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Articles 1 - 30 of 118
Full-Text Articles in Education
Sjsu Erfa Board Minutes, December 7, 2015, San Jose State University, Emeritus And Retired Faculty Association
Sjsu Erfa Board Minutes, December 7, 2015, San Jose State University, Emeritus And Retired Faculty Association
SJSU ERFA Minutes
SJSU ERFA Executive Board Minutes
December 7, 2015
Ann Johnson Tssa Fall 2014, Ann M. Johnson
Ann Johnson Tssa Fall 2014, Ann M. Johnson
Teaching Skills Study Awards (TSSA) Reports
Enhances faculty's teaching by attending a conference devoted to university teaching, a high-impact practice, evidence-based practice or a newly developing teaching practice.
Ann Johnson Cd Summer 2014, Ann M. Johnson
Ann Johnson Cd Summer 2014, Ann M. Johnson
Innovative Course Redesign Grant Reports
Supports faculty to redesign or develop a course in ways that implement high-impact, evidence-based, and/or innovative teaching strategies to improve student learning.
The Effects Of Long-Term Systematic Educational Development On The Beliefs And Attitudes Of University Teachers, Michael K. Potter, Erika Kustra, Thiemann Ackerson, Laura Prada
The Effects Of Long-Term Systematic Educational Development On The Beliefs And Attitudes Of University Teachers, Michael K. Potter, Erika Kustra, Thiemann Ackerson, Laura Prada
Centre for Teaching and Learning Publications
Focusing on Fundamentals of University Teaching – one of three levels in the program – the study examined its impact on participant beliefs and attitudes about teaching and learning, their teaching practices and the larger impact on departmental and institutional decision making. Participants also identified benefits, areas of improvement and barriers to participation in the program.
The study compared pre- and post-program learning plan documents and changes in program teaching philosophies. Exit surveys and focus groups were also used. A total of 23 UTC participants took part in the study – 8 from the 2009-10 cohort, 5 from the 2010-11 …
Davida Fischman Tssa Winter 2015, Davida Fischman
Davida Fischman Tssa Winter 2015, Davida Fischman
Teaching Skills Study Awards (TSSA) Reports
Enhances faculty's teaching by attending a conference devoted to university teaching, a high-impact practice, evidence-based practice or a newly developing teaching practice.
Jo Anna Grant Tssa Winter 2014, Jo Anna Grant
Jo Anna Grant Tssa Winter 2014, Jo Anna Grant
Teaching Skills Study Awards (TSSA) Reports
Enhances faculty's teaching by attending a conference devoted to university teaching, a high-impact practice, evidence-based practice or a newly developing teaching practice.
Carolyn Mcallister Tssa Winter 2015, Carolyn Mcallister
Carolyn Mcallister Tssa Winter 2015, Carolyn Mcallister
Teaching Skills Study Awards (TSSA) Reports
Enhances faculty's teaching by attending a conference devoted to university teaching, a high-impact practice, evidence-based practice or a newly developing teaching practice.
Nancy Acevedo-Gil Tssa Winter 2014, Nancy Acevedo-Gil
Nancy Acevedo-Gil Tssa Winter 2014, Nancy Acevedo-Gil
Teaching Skills Study Awards (TSSA) Reports
Enhances faculty's teaching by attending a conference devoted to university teaching, a high-impact practice, evidence-based practice or a newly developing teaching practice.
Alexandru Roman Tssa Fall 2014, Alexandru Roman
Alexandru Roman Tssa Fall 2014, Alexandru Roman
Teaching Skills Study Awards (TSSA) Reports
Enhances faculty's teaching by attending a conference devoted to university teaching, a high-impact practice, evidence-based practice or a newly developing teaching practice.
Thomas Corrigan Tssa Fall 2014, Thomas Corrigan
Thomas Corrigan Tssa Fall 2014, Thomas Corrigan
Teaching Skills Study Awards (TSSA) Reports
Enhances faculty's teaching by attending a conference devoted to university teaching, a high-impact practice, evidence-based practice or a newly developing teaching practice.
Faculty Formative Self-Reflection Tools And Best Practices, Lisa Martino
Faculty Formative Self-Reflection Tools And Best Practices, Lisa Martino
Publications
Formative self-reflection helps bridge the gap for our growing diverse student population and aids differentiated learning. The self-reflection practice is instrumental in making personal connections necessary to bridge that gap. It also provides an opportunity to adjust current and future courses to improve student learning outcomes. In this session, participants will collaborate and design formative self-reflection questions with at least one diversity question to assist in this process. Then, appropriate data collecting mediums for various academic subjects will be discussed. Each participant will take home a Formative Self-Reflection Guide that can be easily modified for any course at any level.
Exploring How Transformational Experiences Of Faculty Participating In Global Learning Workshops Inform Practice, Eduardo Hernandez
Exploring How Transformational Experiences Of Faculty Participating In Global Learning Workshops Inform Practice, Eduardo Hernandez
FIU Electronic Theses and Dissertations
This case study addresses gaps in the global learning, transformational learning, and professional development literature. Research is lacking on the questions of if and how university faculty members view global learning curricula as transformational learning as a result of professional development and how this transformational learning applies to their teaching of global learning curricula. This study’s purpose is to explore whether university faculty members who have attended global learning professional development workshops perceive global learning as transformational learning and if they do, how they see global learning as transformational, and how this transformational learning informs their teaching.
Research questions were …
Sjsu Erfa Board Minutes, November 2, 2015, San Jose State University, Emeritus And Retired Faculty Association
Sjsu Erfa Board Minutes, November 2, 2015, San Jose State University, Emeritus And Retired Faculty Association
SJSU ERFA Minutes
SJSU ERFA Executive Board Minutes
November 2, 2015
Fast And Fruitful: Effective Writing Assessment For Determining The Success Of New Initiatives, Eileen K. Camfield
Fast And Fruitful: Effective Writing Assessment For Determining The Success Of New Initiatives, Eileen K. Camfield
University Writing Programs Staff Articles and Papers
Many writing program administrators experience a familiar conundrum: heed the cries for fast assessment results or engage in the lengthy and complicated process that meaningful review of student learning seems to entail? Such was my plight in the 2013–2014 academic year when my university deployed a new strategy for supporting incoming developmental writers. Beginning that fall, students whose writing-SAT (SAT-W) scores were between 450 and 500 were enrolled in a course known as Seminar Plus Studio (SPS), an interdisciplinary class that included a weekly supplemental 100-minute studio aimed at delivering targeted writing instruction, practice, and feedback. Instructors for these sections …
The Effects Of Professional Development On Online Adjunct Faculty Job Satisfaction In A Community College Setting, Marie Ferguson
The Effects Of Professional Development On Online Adjunct Faculty Job Satisfaction In A Community College Setting, Marie Ferguson
Doctoral Dissertations and Projects
This quantitative causal comparative research study, guided by Herzberg’s (1964) Two Factor Theory of Motivation, and conducted with 106 online adjunct faculty members teaching at a community college in a Southeastern state, examined the effects of four types of professional development (PD) training for online instruction (i.e., fully online, fully face-to-face, blended [online and face-to-face], and none) on online adjunct faculty members’ levels of motivation and hygiene job satisfaction. Data were analyzed using two one-way MANCOVAs. The first one-way MANCOVA addressed the first research question, which inquired if there were significant differences across online instruction PD training groups on the …
Antonieta Gallegos-Ruiz Cd Summer 2015, Antonieta Gallegos-Ruiz
Antonieta Gallegos-Ruiz Cd Summer 2015, Antonieta Gallegos-Ruiz
Innovative Course Redesign Grant Reports
Supports faculty to redesign or develop a course in ways that implement high-impact, evidence-based, and/or innovative teaching strategies to improve student learning.
Sjsu Erfa Board Minutes, October 5, 2015, San Jose State University, Emeritus And Retired Faculty Association
Sjsu Erfa Board Minutes, October 5, 2015, San Jose State University, Emeritus And Retired Faculty Association
SJSU ERFA Minutes
SJSU ERFA Executive Board Minutes
October 5, 2015
First-Generation Students And Advising, Kimberly A. Murphy
First-Generation Students And Advising, Kimberly A. Murphy
Center for Faculty Enrichment
First-Generation Students and Advising – Friday 10/2 8:30-9:30am in Wilson Center
For first-generation students, going to college is uncharted territory. Many first-generation college students turn to their academic advisors for the support needed to succeed in college. In this session, we will share foundational information about first-generation students and an overview of common challenges facing these students. In addition, we will develop strategies and tools that can be used in your advising work with first-generation students.
The Role Of Mentor Teachers In The National College Of Education, Adaptive Cycles Of Teaching (Nce Act) And The Improvement Of The Nce Act, Ruth Freedman, Madi Phillips, Diane Salmon
The Role Of Mentor Teachers In The National College Of Education, Adaptive Cycles Of Teaching (Nce Act) And The Improvement Of The Nce Act, Ruth Freedman, Madi Phillips, Diane Salmon
NCE Research Residencies
This paper reports research on a practicebased curriculum, the Adaptive Cycles of Teaching (ACT), supported by a cloudbased technology that enables coaching and feedback to preservice teacher candidates as they engage in classroom instruction. Specifically, the research explored mentor teachers’ perspectives on the benefits and limitations of the ACT literacy model and if mentors’ own literacy instruction practices improved through their involvement with ACT. Ten mentor teachers (grades 16) were interviewed. Interviews were transcribed and thematically coded to address the research questions. Findings indicated that mentors had a positive view of the ACT literacy model, and saw an impact on …
How Are Teachers Using Primary Sources To Meet Common Core Literacy Standards In English/Language Arts, Social Studies, And Science?, Mark Newman, Sophie Degener, Xiuwen Wu
How Are Teachers Using Primary Sources To Meet Common Core Literacy Standards In English/Language Arts, Social Studies, And Science?, Mark Newman, Sophie Degener, Xiuwen Wu
NCE Research Residencies
The implementation of Common Core standards has affected the instructional strategies of many teachers. Among other things, the standards require active student engagement, learning along a progressive sequence of higher proficiency, and heavy use of informational texts, especially primary sources. This study evaluates the impact that Common Core literacy standards have had on the proven primary source-based strategies and practices of five teachers.
Nefdc Exchange, Volume 28, Fall 2015, New England Faculty Development Consortium
Nefdc Exchange, Volume 28, Fall 2015, New England Faculty Development Consortium
NEFDC Exchange
Contents
President’s Message: The Importance of Academic Technology - Dakin Burdick, Mlount Ida College
Snow Lessons from a New England Winter: Using Technology Tools to Empower Learning during Class Cancellations - Lori Rosenthal, Lasell College
Call for Proposals for the Spring 2016 Conference
Kairos: The Right Time for the Laboratory as Educational Model - Al DeCiccio, Labouré College
Save the Date: Spring Conference, Tuesday, May 24, 2016; theme: Inclusive Excellence: Teaching and Learning in an Increasingly Interconnected World; Tufts University; keynote speaker: L. Lee Knefelkamp, Columbia University and AAC&U
Universal Design for Learning for 21st Century Success - Katie Novak, …
Podia And Pens: Dismantling The Two-Track System For Legal Research And Writing Faculty, Kristen K. Tiscione, Amy Vorenberg
Podia And Pens: Dismantling The Two-Track System For Legal Research And Writing Faculty, Kristen K. Tiscione, Amy Vorenberg
Law Faculty Scholarship
At the 2015 AALS Annual Meeting, a panel was convened under this title to discuss whether separate tracks and lower status for legal research and writing (“LRW”) faculty make sense given the current demand for legal educators to better train students for practice. The participants included law professors, an associate dean, and a federal judge.2 Each panelist was asked to respond to questions about the “two-track” system—a shorthand phrase for the two tracks of employment at many law schools whereby full-time LRW faculty are treated differently than tenured and tenure-track faculty. The panelists represented differing views on the topic. This …
The Gift Of Signature Work, Mike Egan, Stephanie Fuhr, Shara Stough, Anne Earel, Connie Ghinazzi
The Gift Of Signature Work, Mike Egan, Stephanie Fuhr, Shara Stough, Anne Earel, Connie Ghinazzi
Center for Faculty Enrichment
The September 25, 2015 Center for Faculty Enrichment program was a GIFT session (Great Ideas For Teaching) focused on the theme of fostering Signature Work (SW). As defined by the AAC&U, "Signature Work" represents a culminating production by students that reflects each student's personal interests, builds on a student's unique experiences, integrates multiple components of a student's educational journey, and projects toward each student's personal goals. Presenters will share teaching strategies that can help prepare novice students to produce a future piece of SW or that can help experienced students identify a meaningful SW project and integrate prior …
Kathryn Howard Cd Spring 2014, Kathryn Howard
Kathryn Howard Cd Spring 2014, Kathryn Howard
Innovative Course Redesign Grant Reports
Supports faculty to redesign or develop a course in ways that implement high-impact, evidence-based, and/or innovative teaching strategies to improve student learning.
Sjsu Erfa Board Minutes, September 14, 2015, San Jose State University, Emeritus And Retired Faculty Association
Sjsu Erfa Board Minutes, September 14, 2015, San Jose State University, Emeritus And Retired Faculty Association
SJSU ERFA Minutes
SJSU ERFA Executive Board Minutes
September 14, 2015
Signature Work And The Core Curriculum, Brian P. Katz
Signature Work And The Core Curriculum, Brian P. Katz
Center for Faculty Enrichment
Signature Work and the Core Curriculum - Thursday 9/10 4:30-5:30pm in the Wilson Center
What is the goal of a Liberal Arts education? The college's Mission is to prepare students for meaningful lives of service and leadership in a diverse and changing world, and the notion of "Vocation" asks students to seek the intersection of their skills, their interests, and the needs of their communities during and after college. On the national stage, the AAC&U is advocating for ALL students to have access to "Signature Work", in which they pose and explore problems important to themselves and the world. …
Leaping Into Signature Work
Center for Faculty Enrichment
Augustana College was one of eight highly selective higher education institutions invited by the Association of American Colleges and Universities (AAC&U) to participate in the LEAP Challenge. The LEAP Challenge calls on colleges and universities to provide opportunities for all students to produce a meaningful piece of "Signature Work."
This session focused on the meaning of "Signature Work," the goals of the LEAP Challenge, the degree to which Augustana's efforts already align to the goals of the LEAP Challenge, and steps that we might take as a campus in moving even closer to fulling realizing the vision of "Signature Work …
Editorial: New Voices And . . . Familiar Voices, Jeff Sommers
Editorial: New Voices And . . . Familiar Voices, Jeff Sommers
English Faculty Publications
No abstract provided.
A Primer On Grant Writing For Foundation Support For First-Time Grant Writers In Academic Libraries: Challenges And Opportunities, Peter L. Kraus
A Primer On Grant Writing For Foundation Support For First-Time Grant Writers In Academic Libraries: Challenges And Opportunities, Peter L. Kraus
Library Philosophy and Practice (e-journal)
In a majority of academic disciplines, grant writing is a skill that is often self-taught or acquired informally by trial and error. Few academic disciplines have grant writing as standard part of their curriculum at the graduate level. In the past, grant writing has received little or no emphasis in traditional library education since library science faculty themselves have a poor record of pursuing external funding. Yet, grant writing is a critical skill for new and experienced librarians. For many librarians, the prospect and challenge of writing a grant can seem daunting; however, with institutional support and the support of …
Minnesota Institute For Early Career Librarians From Traditionally Underrepresented Groups, Trevor A Dawes
Minnesota Institute For Early Career Librarians From Traditionally Underrepresented Groups, Trevor A Dawes
University Libraries Publications
The Minnesota Institute for Early Career Librarians from Traditionally Underrepresented Groups (MNTIEL, or the Minnesota Institute) is offered every two years for librarians with less than five years’ professional library experience and is intended to provide an “opportunity to learn about leadership and organizational behavior in institutions of higher education." This chapter provides an overview of the program highlighting some benefits and potential shortfalls.