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Breaking Barriers In Teaching And Learning: Perspectives On Twentieth-Century American Identity

National Collegiate Honors Council Monographs: Chapters

At Southern Oregon University, a course designated as HON 315: Perspectives on Twentieth-Century American Identity has been developed and offered with a high degree of success for several terms. Its pedagogical flexibility, high level of student participation, and exceptionally high course-evaluation ratings from students indicate that it might serve as a useful model for honors programs and colleges as a lower-level honors course in United States history or perhaps adapted to other disciplines. The course description is as follows:

This course is a study of the development of the United States in the twentieth century and early twenty-first century, focusing …

Breaking Barriers In Teaching And Learning: Innovative Discussion-Based Pedagogy

National Collegiate Honors Council Monographs: Chapters

Psychologists have identified a series of specific kinds of learning experiences that confer broad and lasting educational benefits, contributing to overall professional success regardless of field. These benefits include developing creativity, problem-solving, cognitive complexity, and flexibility (Maddux et al.); working well in diverse or dispersed groups; negotiating interpersonal problems (Tadmor et al.); tolerating ambiguity; pursuing cultural engagement; appreciating diversity; and being open to experience (Shadowen et al.). This research is important because it provides evidence for the longterm impact of certain experiences on ways of thinking rather than their short-term ability to help students pass exams. The research argues powerfully …

Breaking Barriers In Teaching And Learning: Bending Time And Space: Three Approaches For Breaking Barriers In The Honors Classroom

National Collegiate Honors Council Monographs: Chapters

Varying the typical format of the honors classroom is a great way to encourage creative thinking. When students become accustomed to what to expect from a class, they are often able to fulfill requirements with minimal effort. An unusual and challenging course experience requires students to focus, to think in new ways about their learning. This is part of why courses abroad are often so transformational: students constantly have to adjust to their new environment. The challenge for teachers like me who love leading courses abroad is how to create similarly engaging experiences at home. Using unusual course structures, meeting …

Breaking Barriers In Teaching And Learning: Growing Pains In Honors Education: Two Courses Designed To Build Community

National Collegiate Honors Council Monographs: Chapters

Honors programs and colleges that seek substantial growth face a number of challenges. Two of the most prominent are maintaining a strong sense of community within the honors student population and finding sufficient faculty to teach honors courses. A different, but not entirely unrelated, challenge is presented by part-time students, some of whom may be excellent candidates for honors but whose outside commitments make it impossible for them to carry a full course load or regularly attend classes during business hours. In what follows, I will provide an overview of two honors courses whose design can help meet the two …

Breaking Barriers In Teaching And Learning: Introduction

National Collegiate Honors Council Monographs: Chapters

At times, when honors education comes up in academic or popular conversations, a common and automatic response seems to prevail: an assumption that honors means faster, broader, more complicated, and more expert delivery of content information on the part of the teacher and greater, more efficient acquisition of disciplinary knowledge and higher achievement on tests or essays on the part of the student. What the instructor teaches in terms of countable amounts of information and what the student produces in terms of quantitatively measurable outcomes rule the day.

Breaking Barriers In Teaching And Learning: The Importance Of The First-Semester Experience: Learning Communities And Clustered Classes

National Collegiate Honors Council Monographs: Chapters

I served as Director of the Honors College at William Paterson University for ten years in a half-time capacity while I also worked as a Professor of History. Last year, I took a new position as the Dean of the Pforzheimer Honors College at Pace University. Both honors colleges have special courses for first-semester honors students that are meant to help successful high school students transition into successful college students. First-semester consolidated courses can offer honors students an experience that is challenging and rigorous and that helps them to better understand the expectations of professors and the staff of the …

Breaking Barriers In Teaching And Learning: Selected Book Resources

National Collegiate Honors Council Monographs: Chapters

Achacoso, M. V., and M. D. Svinicki, editors. Alternative Strategies

for Evaluating Student Learning. New Directions for Teaching

and Learning, No. 100. Jossey-Bass, 2005.

Allen, M. J. Assessing Academic Programs in Higher Education,

Jossey-Bass, 2004.

Anderson, L. W., D. R. Krathwohl, and B. S. Bloom. A Taxonomy

for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy

of Educational Objectives. Longman, 2001.

Angelo, T. A., and K. P. Cross. Classroom Assessment Techniques: A

Handbook for College Teachers. 2nd ed., Jossey-Bass, 1993.

Arreola, R. A. Developing a Comprehensive Faculty Evaluation System:

A Handbook for College Faculty and …

Ms225: 2018 Faculty Meeting Minutes, Thomas R. Cole

Thomas R. Cole, PhD Papers

Original Filename: Faculty Meeting Minutes 020718 SWOT_SACRED VOCATION PROGRAM.docx. Format Details: fmt/412; Microsoft Word for Windows; 2007 onwards. See more at Thomas R. Cole, PhD Papers and its finding aid.

Honors In Practice, Volume 14 (2018) [Complete], Ada Long , Editor

Honors in Practice Online Archive

In This Issue

Dedication to Katherine E. Bruce

Editor’s Introduction, Ada Long

HIP Now

Including Families in the Honors Experience, Melissa L. Johnson

Hearing the Marginalized Voice in the Great Books Curriculum, Jennie Woodard

Student Preferences for Faculty-Led Honors Study Abroad Experiences, Nicholas R. Arens, Hanna Holmquist, and Rebecca C. Bott-Knutson

A Structured Course for Personal and Professional Development, Deirdre D. Ragan

HIP Then: The First Ten Years

Tenure and Promotion in Honors (Vol. 1, 2005), Rosalie Otero

Honors in Chile: New Engagements in the Higher Education System (Vol. 2, 2006), Juan Carlos Skewes, Carlos Alberto Cioce Sampaio, and Frederick …

Counter-Narratives Of Latino Men And Machismo In Higher Education, Hiram Ramirez

Dissertations

This dissertation study addresses the gaps in research concerning the gendered experiences of successful Latino men in higher education. As Latino men in postsecondary education continue to enroll and persist in low numbers, new lenses are needed to consider their educational experiences. This study attempts to add a gendered lens, in the form of machismo, to consider ways in which successful Latino men are persisting. Machismo, a construct with both positive and negative attributes, has the potential to influence Latino men's navigation of higher education. Research documents the negative ways in which machismo has hampered Latino men in education, however …

Toward Learning And Justice, Through Love, Isis Artze-Vega

To Improve the Academy: A Journal of Educational Development

This chapter responds to the call for educational developers to isolate the one perspective that guides our work. It retraces the author’s career steps, seeking the origin of love as a guiding principle, and describes its evolution and application during her career. To do so, the piece includes a theoretical perspective on love and argues that its utility as a characterizing perspective for our profession stems from its significance to learning and justice. It suggests the timeliness and urgency of elevating the role of love in our field, notes associated risks and rewards, and suggests resources for doing so.

The Idea Of Educational Development: An Historical Perspective, Laura Cruz

To Improve the Academy: A Journal of Educational Development

This essay examines the idea of educational development, inspired both in content and approach by John Henry Newman’s influential 19th century work on the idea of a university.

Changing The Lens: The Role Of Reframing In Educational Development, Donna E. Ellis

To Improve the Academy: A Journal of Educational Development

One core concept in educational development is reframing, which involves new labels, new perspectives, and the examination of assumptions. In this reflective article, I explore the use of reframing at different levels of educational development work via the 4M framework (micro, meso, macro, and mega) in an effort to assess the utility of this concept to practitioners. I conclude that reframing has utility at all levels and posit why it may assist with change management. Connections to educational developer identity are also explored.

From The Editors: The One Thing: A Pluralistic Approach To Research And Practice, Gary Hawkins, Brian Smentkowski

To Improve the Academy: A Journal of Educational Development

From the editors of volume 37, issue 1 of To Improve the Academy: A Journal of Educational Development (2018), Gary Hawkins of Hampshire College and Brian Smentkowski of the University of Idaho.

Equity-Minded Faculty Development, Aeron Haynie

To Improve the Academy: A Journal of Educational Development

A governing principle of equity-minded faculty development is a commitment to supporting marginalized populations who may feel unwelcome in academia: from minority college students to first-generation graduate students to faculty of color. Faculty development should encourage faculty to notice inequities and not dismiss them as student’s individual failures; to examine institutional data on student, graduate student, and faculty achievement patterns; and to collaborate with other campus partners on interventions. As we work with faculty to develop strategies to ensure all students can succeed, we must also enact the same empowering, strengths- based practices we promote.

Seeking And Doing Justice Through Educational Development, Wayne Jacobson

To Improve the Academy: A Journal of Educational Development

One thing that has shaped my understanding of educational development more than anything else is a commitment to seeking and doing justice. I see this commitment as the animating force that breathes life into the best of what educational developers do and the core value that continually challenges us to do better. In the many contexts in which we work, the one thing that defines the role of educational development is the recognition that we need to continually examine and improve how well our institutional systems are doing justice to the communities that we are trusting them to serve.

“Once A Scientist…”: Disciplinary Approaches And Intellectual Dexterity In Educational Development, Katherine Kearns, Molly Hatcher, Mara Bollard, Michele Dipietro, Devon Donohue-Bergeler, Leslie E. Drane, Elizabeth Luoma, Andrew E. Phuong, Laura Thain, Mary C. Wright

To Improve the Academy: A Journal of Educational Development

The authors claim that disciplinary epistemologies—disciplinary habits of mind and ways of thinking—offer productive lenses for observing teaching practices. Furthermore, they argue that educational developers who draw from multiple epistemologies in combination provide rich evidence with regard to teaching and learning and can speak to academic colleagues from an array of disciplines. Clarity is provided for career paths in educational development for colleagues from academic disciplines who are contemplating part- or full-time work in a teaching center. The authors hope that this opening collection develops into a toolkit and area of inquiry about disciplinary approaches to the practice of educational …

Good To Great In Educational Development, Bruce Kelley

To Improve the Academy: A Journal of Educational Development

We have been asked to describe One Thing that guides us as educational developers. For me, this is the strategic planning process described in Jim Collins’ Good to Great (2001). Collins provides a model that helps leaders navigate through change to build effective and influential centers. This framework has allowed me to develop a successful center despite periods of transition and uncertainty. Much of what I experience in my professional life is good. The challenge is to take it to the next level—to turn good into great. Collins’ strategic model provides a roadmap for how this might be accomplished.

The Four Rs: Guiding Ctls With Responsiveness, Relationships, Resources, And Research, Mary C. Wright, Debra Rudder Lohe, Tershia Pinder-Grover, Leslie Ortquist-Ahrens

To Improve the Academy: A Journal of Educational Development

We offer a framework for guiding an effective Center for Teaching and Learning: Responsiveness, Relationships, Resources, and Research. Our intention is to fill a gap in the literature on guidance for CTL leadership. These four principles are grounded in both scholarly and experiential evidence, drawing from multiple CTL directors with a range of experience levels at different center and institutional types.

Mentoring Graduate Student Staff In A Center For Teaching And Learning: Goals And Aligned Practices, Kristin Rudenga, Joseph Lambert

To Improve the Academy: A Journal of Educational Development

Graduate student staff (GSS) positions, commonly used in centers for teaching and learning (CTL) to expand capacity and extend disciplinary connections on campus, also offer the potential for a meaningful developmental experience for the students who fill them. Drawing on the literature on graduate student mentorship, we lay out goals and aligned practices to inform the mentoring of GSS in CTL aimed at advancing their pedagogical, professional, and personal development. Such deliberate attention to mentoring in a CTL context can enhance the experience and development of the GSS themselves, as well as improve the work of the CTL.

Measuring Transparency: A Learning-Focused Assignment Rubric, Michael S. Palmer, Emily O. Gravett, Jennifer Lafleur

To Improve the Academy: A Journal of Educational Development

By combining recommendations for effective assignment design with principles of transparency and the value-expectancy theory of achievement motivation, we developed a rubric capable of for assessing the quality and guiding the design of assignment descriptions. This rubric defines criteria characteristic of well-designed assignments; breaks the criteria down into concrete, measurable components; and suggests what evidence for each component might look like. While the full rubric is valid for major, signature assignments, it can accommodate a diverse range. It can also provide summative, quantitative information to educational developers for research and formative, qualitative feedback to instructors for gauging the quality of …

A Minimalist Model Of New Faculty Mentoring: Why Asking For Less Gives More, Heather Lobban Viravong, Mark Schneider

To Improve the Academy: A Journal of Educational Development

We describe a research-based mentoring program for new full-time faculty at a small residential college, which emphasizes the empowerment of the new faculty themselves to identify and obtain the resources they need for success. In our model, the mentor takes on a role of primarily providing accountability, easing the burden on mentors, thereby making for a more sustainable program. Our mixed methods assessment of the program suggests that, paradoxically, these lessened expectations foster closer personal relationships between mentor and protégé than might have occurred if that were a programmatic expectation.

Transforming The Classroom At Traditionally White Institutions To Make Black Lives Matter, Frank Truitt, Chayla Haynes, Saran Stewart

To Improve the Academy: A Journal of Educational Development

In recent years, many college campuses across the United States witnessed a significant increase in campus activism regarding the range of experiences and conditions facing racially minoritized communities in higher education. As critical and inclusive pedagogues and scholars, we embrace the belief that a focus on making Black Lives Matter in the classrooms of traditionally White institutions (TWIs) provides educators with the best chance to improve the educational outcomes of all students. In this essay, we examine seven principles of critical and inclusive pedagogies that have the potential to make Black Lives Matter in TWI classrooms and identify several implications …

Workshopping A Workshop: Collaborative Design In Educational Development, Eleanor V. H. Vandegrift, Amy B. Mulnix, Jennifer R. Yates, S. Raj Chaudhury

To Improve the Academy: A Journal of Educational Development

Working remotely and collaboratively, our interdisciplinary team created an educational development workshop, Thinking Skills for the 21st Century: Teaching for Transfer, in which participants not only experience, apply, and reflect on teaching across educational settings but also connect this work to principles that have been demonstrated by learning science to support the transfer of knowledge. We used backward design to develop the workshop and evidence-based pedagogies in its implementation. We facilitated the workshop at two different national meetings for distinct audiences and also as part of an on-campus faculty development program. Here, we report on the workshop development and revision, …

Finding Aid To The Collection Of Louise Helen Coburn Materials, Louise Helen Coburn, Colby College Special Collections

Finding Aids

Louise Helen Coburn was born in Skowhegan, Maine on September 1, 1856, daughter of Stephen Coburn and Helen Sophia Miller. Coburn was Colby's second female graduate (after Mary Low Carver) in 1877, and graduated with Phi Beta Kappa honors. She also later received an honorary Litt. D. degree from Colby in 1914. Coburn's family was deeply tied to Colby College. Her father Stephen graduated in 1839, and the Coburn family was critical to Colby's early development as benefactors. Coburn was a co-founder, along with Mary Low Carver and others, of the Sigma Kappa Sorority. Coburn also later attended the Harvard …

Strategic Plan 2018-2020, Cct College Dublin

Strategy Documents

Strategic Plan of CCT College Dublin from 2018 to 2020.

2017-18 Strategic Plan Progress Report, University Of Northern Iowa

Institutional Effectiveness & Planning Documents

A report detailing the progress on the strategic goals within the University of Northern Iowa's strategic plan.

The Paradoxical Experiences Of Young Hispanic College Students: Academic Success In The Face Of Age-Related Stigma, Marilyn Garcia

Open Access Theses & Dissertations

There has been growth in programs such as the Early College High School Initiative in order to address the inequalities that racial/ethnic minorities, such as Hispanics, face when it comes to pursuing a higher education. As a result, there has been an increase of nontraditionally aged students (i.e., young students under 18) in higher education. Despite likely increases in young students attending universities, little is known about the young students' academic performance and the challenges they face while attending college; this Thesis addresses that limitation through two studies using institutional and interview data from one university. The first study used …

Beyond Teacher Knowledge: Connections Between Content Knowledge, Mindset For Learning, And Teaching In Two-Year College Mathematics Faculty, Lucy Hernandez Michal

Open Access Theses & Dissertations

Addressing thousands of students entering unprepared to enroll in college freshman mathematics courses is a challenge two-year college mathematics faculty face every semester. The study addresses this challenge through a mixed methods sequential nested multi-case design to investigate what faculty need, beyond teacher knowledge, to teach mathematics effectively to students. The three-part study measured the mindset learning profile and content knowledge of a sample of mathematics faculty at a two-year college. The quantitative and qualitative data provided references to select four faculty typologies to interview and observe. Interviews reflected faculty perceptions of teaching and learning. Class observations captured images of …

แนวทางพัฒนาการบริหารคนเก่งของโรงเรียนในสังกัดสำนักงานคณะกรรมการการศึกษาขั้นพื้นฐานในกรุงเทพมหานคร, ภาคี เดชตรัยรัตน์

Chulalongkorn University Theses and Dissertations (Chula ETD)

การวิจัยครั้งนี้มีวัตถุประสงค์ 1. ศึกษาสภาพปัจจุบันและสภาพที่พึงประสงค์ของการบริหารคนเก่ง 2. นำเสนอแนวทางพัฒนาการบริหารคนเก่งของโรงเรียนในสังกัดสำนักงานคณะกรรมการการศึกษาขั้นพื้นฐานในกรุงเทพมหานคร การวิจัยครั้งนี้เป็นการวิจัยเชิงปริมาณ โดยผู้ให้ข้อมูลประกอบด้วย ผู้อำนวยการโรงเรียน รองผู้อำนวยการโรงเรียน ฝ่ายงานการบริหารบุคคล และข้าราชการครูที่มีวิทยฐาณะครูชำนาญการพิเศษ (ค.ศ.3) ขึ้นไป จากโรงเรียนในสังกัดสำนักงานคณะกรรมการการศึกษาขั้นพื้นฐานในกรุงเทพมหานคร จำนวน 463 คน โดยใช้เครื่องมือที่เก็บรวบรวมข้อมูลคือ แบบสอบถาม และทำการวิเคราะห์ข้อมูลโดยใช้การวิเคราะห์สถิติพื้นฐาน ความถี่ ร้อยละ ค่าเฉลี่ย ส่วนเบี่ยงเบนมาตรฐาน และค่าดัชนีความต้องการจำเป็น (PNImodified) ผลการวิจัยพบว่า 1. สภาพปัจจุบันของการบริหารคนเก่ง ด้านการพัฒนาคนเก่งมีค่าเฉลี่ยสูงสุด รองลงมาคือด้านการรักษาคนเก่ง และด้านการจ่ายค่าตอบแทนและให้รางวัลคนเก่งมีค่าเฉลี่ยต่ำที่สุด 2. สภาพพึงประสงค์ของการบริหารคนเก่ง ด้านการรักษาคนเก่งมีค่าเฉลี่ยสูงสุด รองลงมาคือด้านการพัฒนาคนเก่ง และด้านการจ่ายค่าตอบแทนและให้รางวัลคนเก่งมีค่าเฉลี่ยต่ำที่สุด และ 3. แนวทางการบริหารคนเก่ง แบ่งเป็น 7 แนวทาง คือ 1) เมื่อคนเก่งมีผลงานดีเด่น ผู้อำนวยการโรงเรียนควรให้การยกย่องชมเชย 2) ผู้อำนวยการโรงเรียนควรแจ้งให้คนเก่งทราบถึงนโยบาย แนวทาง และกลยุทธ์ของโรงเรียน รวมไปถึงมีแนวทางให้คนเก่งสามารถมีส่วนร่วมให้โรงเรียนบรรลุเป้าหมายที่ตั้งไว้ 3) ผู้อำนวยการโรงเรียนควรสร้างกลยุทธ์ในการขึ้นเงินเดือนให้แก่คนเก่งและครูอื่นๆ เพื่อปรับให้คุณสมบัติสอดคล้องกับเป้าหมายและกลยุทธ์โรงเรียน 4) ผู้อำนวยการโรงเรียนควรกำหนดกลยุทธ์การบริหารคนเก่งให้สอดคล้องกับเป้าหมาย นโยบาย และทิศทางของโรงเรียน 5) ผู้อำนวยการโรงเรียนควรมีนโยบายกระตุ้นให้คนเก่งคิดแบบก้าวหน้าในการพัฒนาตนเองตามความสามารถ 6) ผู้อำนวยการโรงเรียนควรสร้างสภาพแวดล้อมที่เกื้อกูลและสนับสนุนให้ครูทุกคนได้แสดงความสามารถอย่างเต็มศักยภาพ 7) ผู้อำนวยการโรงเรียนควรมอบหมายให้คนเก่งเข้าร่วมการฝึกอบรมทั้งภายในและภายนอกองค์การ หรือร่วมกิจกรรมต่างๆ