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Articles 331 - 357 of 357
Full-Text Articles in Education
Faculty Developers As Change Agents: Transforming Colleges And Universities Into Learning Organizations, Sondra K. Patrick, James J. Fletcher
Faculty Developers As Change Agents: Transforming Colleges And Universities Into Learning Organizations, Sondra K. Patrick, James J. Fletcher
To Improve the Academy: A Journal of Educational Development
In the face of demands for institutional restructuring and competition from new internet-based degree programs, the authors argue that campus-based colleges and universities may continue to serve their students well by becoming effective learning organizations. They argue, further, that faculty developers are in the best position to help their institutions become learning organizations. After describing the features of learning organizations as articulated in the work of Peter Senge, the authors reinterpret Senge 's theory to make specific application to academic settings. Concrete suggestions are provided for faculty developers to assist in transforming their institutions.
Editorial Matter 1998
To Improve the Academy: A Journal of Educational Development
Ordering Information
Permission to Copy
Instructions to Contributors for the 1999 Volume
Reviewers for the 1998 Volume
Mission Statement
Membership, Conference, and Programs Information
Contents
Foreword, by Matthew Kaplan
Introduction, by Matthew Kaplan
About POD
Teaching Large Classes: Unpacking The Problem And Responding Creatively, Elisa Carbone, James Greenberg
Teaching Large Classes: Unpacking The Problem And Responding Creatively, Elisa Carbone, James Greenberg
To Improve the Academy: A Journal of Educational Development
Teaching large classes well is a continuing challenge for many universities. This article looks at one university's systematic approach to the problem. It describes how faculty and administrators from all over campus were involved in a Continuous Quality Improvement (CQI) process, how the problems were clearly defined and recommendations made, and how the solutions that emerged also involved faculty from across the curriculum.
Developments In Initial Training And Certification Of University Teachers In The Uk: Implications For The Us, Graham Gibbs
Developments In Initial Training And Certification Of University Teachers In The Uk: Implications For The Us, Graham Gibbs
To Improve the Academy: A Journal of Educational Development
Initial training of university teachers is developing in a different direction in the UK than in the US. It concentrates on tenure-track faculty rather than on TAs, on course design rather than on classroom practice, and is much more extensive. This paper contrasts UK and US faculty development practices and their implications. It describes two recent developments in the UK: the establishment of national certification of university teachers and the development of a national course for new faculty to help institutions meet the requirements of certification. The potential for similar mechanisms operating in the US is explored.
An O.P.E.N. Approach To Learning, Keith Kelly, Roberta C. Teahen
An O.P.E.N. Approach To Learning, Keith Kelly, Roberta C. Teahen
To Improve the Academy: A Journal of Educational Development
O.P.E.N. Learning, an open-entry, open-exit delivery system that is supported by a computerized instructional management system and an extensive learning team, is a fundamental restructuring of the approach to education. This article summarizes the rationale for eliminating the traditional calendar by framing an educational system around a performance-based approach.
Divining The Future For Faculty Development: Five Hopeful Signs And One Caveat, Marilla D. Svinicki
Divining The Future For Faculty Development: Five Hopeful Signs And One Caveat, Marilla D. Svinicki
To Improve the Academy: A Journal of Educational Development
The fortunes of faculty development centers rise and fall on the waves of change that roll through postsecondary education on a regular basis. These waves can swamp us, or we can ride their crest. This article points out some of the waves the author sees now and in the immediate future and how we can benefit from them. She ends with a caution about improving our chances of survival through our own efforts rather than waiting for someone else to draw us along.
Planning Multicultural Audits In Higher Education, Mark A. Chesler
Planning Multicultural Audits In Higher Education, Mark A. Chesler
To Improve the Academy: A Journal of Educational Development
Colleges and universities are struggling with issues of diversity and multiculturalism-in classrooms, social interactions, staff relations, admissions and hiring processes, and overall campus climate. As part of organizational change efforts, many institutions are calling on faculty development offices to help plan, staff, and implement cultural audits or assessments. This article suggests tested procedures for designing and carrying out such audits, with examples of specific data-gathering techniques (and in some cases evidence) from various institutions. Cultural audits will be most successful, accurate, and useful when these procedures are considered carefully and built into the audit design at the beginning.
The Role Of Educational Developers In Institutional Change: From The Basement Office To The Front Office, Nancy Van Note Chism
The Role Of Educational Developers In Institutional Change: From The Basement Office To The Front Office, Nancy Van Note Chism
To Improve the Academy: A Journal of Educational Development
Educational developers can play a crucial role in helping colleges and universities respond to change. Among the roles they can play are researcher, assessment resource, friendly critic, messenger, translator, and coach. To perform these roles, developers need certain characteristics and special knowledge bases as well as enabling conditions within their environment. The current state of higher education may be calling for a paradigm shift in educational development as well.
Holistic Faculty Development: Supporting Personal, Professional, And Organizational Well-Being, Glenda T. Hubbard, Sally S. Atkins, Kathleen T. Brinko
Holistic Faculty Development: Supporting Personal, Professional, And Organizational Well-Being, Glenda T. Hubbard, Sally S. Atkins, Kathleen T. Brinko
To Improve the Academy: A Journal of Educational Development
In recent years, higher education has begun to realize the great influence that faculty quality of life has on student learning and on overall institutional effectiveness. This article examines the interactive effect of personal, professional, and organizational well-being and describes a center that integrates four kinds of services-faculty development, employee assistance, health promotion, and organizational development-that work both separately and collaboratively. The result is a synergistic organization that is able to tackle complex institutional problems that could not be addressed by any one program alone.
Section Iv: Reexamining Approaches To Instruction And Instructional Development
Section Iv: Reexamining Approaches To Instruction And Instructional Development
To Improve the Academy: A Journal of Educational Development
No abstract provided.
Implications Of The Nature Of "Expertise" For Teaching And Faculty Development, Richard G. Tiberius, Ronald A. Smith, Zohar Waisman
Implications Of The Nature Of "Expertise" For Teaching And Faculty Development, Richard G. Tiberius, Ronald A. Smith, Zohar Waisman
To Improve the Academy: A Journal of Educational Development
Over the last two decades cognitive theorists have learned that the development of expertise goes beyond the accumulation of knowledge and skills: expertise includes the development of pattern recognition and learned procedures that enable practitioners to deal with problems effortlessly or intuitively. Even more recently, theorists are distinguishing experts from experienced non-experts by how they use the bonus time and energy gained from solving problems intuitively. Experts invest it in tackling problems that increase their expertise rather than reduce problems to previously learned routines. Some implications of these different views of expertise for teaching and faculty development are discussed.
Becoming A Multicultural Faculty Developer: Reflections From The Field, Diana Kardia
Becoming A Multicultural Faculty Developer: Reflections From The Field, Diana Kardia
To Improve the Academy: A Journal of Educational Development
There has been a significant amount of activity in the area of multicultural faculty development; yet, this is an area where our profession continues to require growth and attention. Many faculty development practitioners are in a unique position to work with multicultural issues but need additional knowledge, strategies, and skills to do this work well. By attending to the specific challenges and areas of expansion needed for faculty developers to work with diverse institutions, we can increase the effectiveness of our work while continuing to actualize the potential of our profession.
Section I: Changing Roles For Faculty Developers
Section I: Changing Roles For Faculty Developers
To Improve the Academy: A Journal of Educational Development
No abstract provided.
Adopting A Strategic Approach To Managing Change In Learning And Teaching, Brenda Smith
Adopting A Strategic Approach To Managing Change In Learning And Teaching, Brenda Smith
To Improve the Academy: A Journal of Educational Development
Universities are having to become more accountable for the quality of the student learning experience. This is taking place in a climate of expanding student numbers, a greater diversity of students, and reduced resources. How then do we motivate faculty, take on board new initiatives, reflect on current practice, and at the same time provide an organizational structure that is supportive and visionary? This article illustrates how a major externally funded project on peer observation led to a change in university culture and facilitated a major structural change to the organization that supports the ongoing development and enhancement of learning …
Section Iii: Fostering Organizational Change And Development
Section Iii: Fostering Organizational Change And Development
To Improve the Academy: A Journal of Educational Development
No abstract provided.
Academic Morphing: Teaching Assistant To Faculty Member, Kathleen S. Smith, Patricia L. Kalivoda
Academic Morphing: Teaching Assistant To Faculty Member, Kathleen S. Smith, Patricia L. Kalivoda
To Improve the Academy: A Journal of Educational Development
This paper discusses the process by which graduate teaching assistants (TAs), participating in a longitudinal study, used their graduate TA experience to successfully survive the transition from being a teaching assistant to becoming a faculty member. A theoretical framework is presented that describes how individual characteristics of the TAs worked together with disciplinary, institutional, and departmental forces to shape a set of professional values. These professional values helped to form strategies for success: one set used for securing the first faculty position and the other set used to balance professional roles during the first year as a faculty member. These …
Ua25/2 Connections, Wku Human Resources
Ua25/2 Connections, Wku Human Resources
WKU Archives Records
Newsletter created by WKU Human Resources for the faculty and staff of WKU regarding personnel issues and benefits.
Ua56/1 Fact Book, Wku Institutional Research
Ua56/1 Fact Book, Wku Institutional Research
WKU Archives Records
Statistical and demographic profile of WKU.
Ua3/9/5 Russellville Speech, Wku President's Office
Ua3/9/5 Russellville Speech, Wku President's Office
WKU Archives Records
Speech delivered by WKU president Gary Ransdell at unidentified function in Russellville, Kentucky.
Ua1b4 1998 Faculty Awards, Western Kentucky University
Ua1b4 1998 Faculty Awards, Western Kentucky University
WKU Archives Records
Program for 1998 WKU faculty awards.
Ua12/8 Scrapbook, Wku Police
Ua12/8 Scrapbook, Wku Police
WKU Archives Records
Scrapbook of public safety related clippings.
The Organization And Planning Of Adult Education, Theodore J. Kowalski
The Organization And Planning Of Adult Education, Theodore J. Kowalski
Educational Leadership Faculty Publications
The heightened interest in and the rapid expansion of adult education has become a trend in a variety of environments. In order to serve these developing areas, educators, personnel directors, as well as staff development specialists require improved methods for planning learning activities within their own unique organizational contexts.
In The Organization and Planning of Adult Education Kowalski examines the issues created by providing a social service in diverse organizational settings and presents a format for initiating and developing adult education programs. In order to comprehend the complexity of the context of programming within an organization, two novel components are …
Faculty Senate Librarian's Report-1998, Georgia Southern University
Faculty Senate Librarian's Report-1998, Georgia Southern University
Faculty Senate Librarian's Reports
No abstract provided.
Membership Of The Faculty Senate, 1998-1999, Georgia Southern University
Membership Of The Faculty Senate, 1998-1999, Georgia Southern University
Faculty Senate Membership Lists
No abstract provided.
Predictors Of Student Satisfaction In University Residence Halls., John D. Foubert, Robin Tepper, Dan Morrison
Predictors Of Student Satisfaction In University Residence Halls., John D. Foubert, Robin Tepper, Dan Morrison
John D. Foubert
Using a random sample of 1,000 students in college residence halls, a stepwise multiple regression was used to predict satisfaction with residence halls.
An All-Male Rape-Prevention Peer Education Program: Decreasing Fraternity Men’S Behavioral Intent To Rape., John D. Foubert, Marylu K. Mcewen
An All-Male Rape-Prevention Peer Education Program: Decreasing Fraternity Men’S Behavioral Intent To Rape., John D. Foubert, Marylu K. Mcewen
John D. Foubert
Participants were 155 fraternity men (88% White, mean age of 19.9, mostly sophomores and juniors) who were in either a pretested and posttested rape prevention program group, a posttested rape prevention program group, or an untreated control group. Significant declines in rape myth acceptance and behavioral intent to rape were shown among program participants regardless of whether they were pretested.