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Articles 31 - 47 of 47
Full-Text Articles in Education
A Consultations Tracking Database System For Improving Faculty Development Consultation Services, Jason Rhode, Murali Krishnamurthi
A Consultations Tracking Database System For Improving Faculty Development Consultation Services, Jason Rhode, Murali Krishnamurthi
To Improve the Academy: A Journal of Educational Development
The role of the facuity development center in supporting the academic environment of the institution often includes creating or sustaining a culture of teaching excellence, responding to individual faculty members’ needs, and advancing new initiatives in teaching and learning (Sorcinelli, Austin, Eddy, and Beach, 2006). The varied programs, resources, and services offered routinely result from efforts to meet the expressed needs of faculty. While workshops and seminars are effective for introducing new pedagogical approaches or emerging technologies, faculty often have unique questions within specialized contexts that cannot be fully addressed in a large group setting. In such instances, a more …
Using Undergraduates To Prepare International Teaching Assistants For The American Classroom: Development Of Senior Faculty, Warren E. Christian, Brian J. Rybarczyk
Using Undergraduates To Prepare International Teaching Assistants For The American Classroom: Development Of Senior Faculty, Warren E. Christian, Brian J. Rybarczyk
To Improve the Academy: A Journal of Educational Development
This chapter describes how undergraduates may be used in the training of international teaching assistants (IT As) in three ways: as conversation partners, classroom consultants, and guest instructors. Increasing the contact between undergraduates and international graduate students before they meet in the classroom as students and instructors can benefit each group. After a brief review of the literature that explores the chal lenges IT As face in the American university classroom, we describe the roles that undergraduates may perform in training IT As, explain the benefits to both IT As and undergraduates, and provide a list of best practices for …
The Reacting To The Past Pedagogy And Engaging The First–Year Student, Paula Kay Lazrus, Gretchen Kreahling Mckay
The Reacting To The Past Pedagogy And Engaging The First–Year Student, Paula Kay Lazrus, Gretchen Kreahling Mckay
To Improve the Academy: A Journal of Educational Development
This chapter investigates the value of the Reacting to the Past pedagogy with regard to engaging first-year students. In recent years, calls to improve student engagement and active learning techniques have grown, and few have been as successful in producing the desired results as Reacting to the Past. This chapter investigates why Reacting is so suc cessful in meeting the goals of high-impact practices that increase student engagement and learning. We also examine how the Reacting pedagogy and first-year seminars encourage problem solving, critical thinking, and writing among students.
Envisioning Creative Collaboration Between Faculty And Technologists, Gail A. Rathbun, Sally Kuhlenschmidt, David Sacks
Envisioning Creative Collaboration Between Faculty And Technologists, Gail A. Rathbun, Sally Kuhlenschmidt, David Sacks
To Improve the Academy: A Journal of Educational Development
Faculty developers must often mediate conflicts resulting from differences between seemingly mutually exclusive cultures that university technolo gists and university teachers inhabit. Activity theory embraces workplace conflict as normal and as contributing to organizing health and adapta tion, in contrast to a functionalist approach that focuses on how to maintain system equilibrium. Engestrom’s (1987) interpretation of activity theory provides a theoretically informed framework for under standing different forms of human activity, mediated by culturally mol ded rules, values, and division of labor, without suffering from the polarizing effects of an us-versus-them approach.
Program Planning, Prioritizing, And Improvement: A Simple Heuristic, Peter Felten, Deandra Little, Leslie Ortquist-Ahrens, Michael Reder
Program Planning, Prioritizing, And Improvement: A Simple Heuristic, Peter Felten, Deandra Little, Leslie Ortquist-Ahrens, Michael Reder
To Improve the Academy: A Journal of Educational Development
As educational developers working with multiple constituencies and demands on our time, how can we efficiently and creatively improve our programming and prioritize our efforts? In this chapter, we offer a simple heuristic to prompt quick yet generative examination of our goals or programs in relationship to three key characteristics of effective educa tional development on three different institutional levels. We then describe uses and applications of the tool and reflective process, which allow developers to efficiently gain insight into their work and effectively frame priorities for planning and improvement.
From Outsiders To Insiders: Graduate Assistant Development At State Comprehensive Universities, Kathleen M. Brennan, Laura Cruz, Freya B. Kinner
From Outsiders To Insiders: Graduate Assistant Development At State Comprehensive Universities, Kathleen M. Brennan, Laura Cruz, Freya B. Kinner
To Improve the Academy: A Journal of Educational Development
We assess graduate assistant competency in key skills that employers in and outside of academia value and examine whether these skills are developed in the context of the graduate assistantship (GA) at a specific state comprehensive university. The GAs in our sample rate themselves as competent or very competent on all skills and report their GA experience somewhat influenced or influenced their skill competencies. Furthermore, perception of how one’s graduate assistantship influenced skill compe tency was significantly associated with perceived skill competency level. Based on these findings, we qiscuss distinct gaps that could be addressed to facilitate GA development at …
Connect To Learning: Using E-Portfolios In Hybrid Professional Development, Bret Eynon, Judit Török, Laura M. Gambino
Connect To Learning: Using E-Portfolios In Hybrid Professional Development, Bret Eynon, Judit Török, Laura M. Gambino
To Improve the Academy: A Journal of Educational Development
Based at LaGuardia Community College, the Connect to Learning (C2L) project has developed an innovative hybrid professional development model using e-portfolios, online conversations, and face-to-(ace meetings to support campus leadership teams as they strengthen e-portfolio initiatives on twenty-five diverse campuses nationwide. The C2L model adapts a conceptual framework of inquiry, reflection, and integration to a hybrid context and addresses the challenge of local professional devel opment leadership for classroom and institutional change.
Mobile App Learning Lounge: A Scalable And Sustainable Model For Twenty-First-Century Learning, Michael H. Truong
Mobile App Learning Lounge: A Scalable And Sustainable Model For Twenty-First-Century Learning, Michael H. Truong
To Improve the Academy: A Journal of Educational Development
Twenty-first-century learning is increasingly defined by the use of mobile devices and applications. Centers for teaching and learning can help facuity and students acquire greater familiarity and fluency with just-in-time learning using mobile apps by creating informal, inviting, and informative learning spaces on their campuses. This chapter features the Mobile App Learning Lounge (MALL), a low-cost, high impact initiative of a center for teaching and learning at a California research university. Beyond sharing how MALL works, this chapter offers practical suggestions and strategies for replicating a similar ini tiative at other institutions.
Navigating The New Normal, Terre H. Allen, Holly Harbinger, Donald J. Para
Navigating The New Normal, Terre H. Allen, Holly Harbinger, Donald J. Para
To Improve the Academy: A Journal of Educational Development
Faculty socialization and satisfaction are critical to retaining quality teacher/scholars and key to a well-functioning teaching-intensive, research-driven university (Ponjuan, Conley, and Trower, 2011). This chapter reports on a year-long research project aimed at investigating faculty work life and satisfaction at a large, urban, comprehensive state university. Our goal was to use empirical evidence to understand and support faculty work under the "new normal" conditions characterized by reduced state funding and increased faculty workload. We discuss the results in terms of a revitalized direction for facuity and explore directions for organizational development within the context of the new normal.
Measuring Student Learning To Document Faculty Teaching Effectiveness, Linda B. Nilson
Measuring Student Learning To Document Faculty Teaching Effectiveness, Linda B. Nilson
To Improve the Academy: A Journal of Educational Development
Recent research has questioned the validity of student ratings as proxy measures for how much students learn, and this learning is a commonly accepted meaning of faculty teaching effectiveness. Student ratings capture student satisfaction more than anything else. Moreover, the overriding assessment criterion in accreditation and accountability-that applied to programs, schools, and institutions-is student learning, so it only makes sense to evaluate faculty by the same standard. This chapter explains and evaluates course-level measures of student learning based on data that are easy for facuity to collect and administrators to use.
Keeping The Fire Burning: Strategies To Support Senior Faculty, Michael J. Zeig, Roger G. Baldwin
Keeping The Fire Burning: Strategies To Support Senior Faculty, Michael J. Zeig, Roger G. Baldwin
To Improve the Academy: A Journal of Educational Development
Recent reports indicate that at some colleges and universities, as many as one in three professors are age sixty or older. This increase in senior faculty raises the question of what institutions do to support this large and important cohort. Historically, faculty development programs have focused on early-career faculty, with less attention paid to more seasoned professors. Based on a national web-based investigation, this chapter reviews the strategies some institutions have implemented to support senior faculty. It also provides recommendations for how senior faculty and their administrator colleagues can provide new meaning and purpose to this phase of academic life.
Student Consultants Of Color And Faculty Members Working Together Toward Culturally Sustaining Pedagogy, Alison Cook-Sather, Praise Agu
Student Consultants Of Color And Faculty Members Working Together Toward Culturally Sustaining Pedagogy, Alison Cook-Sather, Praise Agu
To Improve the Academy: A Journal of Educational Development
Through positioning undergraduate students as pedagogical consultants to college faculty, Students as Learners and Teachers is a program that provides reconceptualized "counterspaces" for students and facuity members with whom they work. In our study of the experiences of consultants of color, we found that those students and their faculty partners used program counterspaces to explore links between their lived identities and pedagogical commitments and to share authority and responsibility in developing culturally sustaining pedagogy. In this chapter we report on participants’ experiences in these collaborations and how they legitimate the knowledge of students of color in faculty learning.
Tomorrow's Professor Today: Tracking Perceptions Of Preparation For Future Faculty Competencies, Michael S. Palmer, Deandra Little
Tomorrow's Professor Today: Tracking Perceptions Of Preparation For Future Faculty Competencies, Michael S. Palmer, Deandra Little
To Improve the Academy: A Journal of Educational Development
The University of Virginia’s Tomorrow’s Professor Today (TPT) pro gram is a broadly conceived graduate student professional development program designed to facilitate the transition from student to academic professional. Begun in 2005 in response to the recommendations of a number of national reform initiatives, TPT focuses on improving pre paredness in three key areas: teaching, research, and service. We describe the key elements of the program and ongoing assessment efforts. Pre- and postprogram participant surveys from the first eight years show that TPT is improving perceptions of preparedness in twenty-one competencies tracked; follow-up studies support long-term impact.
Mued 345: Instrumental Music Methods, Dale Bazan
Mued 345: Instrumental Music Methods, Dale Bazan
UNL Faculty Course Portfolios
The course Instrumental Music Methods (MUED 345) is designed to provide a fundamental preparation for future music educators to teach instrumental music--both orchestral and band--to adolescents in schools. The description in the UNL Schedule of Classes describes this course as dealing with "administrative approaches, rehearsal techniques, and modern comprehensive teaching styles for the secondary instrumental teacher." I chose this course for my peer-review because preparing future instrumental music teachers is one of my primary responsibilities as the instrumental music education specialist at UNL, and this course is the primary course to prepare students for this outcome. It is therefore vital …
Hrtm 479: Perspectives On The Hospitality Industry (Capstone Course)—A Peer Review Of Teaching Project Benchmark Portfolio, Dipra Jha
UNL Faculty Course Portfolios
This benchmark portfolio investigates teaching and learning in HRTM 479: Perspectives on the Hospitality Industry, a senior capstone course for Hospitality, Restaurant and Tourism management majors, which integrates hospitality core and content courses into managerial and leadership practice within the hospitality, restaurant and tourism industry.
Ensc 220: Introduction To Energy Systems—A Peer Review Of Teaching Project Benchmark Portfolio, Francis Hay
Ensc 220: Introduction To Energy Systems—A Peer Review Of Teaching Project Benchmark Portfolio, Francis Hay
UNL Faculty Course Portfolios
This course portfolio investigates "Introduction to Energy Systems," a cross departmental class that is part of the Energy Sciences Minor. The class has a diverse student population and is taught accordingly. Students learn units, magnitudes, terminology, and basic function of current and emerging energy systems. Students finish the semester able to compare and discuss energy systems related to their feedstock, efficiency, capacity factor and environmental impacts. Student learning was evidenced throughout the course in tests, quizzes, writing assignments, discussions, and projects.
Geog 140: Human Geography—A Peer Review Of Teaching Project Benchmark Portfolio, Katherine Nashleanas
Geog 140: Human Geography—A Peer Review Of Teaching Project Benchmark Portfolio, Katherine Nashleanas
UNL Faculty Course Portfolios
This benchmark portfolio will systematically evaluate my course in relation to ACE and Advanced Placement Human Geography standards and objectives. It will enable me to evaluate ways of increasing student engagement in large lecture classes, student retention, and organization that supports student mental health. As a result of writing this portfolio, I will be able to evaluate the internal consistency and coherence of my course. This portfolio provides a conceptual structure and physical place to put observations and notes about course improvement from semester to semester, which will enable me to become even more secure about the intellectual and pedagogical …