Education Commons^™

Year-Long Faculty Discussion Groups: A Solution To Several Instructional Development Problems, L. Dee Fink

To Improve the Academy: A Journal of Educational Development

People trying to establish an instructional development program on a college or university campus frequently face two major problems. One of these is simply the difficulty of acquainting the faculty with and interesting them in an activity that is generally not familiar to them. Compounding this problem is the not uncommon belief among faculty members that participating in something called instructional development is tantamount to admitting that they have a problem with their teaching, i.e., a "professional disease" that they cannot solve by themselves.

Staff Development In A Climate Of Retrenchment, Christopher K. Knapper

To Improve the Academy: A Journal of Educational Development

The Crisis Facing Higher Education

The Impact of Staff Development

The Promise of Instructional Technology

The Concept of Lifelong Education

Learning to Learn

Some Possible Solutions

Notes

References

Section Iii: Professional Development Interventions, Lance C. Buhl

To Improve the Academy: A Journal of Educational Development

The successful pursuit of our business requires skillful interventions-in professional habits of mind and action. In truth, in peoples' lives. Probably more thought has gone into this issue than into any other aspect of professional development work. Interventions are the stuff of ethics, even when-as is usual in the case with the articles in this section-the focus is almost exclusively on techniques. The sensitivity to contexts, to rationale for choice, to outcomes, to people displayed by each author affirms the ethical dimension of specific interventions. Considered thus, the choice of techniques is important indeed.

Faculty Development As An Organizational Process, C. Edward Kaylor Jr., J. William Smith

To Improve the Academy: A Journal of Educational Development

Background

Two Forms of Faculty Development

Management, Leadership, and Missions

Faculty Involvement as Development

Planning for Excellence Through Participation

Incentives and Personal Recognition

Conclusion

References

Motivating Faculty To Pursue Excellence In Teaching, Dean N. Osterman

To Improve the Academy: A Journal of Educational Development

Introduction

Patience

Getting a Start, Curriculum of Seminars, Advisory Committee, Networking Campus Resources, Innovative Funds, Establishing Ownership of a Program, Using Student Assistant/Volunteers, Individual Consultation

Priorities

Two Approaches at Innovation, Faculty Day Orientation and Departmental Presentations, Faculty Recognition for Quality Teaching, Establishing Visibility, Gaining Support from Administration, Faculty, and Students, Serving on Committees, Developing Materials and Using Micro-Computers, Teaching Courses on Campus, GTA Workshop, Evaluating Faculty, Informal Involvement with Faculty, Writing with Faculty

Polish

Keeping Innovation Alive

References

Footnotes

Reading Students' Written Comments On Evaluations Of Teaching, Joyce T. Povlacs

To Improve the Academy: A Journal of Educational Development

College teachers who make use of student surveys evaluating instruction frequently invite written comments, too. These remarks can clarify data gathered by use of a standard set of objective questions. Sometimes, however, the students' comments present a wide diversity of opinions. Statements in one class might range from "the material is interesting and very applicable" to a flat "the poorest teacher I have ever had." Instructors who venture to invite students to comment express frustration over seeming contradiction and consequently are tempted to dismiss the importance of written comments. Yet written comments can provide valuable insights leading to the improvement …

The Development Of Faculty As Teachers: A Multi-Faceted Approach To Change, Alton O. Roberts, John H. Clarke, David Holmes

To Improve the Academy: A Journal of Educational Development

The Problem

Toward a Theory of Change

Figure 1: A Force Field Analysis of Influence on Faculty Self Improvement Efforts

The Vermont Program

Figure 2: Intended Impact of Programs on Forces for Change Driving Forces

A Scenario of Development

Conclusion

Figure 3: Interaction of one Professor with Development Options over Four Years

References

Section Ii: Renewing Centers For Professional Development, Lance C. Buhl

To Improve the Academy: A Journal of Educational Development

What do we know about infusing life into professional development programs? This is something we have struggled with throughout the fifteen (+3) year history of the contemporary professional development movement in postsecondary education. The question is especially pertinent during a time when "retrenchment" has lost its shock value and has become a tired, but accurate, descriptor of what most POD members live with daily. Is there programmatic life after retrenchment? If so, what can be done to ensure it and give it meaning?

Starting A Faculty Development Program: Strategies And Approaches, Luann Wilkerson

To Improve the Academy: A Journal of Educational Development

Who Should be Involved in Program Planning?

What is the Purpose of the Proposed Program?

How Will the Proposed Program Affect Desired Changes?

Who Should Participate?

How do We Determine the Needs of Our Constituency?

What Goals and Objectives Should We Pursue?

What Institutional Structure Will Best Encourage Success?

What Activities Shall the Program Provide?

How Should we Finance These Lofty Schemes?

What Type of Staff Does the Program Require?

Table 1: Characteristics Required in Faculty Development Leaders

How Do We Publicize Our Programs and Reward Participants?

How Do We Evaluate Our Accomplishments?

References

Appendix A: Planning and Implementing a …

Instructional Support Centers And The Art Of Surviving: Some Practical Suggestions, Robert M. Diamond

To Improve the Academy: A Journal of Educational Development

Steps to Survival

1. Identify the priorities of your institution

2. Identify the key decision-makers

3. Identify the criteria the decision-makers will use to judge the agency

4. Develop goals that are clearly defined

5. Select your projects with care

6. Those who need to know must know

In Summary

Table I

Project Selection: Some Factors to Consider

Options

References

Note

Writing For Learning: The Student/Content Connection, Lois Barry

To Improve the Academy: A Journal of Educational Development

The Restricted Role of Writing in the Schools

Writing as a Means of Thinking

Writing as an Active Form of Learning

Table 1

''What Kinds of Writing Have Been Helpful in What Ways" EOSC Students Answer

Using Ungraded Writing to Improve Students' Learning

As an Aid to Class Discussions

As Feedback to Students on the Clarity of their Thinking

As a Way to Prepare Students to Listen and Observe Critically

As a Source of Feedback on Content Needing Further Attention

A Note of Using Journals

Broadening the Audience

Implications for Instruction

References

Section I: The Keynote Address To The 1983 Annual Conference, Lance C. Buhl

To Improve the Academy: A Journal of Educational Development

It is a special thing to introduce Gene Rice and the substance of remarks he made to POD'ers gathered last October at Arlie House. Gene is a special person. He models the best qualities of the academic humanist: the personal presence of a Friend, the sensibility of a Jeffersonian, the rigor of a Talmudic scholar, and the vision of an ethnicist. And all of this is a contemporary twentieth century person. He's been with and of POD since the network's first days. And across that span, Gene's wisdom, bred equally of careful research, hands-on professional development experience and a lively …

Ua66/8/3 Annual Report, Wku Geography & Geology

WKU Archives Records

Annual report of activities of the WKU department of Geography & Geology.

Ua21 Wku Affirmative Action Plan Volume Iv, Wku Office Of Equal Opportunity / 504 / Ada Compliance

WKU Archives Records

This volume contains the workforce analyses, availability rates, goals and timetables for the 1983-84 academic year by departmental units. The ultimate goals are scheduled for 1987.

Ua12/8 Departmental Newsletter, Wku Police

WKU Archives Records

WKU Police departmental newsletters for 1984.

Ua1d Tate Page Personnel File, Wku Human Resources

WKU Archives Records

Tate Page personnel & biographical file.

Ua3/6/9 Scrapbook Xv, Part 2 Athletics, Wku President's Office - Zacharias

WKU Archives Records

Scrapbook regarding WKU athletics for the period August 1983 through August 1984 compiled by the president's office.

Ua1f Wku Archives Vertical File - Hugh Poland, Wku Archives

WKU Archives Records

Digitized vertical file materials regarding WKU regent Hugh Poland.