifies the features of stereotype threat that appealed to faculty, led them to make pedagogical changes, and inspired them to spread the word.
Measuring The Promise: A Learning Focused Syllabus Rubric,
2014
University of Virginia
Measuring The Promise: A Learning Focused Syllabus Rubric, Michael Palmer, Dorothe Bach, Adriana Streifer
To Improve the Academy: A Journal of Educational Development
To enrich the resources for measuring the impact of educational development work, we have created a rubric to assess the degree to which a syllabus achieves a learning orientation. The rubric provides qualitative descriptions of components that distinguish learning focused syllabi and uses a quantitative scoring system that places syllabi on a spectrum from content focused to learning focused. It is flexible enough to accommodate a diverse range of levels, disciplines, institutions, and learning environments, yet nuanced enough to provide summative information to developers using the tool for assessment purposes and formative feedback to instructors interested in gauging the focus …
Reflections On The State Of The Scholarship Of Educational Development,
2014
Elon University
Reflections On The State Of The Scholarship Of Educational Development, Deandra Little
To Improve the Academy: A Journal of Educational Development
Introduction to volume 33, number 1 of To Improve the Academy: A Journal of Educational Development from 2014 by managing editor Deandra Little of Elon University.
Preparing New Faculty For Leadership: Understanding And Addressing Needs,
2014
University of North Dakota
Preparing New Faculty For Leadership: Understanding And Addressing Needs, Anne Kelsch, Joan Hawthorne
To Improve the Academy: A Journal of Educational Development
A perceived decline in effective faculty participation in campus leadership and governance is well documented, both in the literature and via anecdote. Characteristics common within the culture of higher education make nurturing campus “citizenship” among junior faculty challenging. This essay describes findings from an interview based study of junior faculty in which understanding of professional responsibilities beyond teaching and research was explored. The study documented the deep sense of unpreparedness with which new faculty approach key issues in higher education, including those associated with governance and leadership. Two possible strategies for redressing that unpreparedness, both showing preliminary but positive results, …
Peer Collaboration: Improving Teaching Through Comprehensive Peer Review,
2014
University of Minnesota - Duluth
Peer Collaboration: Improving Teaching Through Comprehensive Peer Review, Shelley L. Smith
To Improve the Academy: A Journal of Educational Development
This article includes a brief rationale and review of the literature on peer review of teaching (PRT). Based on that literature review, it offers a proposal for an optimal formative review process that results in a teaching portfolio that would reflect a faculty member’s efforts and successes in a critically reflective PRT process, and contributes to ongoing teaching improvement. It then looks at potential areas of faculty resistance and concern and offers a discussion of potential strategies to overcome those concerns.
Tracking Pod's Engagement With Diversity: A Content Analysis Of To Improve The Academy And Pod Network Conference Programs From 1977 To 2011,
2014
Stonehill College
Tracking Pod's Engagement With Diversity: A Content Analysis Of To Improve The Academy And Pod Network Conference Programs From 1977 To 2011, Stacy E. Grooters
To Improve the Academy: A Journal of Educational Development
This study examines the degree to which sessions from the annual Professional and Organizational Development (POD) Network Conference and articles from To Improve the Academy engage questions of diversity. The titles and abstracts of 3,946 conference sessions and 560 journal articles were coded for presence and type of diversity. A significant variation in inclusion of diversity over time was found for the conference sessions (p < 0.001) but not the journal articles. Overall, the findings suggest that the organization has been inconsistent in its scholarly engagement with diversity and should work to encourage more regular engagement with diversity by its members.
Emotion In The Classroom: An Update,
2014
Goucher College
Emotion In The Classroom: An Update, Janine Bowen
To Improve the Academy: A Journal of Educational Development
Fourteen years ago, POD member Edward Vela drew attention to the role of emotion in learning. In particular he emphasized the need for faculty to express positive emotions in the classroom. Since then researchers continue to measure the effectiveness of positive emotion in student learning but the field of emotion in the classroom has expanded since Vela's essay. The purpose of this article is to not only update Vela's citations on emotion and learning but to provide a broader perspective on the topic and assist faculty developers. Ashkanasy's five level model frames the discussion.
Sequential Online Course Redesign: When “It Just Takes Time” Works No Longer,
2014
Indiana University - Purdue University, Indianapolis
Sequential Online Course Redesign: When “It Just Takes Time” Works No Longer, Genevieve G. Shaker, Sarah K. Nathan, Elizabeth J. Dale
To Improve the Academy: A Journal of Educational Development
Despite the increase in formats of online education, evidence suggests that the academic achievement gap could widen without iterative adaptation. This comparative case study analyzes the implementation of an online undergraduate course delivered consecutively in hybrid and fully online formats. Student feedback and instructor reflection address adaptive processes for online learning and adjustments to enhance the second course following a sequential redesign. Results include students’ challenges with technology and workload, benefits of cross course collaboration, instructor efforts to mediate challenges without sacrificing rigor, and advice for educational developers as they support online teaching through rapid adaptation by design.
Mapping Classroom Interactions: A Spatial Approach To Analyzing Patterns Of Student Participation,
2014
Bryn Mawr College
Mapping Classroom Interactions: A Spatial Approach To Analyzing Patterns Of Student Participation, Sophia Abbot, Alison Cook Sather, Carola Hein
To Improve the Academy: A Journal of Educational Development
This article explores how mapping patterns of student participation in classroom discussion can both illuminate and complicate the dynamic relationships among identity, physical position in the classroom, student engagement, and course content. It draws on the perspectives of an undergraduate in the role of pedagogical consultant, a faculty member who worked in partnership with that student, and the coordinator of the program through which this collaborative exploration unfolded. The authors provide multiple angles of vision on the impetus behind, approach to, results of, and interdisciplinary possibilities of mapping classrooms and offer recommendations and cautions regarding the use of mapping.
Annual Impact Report 2014: A Report By The Impact Data Collection And Analysis Team, Executive Summary,
2014
Purdue University
Annual Impact Report 2014: A Report By The Impact Data Collection And Analysis Team, Executive Summary, Impact Management Team, Impact Assessment Team
IMPACT Reports
This is an annual report of Instruction Matters: Purdue Academic Course Transformation (IMPACT). IMPACT was created in 2010, and is a large collaborative initiative on the Purdue West Lafayette campus involving multiple key partners across campus including the Office of the Provost, Center for Instructional Excellence (CIE), Information Technologies at Purdue (ITaP), Purdue Libraries, the Discovery Learning Research Center (DLRC), and Purdue Extended Campus (PEC). IMPACT works with instructors to redesign large enrollment, foundational courses with the aim of engaging students more fully in their learning and creating a more student-centered environment, with the expectation that this will improve student …
Tracing The Evolution Of Educational Development Through The Pod Network's Institute For New Faculty Developers,
2014
Kennesaw State University
Tracing The Evolution Of Educational Development Through The Pod Network's Institute For New Faculty Developers, Michele Dipietro
To Improve the Academy: A Journal of Educational Development
Educational development is a unique professional field in that it is not defined by content taught in a single degree that qualifies individuals to be in it. The resulting heterogeneity in newcomers’ knowledge and skills is addressed in different ways by different national networks. Since 1997, the POD Network has held a biennial Institute for New Faculty Developers, geared toward socializing new professionals into the field. An analysis of the evolution of the Institute, therefore, focused on understanding how educational development has represented itself to newcomers, can chronicle the trajectory of the field and generate conversations about its future.
Evaluating The Effectiveness Of Three Interventions Designed To Enhance Pre-Service Teachers’ Attitudes Toward Sexual Minorities,
2014
University of Kentucky
Evaluating The Effectiveness Of Three Interventions Designed To Enhance Pre-Service Teachers’ Attitudes Toward Sexual Minorities, Jamye Banks
Theses and Dissertations--Educational, School, and Counseling Psychology
Sexual minority students’ encounters with discrimination and harassment are increasing in school settings. Per the research, the discrimination and harassment they experience partly stems from teachers’ negative attitudes toward sexual minorities and a lack of understanding of the needs of these individuals, which can negatively impact students’ psychological well-being and create an unwelcoming environment (Dessel, 2010; Mudrey & Medina-Adams, 2006; Riggs, Rosenthal, & Smith-Bonahue, 2011). Teachers are responsible for ensuring a safe environment for students that promotes mental and physical health (Larrabee & Morehead, 20’10; Mudrey & Medina-Adams, 2006; Riggs et al., 2011). Therefore, it’s vital to determine ways to …
A Reflective Conversation: Community And Hei Perspectives On Community-Based Research.,
2014
Aontas
A Reflective Conversation: Community And Hei Perspectives On Community-Based Research., Niamh O'Reilly, Catherine Bates
Staff Articles and Research Papers
This paper is a reflective correspondence between a community partner and a community-based research coordinator in a higher education institute (HEI). We asked each other questions about our experience of collaborating on two community-based research (CBR) projects, in order to share our learning from our collaboration, and to relate this to the wider context in order to develop recommendations for others – community partners and HEI staff – who would like to initiate CBR projects in the future.
More Than Hoop Jumping: Making Accreditation Matter,
2014
University of Utah
More Than Hoop Jumping: Making Accreditation Matter, Mary D. Burbank, Melissa M. Goldsmith, Alisa Bates
CUP Faculty Research
This study provides a discussion of faculty perspectives on the impact of national accreditation on a teacher education program. Research questions from a three-year investigation examined the influence of accreditation on how teacher educators approach their work and whether meeting accreditation requirements contributes to ongoing, systemic self-reflection. Self-study survey data identified faculty perspectives on the influence of accreditation on planning, instruction, curriculum development, assessment, and collaboration. Accreditation as a form of self-study reveals both strengths and the inherent challenges of meeting the sometimes competing goals of accreditation requirements and meaningful examinations through self-reflection. Study implications underscore the need for conscious …
Creating Meaningful, Community-Based Social Networks,
2014
East Tennessee State University
Creating Meaningful, Community-Based Social Networks, Cynthia R. Chambers
ETSU Faculty Works
No abstract provided.
Smooth Sailing Through Stormy Seas? High School Social Studies Teachers Navigating Their Informal Professional Learning,
2014
University of Kentucky
Smooth Sailing Through Stormy Seas? High School Social Studies Teachers Navigating Their Informal Professional Learning, Emma Sowards Thacker
Theses and Dissertations--Education Sciences
The present study used Nardi and O’Day’s (1999) information ecology theory, along with activity theory (Wertsch, 1998), social learning theory (Wenger, 1998), and situated learning theory (Lave, 2009; Lave & Wenger, 1991) to examine the informal professional learning of a high school social studies department. Existing literature is just beginning to attend to the potential of informal professional learning, so this exploratory study used a single-case study of a high school social studies department made up of 12 teachers. Data included observations of scheduled and spontaneous collaborative learning activities, department meetings, and in-service meetings; semi-structured interviews; and relevant documents to …
Entr/Mgnt 421: Initiating And Managing Entrepreneurial Growth—A Peer Review Of Teaching Project Benchmark Portfolio,
2014
University of Nebraska-Lincoln
Entr/Mgnt 421: Initiating And Managing Entrepreneurial Growth—A Peer Review Of Teaching Project Benchmark Portfolio, Varkey K. Titus Jr.
UNL Faculty Course Portfolios
My primary goal for this portfolio is to codify the processes and goals of this course in a manner that can be transferred to other instructors. Students consistently comment on how much they enjoy the participatory and interactive nature of the course; I would like to formally document methods to create an interactive classroom that aligns with the expectations we have of senior-level entrepreneurship students regarding critical thinking and communication skills.
Aecn 399: Commodity Market Analysis—A Peer Review Of Teaching Project Benchmark Portfolio,
2014
University of Nebraska-Lincoln
Aecn 399: Commodity Market Analysis—A Peer Review Of Teaching Project Benchmark Portfolio, Fabio Mattos
UNL Faculty Course Portfolios
I have been teaching for a few years, in different universities and different courses. I have taught large classes (over 100 students) and small classes (approximately 10 students), introductory courses and advanced courses, and in 4-year programs as well as 2-year programs. Although I believe that principles of good teaching can be applied to any course, I feel that teaching methods may need to be adjusted to different courses, different student population and distinct class size. So I welcomed the opportunity to participate in the “2013-2014 Peer Review of Teaching Program” because it gave me a chance to join a …
