Open Access. Powered by Scholars. Published by Universities.®
- Institution
-
- University of Nebraska - Lincoln (38)
- California State University, San Bernardino (15)
- Technological University Dublin (6)
- Morehead State University (5)
- University of South Florida (4)
-
- Johnson & Wales University (3)
- Portland State University (3)
- University of Nevada, Las Vegas (3)
- Western Kentucky University (3)
- Eastern Illinois University (2)
- Florida International University (2)
- Kennesaw State University (2)
- University of Windsor (2)
- Aga Khan University (1)
- Andrews University (1)
- Australian Council for Educational Research (ACER) (1)
- Bethel University (1)
- Claremont Colleges (1)
- Embry-Riddle Aeronautical University (1)
- George Fox University (1)
- Illinois State University (1)
- Liberty University (1)
- Merrimack College (1)
- Sacred Heart University (1)
- San Jose State University (1)
- Singapore Management University (1)
- University of Connecticut (1)
- University of Massachusetts Boston (1)
- University of Pittsburgh School of Law (1)
- Keyword
-
- Teaching Resource Center (14)
- TRC (11)
- Teaching Skills Study Awards (11)
- Faculty development (5)
- Higher education (5)
-
- Education (4)
- Faculty Development & Life (4)
- Innovative Course Development Grant (3)
- Johnson & Wales University (3)
- 2010 (2)
- Academic libraries (2)
- Academic writing (2)
- Center for Research and Evaluation (2)
- College teaching (2)
- Conference (2)
- Distance Learning (2)
- Faculty life (2)
- Felice D. Billups (2)
- Fraternity (2)
- Higher Education (2)
- Learning (2)
- Medical colleges -- Faculty -- Tenure (2)
- POD (2)
- Providence (2)
- RI (2)
- Reform (2)
- Research (2)
- Rhode Island (2)
- Screen reader (2)
- Sorority (2)
- Publication
-
- To Improve the Academy: A Journal of Educational Development (24)
- Teaching Skills Study Awards (TSSA) Reports (11)
- Professional and Organizational Development Network in Higher Education: Archives (10)
- Faculty Research at Morehead State University (5)
- Innovative Course Redesign Grant Reports (4)
-
- Leadership, Counseling, Adult, Career and Higher Education Faculty Publications (4)
- Articles (3)
- Educational Leadership and Policy Faculty Publications and Presentations (3)
- Centre for Teaching and Learning Publications (2)
- FIU Electronic Theses and Dissertations (2)
- Faculty Research & Creative Activity (2)
- Faculty and Research Publications (2)
- Higher Education (2)
- Library Faculty Presentations (2)
- NEFDC Exchange (2)
- Other resources (2)
- Books/Book chapters (1)
- CGU Faculty Publications and Research (1)
- College of Journalism and Mass Communications: Theses (1)
- Critical and Creative Thinking Capstones Collection (1)
- Education Faculty Publications (1)
- Faculty Development Publications (1)
- Faculty Publications (1)
- Faculty Publications - College of Education (1)
- Faculty Publications - Psychology Department (1)
- Faculty Publications and Presentations (1)
- Faculty and Staff Publications (1)
- Higher education research (1)
- Honors Scholar Theses (1)
- Industrial and Management Systems Engineering: Reports (1)
Articles 91 - 104 of 104
Full-Text Articles in Education
Communication Climate, Comfort, And Cold Calling: An Analysis Of Discussion-Based Courses At Multiple Universities, Tasha J. Souza, Elise J. Dallimore, Eric Aoki, Brian C. Pilling
Communication Climate, Comfort, And Cold Calling: An Analysis Of Discussion-Based Courses At Multiple Universities, Tasha J. Souza, Elise J. Dallimore, Eric Aoki, Brian C. Pilling
To Improve the Academy: A Journal of Educational Development
One of the challenges in discussion facilitation is creating a climate that allows multiple voices to be heard. Although the practice of calling on students whose hands are not raised has been used to engage the entire class in discussions, many believe that cold calling sabotages the communication climate and makes students extremely uncomfortable. This study examines the impact of cold calling on student comfort and communication climate. The results suggest that when instructors choose to cold-call, they must create a supportive communication climate to ensure student comfort. This study challenges the assumption that cold calling makes students uncomfortable.
Access To Success: A New Mentoring Model For Women In Academia, Amber Dailey-Hebert, Emily Donnelli, B. Jean Mandernach
Access To Success: A New Mentoring Model For Women In Academia, Amber Dailey-Hebert, Emily Donnelli, B. Jean Mandernach
To Improve the Academy: A Journal of Educational Development
The scarcity of women leaders in academia influences policies, procedures, and expectations and in turn perpetuates a climate that deters development of future women leaders. Despite research supporting the need for institutional change to create leadership avenues for women faculty, little evidence of such change exists. The Presidential Leadership Program for University Women was developed as a proactive, integrative mentoring model to link female academics. Crucial to the program’s success are networking opportunities, peer mentoring in a group setting, and a culminating “legacy project” designed to improve the campus climate and services for women.
Preface, Volume 28 (2010), Linda B. Nilson
Preface, Volume 28 (2010), Linda B. Nilson
To Improve the Academy: A Journal of Educational Development
Preface to volume 28 (2010) of To Improve the Academy: A Journal of Educational Development, by Linda B. Nilson of Clemson University.
Theoretical Frameworks For Academic Dishonesty: A Comparative Review, Michele Dipietro
Theoretical Frameworks For Academic Dishonesty: A Comparative Review, Michele Dipietro
To Improve the Academy: A Journal of Educational Development
Academic dishonesty has so far been understood using theoretical frameworks derived from criminology literature. These frameworks contribute pieces of the puzzle and even enjoy some empirical support, but conceptualizing students as delinquents is problematic and ultimately ineffective. This chapter reviews the current frameworks, including their theoretical underpinnings, empirical support, and strategies they suggest, and goes on to analyze their limitations and suggest alternative frameworks.
Strategic Committee Involvement: A Guide For Faculty Developers, Phyllis Blumberg
Strategic Committee Involvement: A Guide For Faculty Developers, Phyllis Blumberg
To Improve the Academy: A Journal of Educational Development
Faculty developers should seek purposeful involvement in committee service because committees are essential to the functioning of higher education institutions. The unique expertise and perspectives that faculty developers bring to the table help committees execute their tasks and benefit faculty development efforts. Given the number of possible institutional committees and limitations on time, developers should decide carefully about their service. Offered here is a framework for making strategic decisions about committee membership on five criteria: committee characteristics, individual’s impact on the committee, personal characteristics, conditions that should discourage service, and pitfalls to consider before deciding to serve.
Transforming Teaching Cultures: Departmental Teaching Fellows As Agents Of Change, Cassandra Volpe Horii
Transforming Teaching Cultures: Departmental Teaching Fellows As Agents Of Change, Cassandra Volpe Horii
To Improve the Academy: A Journal of Educational Development
The Departmental Teaching Fellows (DTF) program of the Derek Bok Center for Teaching and Learning at Harvard University employs doctoral students as peer teaching mentors. Four years of program assessment data include quantitative work inventories, surveys and self-reports, interviews of faculty and administrators, and a survey of all graduate students recently teaching in arts and sciences. Observed program outcomes include (1) better informal support for teaching, (2) higher quality and quantity of interactions between graduate students and faculty on teaching, and (3) more systematic opportunities for teaching-related professional development. Qualitative assessment data suggest that the DTFs occupy several liminal positions …
Macgyvers, Medeas, And Bionic Women: Patterns Of Instructor Response To Negative Feedback, Allison P. Boye, Suzanne Tapp
Macgyvers, Medeas, And Bionic Women: Patterns Of Instructor Response To Negative Feedback, Allison P. Boye, Suzanne Tapp
To Improve the Academy: A Journal of Educational Development
Few studies have examined instructor responses to negative feedback and their interplay with gender, but faculty developers must be cognizant of and sensitive to the needs of the instructors with whom they work. This chapter identifies six general patterns of response among male and female instructors to negative feedback from students and consultants, based on survey results, interviews, and observations. A combination of empathy, resources, and time is the key to understanding and responding to those patterns and meeting the needs of individual instructors. Further, comparisons across gender reveal interesting differences related to language use, internalization versus externalization of feedback, …
Research-Based Strategies To Promote Academic Integrity, Michele Dipietro
Research-Based Strategies To Promote Academic Integrity, Michele Dipietro
Professional and Organizational Development Network in Higher Education: Archives
A cursory glance at the literature on cheating paints a bleak picture. In the past decades, the prevalence of cheating has hovered at discouragingly high level, with about 75% of students admitting to some sort of cheating, and with peaks of over 90% in some prevalence studies. Given these figures, where does a wellintentioned instructor start? A good place to start untangling this complex problem is to understand it better. Academic dishonest behaviors vary in their frequency, seriousness, and motivations behind them, but they have been extensively researched, and we can abstract general principles to conceptualize this problem. Once we …
Deep/Surface Approaches To Learning In Higher Education: A Research Update, James Rhem
Deep/Surface Approaches To Learning In Higher Education: A Research Update, James Rhem
Professional and Organizational Development Network in Higher Education: Archives
Instead of looking at and trying to adjust to differences, the deep/surface researchers concentrated on observing commonalities. How did actual students actually study and what were the environmental cues that prompted them to take the approach (“deep” or “surface”) they chose? This research and renewed awareness of it here have had a powerful influence on thinking about teaching and learning in higher education in the United States especially with regard to assessment. Why? Because the research has found that students’ intention in studying/learning relates strongly to their perceptions of what they will be assessed on and how they will be …
Using Undergraduate Students As Teaching Assistants, Joseph "Mick" La Lopa
Using Undergraduate Students As Teaching Assistants, Joseph "Mick" La Lopa
Professional and Organizational Development Network in Higher Education: Archives
Given the procedure for recruiting and selecting undergraduate students to be teaching assistants (TAs) and the pros and cons mentioned, there is every reason to continue using them to help administer my classes. I completely trust undergraduate TAs to keep an accurate record of attendance, grade assignments based on the rubric, and adhere to the course policies concerning attendance and assignment deadlines. Other educators should consider using the recruitment techniques suggested in this essay to select bright undergraduates to serve as a TA. They will reap many benefits from their work.
Facilitating Group Discussions: Understanding Group Development And Dynamics, Kathy Takayama
Facilitating Group Discussions: Understanding Group Development And Dynamics, Kathy Takayama
Professional and Organizational Development Network in Higher Education: Archives
Facilitating discussions requires the ability to engage different perspectives and skills in response to the needs of the group. How well a group works together depends upon the dynamics among participants and the ability of the facilitator to gauge and respond to these dynamics. An effective facilitator works to create an inclusive learning environment while being prepared to set boundaries and rules when necessary. Yet, even experienced facilitators can be confronted with situations or individuals that prevent the group from functioning. Such situations are even more daunting for new faculty and graduate student Teaching Assistants (TAs) who are new to …
The Value Of The Narrative Teaching Observation, Niki Young
The Value Of The Narrative Teaching Observation, Niki Young
Professional and Organizational Development Network in Higher Education: Archives
Narrative teaching observations allow educational developers to document a variety of teaching behaviors and, by framing these behaviors with the appropriate vocabulary, to highlight their pedagogical functions. We use the vocabulary not to obfuscate good teaching in educational jargon but to illuminate effective teaching behaviors using an agreed upon professional vocabulary and to make the teaching process more transparent (Hatzipanagos ND Lygo-Baker, 2006). Similarly, through its examples of narrative teaching observations, this essay adds to the literature by making our contribution as faculty developers more evident and making our professional practice more explicit.
Phenomenological Views And Analysis Of Culinary Arts Student Attitudes To National And International Internships: The “Nature Of Being” Before, During, And After International Internship, Frank Cullen
Articles
This article presents the results of research conducted between 2006 and 2007 as part of a 4-year study on culinary internships. The article explores what can be described as the culinary life, developing a picture of working in a kitchen. It then compares and contrasts the work of key writers in the area of internship. Phenomenological views are provided and quantitative data analyzed from the 2006 and 2007 cohorts of students studying for a bachelor of arts in culinary arts to establish their attitudes toward international internships. The research found that gaps existed between the attitudes of the 2006 and …
Exporting Legal Education: Lessons Learned From Efforts In Transition Countries, Ronald A. Brand
Exporting Legal Education: Lessons Learned From Efforts In Transition Countries, Ronald A. Brand
Articles
A convergence of inward and outward-looking processes in US law schools creates both risk and potential reward in the development of legal education. As law faculties engage in the current process of changing the traditional law school curriculum, they should carefully coordinate a desire for internal goals with an understanding of external impact, realizing that this process is likely to affect not just US law schools, but legal education across the globe. Changes in the curriculum at US law schools should be responsive, not only to concerns about the legal marketplace in the United States, but also to the impact …