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Articles 31 - 60 of 81
Full-Text Articles in Education
Teaching As Art Form - Review Of The Elements Of Teaching, David I.C. Thomson
Teaching As Art Form - Review Of The Elements Of Teaching, David I.C. Thomson
Sturm College of Law: Faculty Scholarship
The authors of this gem of a book—both retired college teachers who gave their professional lifetimes to teaching—write simply and passionately about what it takes to be an effective teacher, and manage to reduce the key aspects of a complex process down to nine primary elements. In so doing, they provide not only a road map of aspiration for the new teacher, but also signposts of inspiration for the experienced teacher.
What Do We Really Want To Teach In Alice Munro's 'Walker Brothers', Charlie Sweet, Hal Blythe
What Do We Really Want To Teach In Alice Munro's 'Walker Brothers', Charlie Sweet, Hal Blythe
English Faculty and Staff Research
No matter how long or often we teach a course, in order to keep ourselves fresh, to provide a challenge, and to adapt to the shifting academic environment, we like to change the syllabus. Next semester, to include more contemporary and non-USA Americans in our Introduction to American Literature II survey, we're adding Alice Munro's "Walker Brothers Cowboy."
Laughter-Piece Theatre: Humor As A Systematic Teaching Tool, Ronald A. Berk
Laughter-Piece Theatre: Humor As A Systematic Teaching Tool, Ronald A. Berk
Professional and Organizational Development Network in Higher Education: Archives
Humor can be used to bring students and deadly boring content to life. It can hook your students, engage their emotions, and focus their minds and eyeballs on learning.
Leveling The Field: Using Rubrics To Achieve Greater Equity In Teaching And Grading, Dannelle D. Stevens, Antonia Levi
Leveling The Field: Using Rubrics To Achieve Greater Equity In Teaching And Grading, Dannelle D. Stevens, Antonia Levi
Professional and Organizational Development Network in Higher Education: Archives
Rubrics can be used to assure greater consistency in grading and as a teaching tool to promote greater equity, especially with students who are first generation and /or non-native speakers of English.
Student Teams, Teaching, And Technology, Ruth Federman Stein, Sandra N. Hurd
Student Teams, Teaching, And Technology, Ruth Federman Stein, Sandra N. Hurd
Professional and Organizational Development Network in Higher Education: Archives
Using student teams in the classroom actively involves students in the learning process. This essay describes the planning necessary for effective use of teams and the impact of technology on the team learning environment.
Practice Tests: A Practical Teaching Method, Margaret K. Snooks
Practice Tests: A Practical Teaching Method, Margaret K. Snooks
Professional and Organizational Development Network in Higher Education: Archives
Learn about the development, implementation and evaluation of short daily practice tests. Student response is overwhelmingly positive, and learning improvement is evidenced by higher semester averages.
Using Student-Centered Assessment To Enhance Learning, Joseph "Mick" Lalopa
Using Student-Centered Assessment To Enhance Learning, Joseph "Mick" Lalopa
Professional and Organizational Development Network in Higher Education: Archives
Student-centered assessment allows students to participate in their growth as learners and helps build valuable self-assessment skills.
From Passive To Active Learning: Helping Students Make The Shift, Marilla Svinicki
From Passive To Active Learning: Helping Students Make The Shift, Marilla Svinicki
Professional and Organizational Development Network in Higher Education: Archives
Being active and self-directed as a learner makes for better learning and retention, but what does that mean for students and for instruction?
Assessing Students’ Online Learning: Strategies And Resources, Patricia Comeaux
Assessing Students’ Online Learning: Strategies And Resources, Patricia Comeaux
Professional and Organizational Development Network in Higher Education: Archives
Explore key strategies used by experienced online instructors, and learn about the wealth of resources for designing assessment instruments integral to online learning.
Reconceptualising The Professional Development Of In-Service Science Teachers In Pakistan, Nelofer Halai
Reconceptualising The Professional Development Of In-Service Science Teachers In Pakistan, Nelofer Halai
Book Chapters / Conference Papers
Pakistan is a society in transition in more ways than one: politically it is still trying to find its place in the democratic nations of the world; economically it is taking steps to move closer to a market-based economy; and socially it is nurturing a more liberal and just society by reining in the religious extremists. In the aftermath of 9/11 stress has been on educational reform in a number of areas including – updating curriculum, improving access to schooling and developing teacher education. Teacher as the agent of reform is slowly gaining currency in Pakistan. The Institute for Educational …
Evaluation Of A Livestock Ethics Curriculum For High School Youth, Clinton P. Rusk, Keli M. Brubaker, Mark Balschweid, Edmond A. Pajor
Evaluation Of A Livestock Ethics Curriculum For High School Youth, Clinton P. Rusk, Keli M. Brubaker, Mark Balschweid, Edmond A. Pajor
Department of Agricultural Leadership, Education, and Communication: Faculty Publications
The purpose of this study was to evaluate the effectiveness of a livestock ethics curriculum developed for high school students in Agricultural Education classes. The three hour curriculum was taught by Keli Brubaker to 305 students enrolled in eight Indiana High School Agriculture programs. Data were collected using a pre-test/post-test experimental design and both tests were administered by the researcher to ensure consistent and detailed instructions were given to students. The McNemar test in SPSS was used to evaluate pre-test/post-test responses. Participants increased their awareness and knowledge of the overall principles involved in making ethical choices when faced with decisions …
Career Aspirations Of Selected Ffa Members, B. Allen Talbert, Mark Balschweid
Career Aspirations Of Selected Ffa Members, B. Allen Talbert, Mark Balschweid
Department of Agricultural Leadership, Education, and Communication: Faculty Publications
This descriptive study conducted in 2003 utilized random sampling techniques for accessing the 450,000 members of the National FFA Organization. The purpose of the study was to describe career aspirations of FFA members within, and related to, USDE career clusters, Supervised Agricultural Experiences, Career Development Event participation and career related demographic indicators. The study compared results to a similar study conducted in 1999. The data revealed that FFA members are busy with involvement in multiple sports and multiple clubs within their school and that a majority hold a job. FFA members across the nation consistently connect to agriculture with over …
Teaching Portfolios For Graduate Students: Process, Content, Product, And Benefits, Laura L. B. Border
Teaching Portfolios For Graduate Students: Process, Content, Product, And Benefits, Laura L. B. Border
Professional and Organizational Development Network in Higher Education: Archives
The graduate student teaching portfolio is an excellent tool to guide graduate students in their development and success as they begin to clarify who they are, what they want to teach, and where they want to teach.
An Electronic Advice Column To Foster Teaching Culture Change, Donna M. Qualters, Thomas C. Sheahan, Jacqueline A. Isaacs
An Electronic Advice Column To Foster Teaching Culture Change, Donna M. Qualters, Thomas C. Sheahan, Jacqueline A. Isaacs
To Improve the Academy: A Journal of Educational Development
First-year engineering students receive most of their teaching from instructors outside of engineering. As a result, these instructors are typically not a teaching community with a shared commitment to engineering student learning. Retention of engineering students is strongly tied to the quality of teaching, thus addressing collective teaching quality is important. This chapter describes the development of a carefully crafted, electronically distributed advice column on teaching developed by an interdisciplinary editorial team, written under the pseudonym Jonas Chalk. Surveys of Chalk Talk readers indicate that this is an effective means to promote teaching culture change.
Introduction. Volume 24 (2006), Sandra Chadwick Blossey
Introduction. Volume 24 (2006), Sandra Chadwick Blossey
To Improve the Academy: A Journal of Educational Development
Introduction to volume 24 (2006) of To Improve the Academy: A Journal of Educational Development, by Sandra Chadwick Blossey of Rollins College.
Helping Faculty Learn To Teach Better And “Smarter” Through Sequenced Activities, Barbara J. Millis
Helping Faculty Learn To Teach Better And “Smarter” Through Sequenced Activities, Barbara J. Millis
To Improve the Academy: A Journal of Educational Development
Faculty developers can help faculty learn to intentionally sequence assignments and activities to promote greater learning when they understand the convergent research—with its practical implications for teaching—on how people learn, on deep learning, and on cooperative learning. Such a sequence includes a motivating out-of-class assignment (homework), in-class “processing” that includes active learning and student interactions, and feedback and assessment, often given in multiple ways. This approach is modeled through two examples using graphic organizers.
Learning Communities For First–Year Faculty: Transition, Acculturation, And Transformation, Harriet Fayne, Alice Ortquist-Ahrens
Learning Communities For First–Year Faculty: Transition, Acculturation, And Transformation, Harriet Fayne, Alice Ortquist-Ahrens
To Improve the Academy: A Journal of Educational Development
To enhance new faculty members’ chances for teaching and career success, Otterbein College piloted a yearlong learning community program and encouraged first-year faculty to participate. Four new faculty members took part in opportunities designed to enhance their teaching, to orient them more fully to a new institution and student body, to foster collegial community, to encourage reflective practice, and to introduce them to the scholarship of teaching and learning. This qualitative case study tracks their developmental trajectory, which led them from an initial concern with self and survival to an eventual focus on student learning.
Practicing What We Preach: Transforming The Ta Orientation, Patricia Armstrong, Peter Felten, Jeffrey Johnston, Allison Pingree
Practicing What We Preach: Transforming The Ta Orientation, Patricia Armstrong, Peter Felten, Jeffrey Johnston, Allison Pingree
To Improve the Academy: A Journal of Educational Development
Brookfield (1995), Schön (1983), and others articulate the necessity and complexity of being critically reflective in our work. Indeed, the value of critical reflection is inherent to educational development as a field in that we frequently encourage such thinking in our consultations with instructors. But practicing what we preach can be difficult. This chapter reflects on an experiment in the transformation of a teaching assistant orientation, a central event of our teaching center. We not only describe and assess the process of revising this orientation, but we also reflect on the implicatiom of this case for broader programming issues in …
Exploring The Application Of Best Practices To Ta Awards: One University's Approach, Laurel Willingham-Mclain, Deborah L. Pollack
Exploring The Application Of Best Practices To Ta Awards: One University's Approach, Laurel Willingham-Mclain, Deborah L. Pollack
To Improve the Academy: A Journal of Educational Development
This chapter explores how to adapt best practices from the general literature on teaching awards in higher education to graduate student teaching assistant (TA) awards. Although most criteria apply, they must be fitted to the career stage and aspirations of TAs. The Duquesne University Graduate Student Award for Excellence in Teaching serves as a case study demonstrating how these practices can be modified to both recognize excellent teaching and promote the professional development of graduate student instructors.
Preface, Volume 24 (2006), Sandra Chadwick Blossey
Preface, Volume 24 (2006), Sandra Chadwick Blossey
To Improve the Academy: A Journal of Educational Development
Preface to volume 24 (2006) of To Improve the Academy: A Journal of Educational Development, by Sandra Chadwick Blossey of Rollins College.
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.
A Different Way To Approach The Future: Using Chaos Theory To Improve Planning, Marc Cutright
A Different Way To Approach The Future: Using Chaos Theory To Improve Planning, Marc Cutright
To Improve the Academy: A Journal of Educational Development
Strategic planning is a good idea that gets a bad name from dubious efforts carrying the title. Much of this rap comes from half-hearted exercises, but some of it comes from efforts that founder due to faulty or limited conceptions of how the future “works.” Chaos theory is an alternative approach and metaphor with potential to let us see the future and its dynamics in new ways. Cognizance of chaos’s nature and underlying structure might help us do planning in new, nonintuitive, and more successful ways.
A Theory–Based Integrative Model For Learning And Motivation In Higher Education, Chantal S. Levesque, G. Roger Sell, James A. Zimmerman
A Theory–Based Integrative Model For Learning And Motivation In Higher Education, Chantal S. Levesque, G. Roger Sell, James A. Zimmerman
To Improve the Academy: A Journal of Educational Development
The shared mission of higher education institutions is to develop educated persons who are able to make connections and build on knowledge acquired across disciplines and fields and through various life experiences. This chapter offers a theory-based model that can be used by researchers and practitioners to enhance academic learning and motivation. Educators can create learning environments that move students from external regulation to self-determined forms of motivation. This model is used to describe conditions that enhance/restrict learning. It also has the potential to be used to interpret research on teaching and learning in higher education.
Promoting Intellectual Community And Professional Growth For A Diverse Faculty, Dorothe J. Bach, Marva A. Barnett, José D. Fuentes, Sherwood C. Frey
Promoting Intellectual Community And Professional Growth For A Diverse Faculty, Dorothe J. Bach, Marva A. Barnett, José D. Fuentes, Sherwood C. Frey
To Improve the Academy: A Journal of Educational Development
Minority faculty retention is key to increasing faculty diversity at most colleges and universities. Because retention depends on individual faculty choice and administrative tenure decisions, institutions need to help junior faculty develop a tenurable profile and enhance their desire to remain at their institution. This chapter examines a fellows program that supports beginning faculty in developing successful long-term careers, taking into account research on helping diverse faculty members thrive. It also presents strategies for establishing viable peer support networks and partnerships with senior consultants and for creating programming that ensures new faculty successfully transition into teaching, research, and the university …
Monster At The Foot Of The Bed: Surviving The Challenge Of Marketplace Forces On Higher Education, Raoul A. Arreola
Monster At The Foot Of The Bed: Surviving The Challenge Of Marketplace Forces On Higher Education, Raoul A. Arreola
To Improve the Academy: A Journal of Educational Development
The impact of technology on society has caused a paradigm shift in the basic support for higher education. Where higher education was traditionally supported as a function of government, the knowledge explosion and global economy resulting from the impact of computer and other technologies is moving the underlying support of higher education to the marketplace. There is evidence that traditional academic strategies and practices that were successful under the old paradigm may no longer be working. Twelve suggestions are offered for revolutionary changes that the academy must make in order to survive, even thrive, in the new paradigm.
The Advantages Of A Reciprocal Relationship Between Faculty Development And Organizational Development In Higher Education, Leora Baron
To Improve the Academy: A Journal of Educational Development
No campus organization exists in a vacuum, nor can it afford to be an island unto itself. Thus, the functions of faculty development need to be viewed in the context of the entire institution. The effectiveness of faculty development, and sometimes its very survival, are dependent to a large extent on its ability to influence and participate in organizational development outside of its own confines. This chapter suggests practical ways in which faculty development can contribute to, and indeed benefit from, a reciprocal relationship with institutional organizational development.
The New Demand For Heterogeneity In College Teaching, George Keller
The New Demand For Heterogeneity In College Teaching, George Keller
To Improve the Academy: A Journal of Educational Development
The past half century has brought an astounding increase in U.S. college and university enrollments. The rapid rise of mass higher education has forced major changes at every institution and is reshaping the U.S. higher education enterprise. Each college needs to ask itself what the huge expansion means for future faculty hires, programs, and modes of teaching.
Not Making Or Shaping: Finding Authenticity In Faculty Development, Patricia Cranton
Not Making Or Shaping: Finding Authenticity In Faculty Development, Patricia Cranton
To Improve the Academy: A Journal of Educational Development
Authenticity is defined as a multifaceted concept that includes self-awareness, awareness of others, genuine relationships, awareness of contextual constraints, and living a critical life. Authenticity develops over time and with experience; a developmental continuum for authenticity is discussed. Drawing on a three-year research project on authenticity in teaching in higher education, this chapter suggests ways in which faculty developers can help foster authentic practice.
Preparing Faculty For Pedagogical Change: Helping Faculty Deal With Fear, Linda C. Hodges
Preparing Faculty For Pedagogical Change: Helping Faculty Deal With Fear, Linda C. Hodges
To Improve the Academy: A Journal of Educational Development
How receptive faculty are to changing their pedagogical approach is a complex issue, but one factor that impedes change is the fear of taking a risk. Underlying this fear may be the fear of loss, fear of embarrassment, or fear of failure. Addressing these issues can empower faculty to be more innovative in their teaching. Drawing on research literature, personal teaching narratives, and my own work in faculty development, I discuss some of these underlying fears. I then offer concrete strategies for working with faculty to enable them to overcome these emotional barriers and embrace change.
Creating Engaged Departments: A Program For Organizational And Faculty Development, Kevin J. Kecskes, Sherril B. Gelmon, Amy Spring
Creating Engaged Departments: A Program For Organizational And Faculty Development, Kevin J. Kecskes, Sherril B. Gelmon, Amy Spring
To Improve the Academy: A Journal of Educational Development
Portland State University encourages faculty participation in service-learning by providing faculty with individual incentives to support and reward them. Now, in recognition of this central role of the department in higher education, administrators interested in creating sustained civic engagement initiatives on campus are looking to the department as a strategic leverage point for change. This chapter investigates a yearlong engaged department initiative and finds that a collective approach can (re)connect individual faculty to their initial motivations for engaging in the profession, to a community of scholars, to their students, and also to their surrounding community.