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- Organizational development (9)
- Faculty development (8)
- Educational development (7)
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- Educational developers (2)
- Higher education (2)
- Organizational change (2)
- SoTL (2)
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- Teaching and learning (2)
- Academic spaces (1)
- Adjunct faculty (1)
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- Centers for teaching and learning (1)
- Change (1)
- Change management (1)
- Culture (1)
- Departmental change (1)
- Diffusion of innovation (1)
- Digital learning (1)
- Diversity (1)
- Equity (1)
- Equity and inclusion (1)
- Event planning (1)
- Evidence-based teaching (1)
Articles 31 - 60 of 78
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Ready Or Not? An International Study Of The Preparation Of Educational Developers, Nancy Van Note Chism
Ready Or Not? An International Study Of The Preparation Of Educational Developers, Nancy Van Note Chism
To Improve the Academy: A Journal of Educational Development
This report of an international survey of educational developers describes their entry-level background knowledge and skills for the work of educational development, how they obtained them, and their recommendations on helping prepare new entrants to the profession. Respondents reported that their experiences rendered them moderately prepared for some tasks and less prepared for others, notably consultation. The results can inform increased professionalization of educational development through more systematic preparation of future educational developers.
Emergent Shifts In Faculty Development: A Reflective Review, Shelda Debowski
Emergent Shifts In Faculty Development: A Reflective Review, Shelda Debowski
To Improve the Academy: A Journal of Educational Development
Faculty development has largely focused on supporting the development of early-career academic skills in teaching and learning. Even recent discussions of how facuity developers might infl.uence leaders and entire organizations have remained largely focused on teaching and learning issues. This chapter suggests the need to review and reform the role of faculty development to focus more holistically on the full nature of academic work and the evolving developmental needs of academics. It argues that the faculty developer,s portfolio will need to expand to include support for academic research, career management, and leadership roles, as well as organizational development strategies to …
About The Authors, Volume 28 (2010)
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, María Del Carmen Salazar, Amanda Stone Norton, Franklin A. Tuitt
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, …
Essential Faculty Development Programs For Teaching And Learning Centers In Research–Extensive Universities, Larissa Pchenitchnaia, Bryan R. Cole
Essential Faculty Development Programs For Teaching And Learning Centers In Research–Extensive Universities, Larissa Pchenitchnaia, Bryan R. Cole
To Improve the Academy: A Journal of Educational Development
This research highlights the imperative nature of designing programs to address the full range of faculty develapment needs. It presents a framework for essential faculty development programs for teaching and learning centers in research-extensive universities for introducing, enhancing, and improving faculty develapment offerings. The nationwide Delphi study of faculty development programs identified eighteen currently essential and twenty-eight future essential faculty development programs for teaching and learning centers in research-extensive universities. This list of programs may serve as a baseline for evaluating existing faculty development programming and guiding the expansion of established programs and the planning of new ones.
Bibliography, Volume 27 (2009)
Bibliography, Volume 27 (2009)
To Improve the Academy: A Journal of Educational Development
Bibliography for volume 27 (2009) of To Improve the Academy: A Journal of Educational Development.
Experiential Lessons In The Practice Of Faculty Development, Ed Neal, Iola Peed-Neal
Experiential Lessons In The Practice Of Faculty Development, Ed Neal, Iola Peed-Neal
To Improve the Academy: A Journal of Educational Development
The practice of faculty development, as distinct from its theoretical and empirical principles, must largely be learned experientially, through an often painful process of trial and error. In this chapter, we offer some of the lessons we have learned in our combined total of sixty-four years as faculty developers, in hopes that others might benefit from our experience.
Maturation Of Organizational Development In Higher Education, Gail F. Latta
Maturation Of Organizational Development In Higher Education, Gail F. Latta
To Improve the Academy: A Journal of Educational Development
Organizational development (OD) is fundamentally about increasing institutional capacity for change. Organizational culture is a pivotal variable mediating the success of institutional change initiatives. Faculty and OD professionals are poised to address the need for increased understanding of organizational culture and change in higher education institutions. This chapter presents a conceptual guide to theories of change and cultural analysis that inform OD practice. Distinctions between content and process theories of change, as well as normative and idiomatic approaches to cultural analysis, are reviewed with respect to their utility for facilitating change in the academy. Implications for the maturation of OD …
About The Authors, Volume 26 (2008)
About The Authors, Volume 26 (2008)
To Improve the Academy: A Journal of Educational Development
About the editors and authors of volume 26 (2008) of To Improve the Academy: A Journal of Educational Development.
Co-Teaching As A Faculty Development Model, Andrea L. Beach, Charles Henderson, Michael Famiano
Co-Teaching As A Faculty Development Model, Andrea L. Beach, Charles Henderson, Michael Famiano
To Improve the Academy: A Journal of Educational Development
Co-teaching is a promising and cost-effective approach to promoting fundamental research-based instructional change. In this chapter, we discuss the theoretical underpinnings of co-teaching and describe our initial experience with it. A new instructor (MF) co-taught with an instructor experienced in physics education research-based reforms (CH). An outsider (AB) conducted separate interviews with each instructor and observed several class sessions. Results include immediate use of research-based instructional practices by the new instructor and a significant change in teaching beliefs over time. Recommendations are made for implementing co-teaching as part of a faculty development program.
Bibliography, Volume 26 (2008)
Bibliography, Volume 26 (2008)
To Improve the Academy: A Journal of Educational Development
Bibliography for volume 26 (2008) of To Improve the Academy: A Journal of Educational Development.
About The Authors, Volume 25 (2007)
About The Authors, Volume 25 (2007)
To Improve the Academy: A Journal of Educational Development
About the editors and authors/contributors of volume 25 (2007) of To Improve the Academy: A Journal of Educational Development.
About The Authors, Volume 24 (2006)
About The Authors, Volume 24 (2006)
To Improve the Academy: A Journal of Educational Development
About the editors and authors of volume 24 (2006) of To Improve the Academy: A Journal of Educational Development.
About The Authors, Volume 23 (2004)
About The Authors, Volume 23 (2004)
To Improve the Academy: A Journal of Educational Development
About the authors of articles in volume 23 (2004) of To Improve the Academy: A Journal of Educational Development.
The Institutional Change Agency: The Expanding Role Of Academic Support Centers, Robert M. Diamond
The Institutional Change Agency: The Expanding Role Of Academic Support Centers, Robert M. Diamond
To Improve the Academy: A Journal of Educational Development
Higher education is going through significant changes stimulated by the rapid growth of the internet, tht increasing globalization of hightr education, and the ever-pressing question of institutional quality. New modts of educational dtlivery through virtual networks art breaking the traditional mold of instructional provision. New players, new pedagogies, and new paradigms are redefining higher education. The rules art changing, and there is increased pressure on institutions of higher education to evolve, adapt, or desist.
Leading Change: Creating A Culture Of Assessment, Patricia M. Dwyer
Leading Change: Creating A Culture Of Assessment, Patricia M. Dwyer
To Improve the Academy: A Journal of Educational Development
In Leading Change, John Kotter (1996) outlines an eight-step process to effect major organizational change. At Shepherd College, the assessment process that evolved into a culture of assessment mirrors the sttps that Kotter describes. In 1998, Shepherd College found itself in a predicament that many colleges and universities can relate to: slated for an accreditation visit in 2002 with campus assessment efforts stalled at every turn. A new director organized an assessment task force, established a template for assessment plans and reports, and began grassroots education about assessment. Over the four years, a vision that aligned assessment with improving student …
Evidence Of The Transformational Dimensions Of The Scholarship Of Teaching And Learning: Faculty Development Through The Eyes Of Sotl Scholars, Connie M. Schroeder
Evidence Of The Transformational Dimensions Of The Scholarship Of Teaching And Learning: Faculty Development Through The Eyes Of Sotl Scholars, Connie M. Schroeder
To Improve the Academy: A Journal of Educational Development
This analysis began ftom two unlikely starting points: a favorite Marcel Proust quote below that has nothing to do with faculty development, but could, and Pat Hutchings (2000) descriptive quote, “The scholarship of teaching and learning [SoTL]is characterized by a transformational agenda” (p. 8). Do SoTL faculty development programs faster transformation? Is there evidence of a transformational process and transformative learning? The project summaries of eight SoTL scholars were analyzed for evidence of transformation. The evidence for transformation of landscapes of learning, teaching, scholarship, and self are explored ftom SoTL scholars’ perspectives in a faculty development program, providing insight into …
Teaching Partners: Improving Teaching And Learning By Cultivating A Community Of Practice, Richard A. Holmgren
Teaching Partners: Improving Teaching And Learning By Cultivating A Community Of Practice, Richard A. Holmgren
To Improve the Academy: A Journal of Educational Development
The Teaching Partners Program and its follow-up activities demonstrate that a carefully designed faculty tkvelopment program can shift a campus culture to derive significant, measurable benefits for faculty and students. The program seeks to transform the imtitutional culture from one in which teaching is sequestered behind closed doors to one that supports substantive conversations about both the learning-teaching process and the methods by which that process might best be facilitated. Following Shulman’s (1993) lead, the program opens the doors of the classroom, reenvisions teaching as community property, and nurtures informed and sustaining discussion of teaching.
Fostering Diversity In A Faculty Development Organization, Mathew L. Ouellett, Christine A. Stanley
Fostering Diversity In A Faculty Development Organization, Mathew L. Ouellett, Christine A. Stanley
To Improve the Academy: A Journal of Educational Development
Since 1994, the Professional and Organizational Development Network in Higher Education (POD) has articulated a goal of becoming a more multicultural organization. In support of this goal, POD sponsors two key initiatives: travel and internship grants. This chapter offers an historical overview of the first nine years of these programs, selected perspectives from participants on the individual and organizational benefits of these initiatives, and a context within which to explore how POD is evolving as a multicultural organization and how it may benefit from increased attention to diversity related issues in the future.
Foucault And The Practice Of Educational Development: Power And Surveillance In Individual Consultations, Peter Felten, Diandra Little, Allison Pingree
Foucault And The Practice Of Educational Development: Power And Surveillance In Individual Consultations, Peter Felten, Diandra Little, Allison Pingree
To Improve the Academy: A Journal of Educational Development
A common goal of educational development is to create a neutral, “safe” place for clients in individual consultations. Such an approach, while well intentioned, obscures the multifaceted web of power threading through and around our work. Using Michel Foucault’s theories of sovereign and disciplinary power, we trace the forms that power can take in specific types of consultations (small group instructional diagnosis, course evaluations, and videotape). While power is always “dangerous,” it is less likely to be damaging if we are conscious of its presence and impact—and of our own participation in its complexity.
Preface, Volume 20 (2002), Devorah Lieberman
Preface, Volume 20 (2002), Devorah Lieberman
To Improve the Academy: A Journal of Educational Development
Preface to volume 20 (2002) of To Improve the Academy: A Journal of Educational Development, by Devorah Lieberman of Portland State University.
Operational Diversity: Saying What We Mean, Doing What We Say, Wayne Jacobson, Jim Borgford-Parnell, Katherine Frank, Michael Peck, Lois Reddick
Operational Diversity: Saying What We Mean, Doing What We Say, Wayne Jacobson, Jim Borgford-Parnell, Katherine Frank, Michael Peck, Lois Reddick
To Improve the Academy: A Journal of Educational Development
Diversity issues, ranging from individual learning styles to institutional equity, are central to teaching and learning, but identifying and addressing these issues is a formidable task. At the Center for Instructional Development and Research (CIDR), our staff is gaining ground on this work through the Inclusive Practices Portfolio, a collaborative forum for documenting, sharing, and supporting our individual and organizational diversity initiatives. The process of developing the center’s portfolio and the portfolio itself are mechanisms for change within the center and a model far change at our institution and beyond.
What Do The Faculty Think? The Importance Of Concerns Analysis In Introducing Technological Change, Heekap Lee, Amy Lawson
What Do The Faculty Think? The Importance Of Concerns Analysis In Introducing Technological Change, Heekap Lee, Amy Lawson
To Improve the Academy: A Journal of Educational Development
Change management strategies tend to focus on the inherent characteristics of the proposed change. However, there is a personal side to change and it is reflected in what are called perceptions or personal concerns. To manage change successfully, facilitators must take measures to understand the personal concerns had by those who are required to implement the change. Moreover, this concerns analysis should be done early in the project, ideally before the change is implemented. The purposes of this chapter are to explain the importance of conducting a concerns analysis and to propose a theoretical framework for concerns analysis. The framework …
Harnessing The Potential Of Online Faculty Development: Challenges And Opportunities, Timothy P. Shea, Pamela D. Sherer, Eric V. Kristensen
Harnessing The Potential Of Online Faculty Development: Challenges And Opportunities, Timothy P. Shea, Pamela D. Sherer, Eric V. Kristensen
To Improve the Academy: A Journal of Educational Development
This chapter explores several issues regarding the current state of online faculty development resources. First, it describes the breadth and depth of today’s online teaching and learning resources. Then, it explains the benefits of designing an institutional teaching and learning center portal as a means for organizing and focusing resources. Finally, it discusses the importance of the faculty developer’s role in harnessing these resources for individual and institutional advantage. The online portal provides a powerful tool for institutional change on a scale heretofore impossible for most, and puts faculty development at the center of an institution’s mission.
Bibliography, Volume 20 (2002)
Bibliography, Volume 20 (2002)
To Improve the Academy: A Journal of Educational Development
Bibliography for volume 20 (2002) of To Improve the Academy: A Journal of Educational Development.
A Prophet In Your Own Land? Using Faculty And Student Focus Groups To Address Issues Of Race, Ethnicity, And Gender In The Classroom, James Francisco Bonnilla, Patricia R. Palmerton
A Prophet In Your Own Land? Using Faculty And Student Focus Groups To Address Issues Of Race, Ethnicity, And Gender In The Classroom, James Francisco Bonnilla, Patricia R. Palmerton
To Improve the Academy: A Journal of Educational Development
In this study, six focus groups of faculty and students addressed issues of how race, ethnicity, and gender affected their classroom experiences. Consistent themes emerged across all groups, including feeling unsafe and vulnerable, concerns about equity, power, and role modeling. As importantly, the research process itself became a vehicle for growth and change in the community at large, both inside and outside the classroom. Six recommendations are offered for those who seek innovative approaches to addressing race and gender in the classroom.
Faculty Quality Of Life, Sally S. Atkins, Kathleen T. Brinko, Jeffrey A. Butts, Charles S. Claxton, Glenda T. Hubbard
Faculty Quality Of Life, Sally S. Atkins, Kathleen T. Brinko, Jeffrey A. Butts, Charles S. Claxton, Glenda T. Hubbard
To Improve the Academy: A Journal of Educational Development
An interdisciplinary research team conducted a formal assessment of campus culture and faculty quality of life at Appalachian State University. Interviews with a stratified random sample of full-time, tenure-track faculty revealed five themes: 1) the importance of human relationships, 2) the deep commitment of faculty to student learning, 3)general satisfaction with academic life, 4) the personal sacrifice of faculty members for their work, and 5) perceptions of incongruence between institutional rhetoric and action. Recommendations are offered for readers to apply to their own universities to help faculty, staff, students, and administrators work together toward becoming an institution that is a …
Introduction, Volume 18 (2000), Matthew Kaplan
Introduction, Volume 18 (2000), Matthew Kaplan
To Improve the Academy: A Journal of Educational Development
Introduction to volume 18 (2000) of To Improve the Academy: A Journal of Educational Development, written by Matthew Kaplan of the University of Michigan.
Diversity And Its Discontents: Rays Of Light In The Faculty Development Movement For Faculty Of Color, Edith A. Lewis
Diversity And Its Discontents: Rays Of Light In The Faculty Development Movement For Faculty Of Color, Edith A. Lewis
To Improve the Academy: A Journal of Educational Development
Two faculty development conferences held within a six-day period during October 1998 yielded important experiences and lessons for faculty and professionals interested in working with faculty of color. This paper, written from the standpoint of a faculty member of color, outlines the strengths and challenges of working on these issues in higher education institutions.
On The Path: Pod As A Multicultural Organization, Christine A. Stanley, Matthew L. Ouellet
On The Path: Pod As A Multicultural Organization, Christine A. Stanley, Matthew L. Ouellet
To Improve the Academy: A Journal of Educational Development
Since 1993, the Professional and Organizational Development Network (POD) has made an increasingly stronger commitment to becoming a multicultural organization. Poised at the entrance to a new century, it seems useful to examine the current standing of this goal in the context of the overall growth and development of POD. In this article the authors take stock of the organization’s history related to multiculturalism, discuss POD’s current organizational strengths and challenges related to models of multicultural organizational development, and offer suggestions for further progress on the path to becoming a multicultural organization.