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- Innovations in Undergraduate Research and Honors Education: Proceedings of the Second Schreyer National Conference 2001 (32)
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- To Improve the Academy: A Journal of Educational Development (24)
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Articles 91 - 99 of 99
Full-Text Articles in Education
After Twelve Years Of Teaching The College–Teaching Course, Michael B. Paulsen
After Twelve Years Of Teaching The College–Teaching Course, Michael B. Paulsen
To Improve the Academy: A Journal of Educational Development
This essay provides a detailed presentation of the perspectives, approaches, activities, materials, and evaluative information that characterize and distinguish a formal, credit-earning, semester-long graduate course in college teaching. This report is based on the author’s experiences and reflections drawn from, and expressed after, 12 years of teaching the college-teaching course. Based on an intensive study of advances in theory and research related to teaching, learning, learners, and diversity; students engage in 1) actual teaching, in which they integrate learning theory and other pedagogical knowledge with the content knowledge of their own subject-matter areas; 2) extensive theory and research informed observation …
Faculty Development That Transforms The Undergraduate Experience At A Research University, Kathleen S. Smith
Faculty Development That Transforms The Undergraduate Experience At A Research University, Kathleen S. Smith
To Improve the Academy: A Journal of Educational Development
Rethinking the undergraduate experience at research universities is a necessary goal for the new millennium according to the Boyer Commission on Educating Undergraduates (1998). Faculty development efforts provide a starting place for a transformation of the traditional teaching-learning model. This essay describes the faculty development support structure included in a FIPSE sponsored program to promote learning by inquiry. The Center for Undergraduate Research Opportunities (CURO) at the University of Georgia meshes teaching and research so that undergraduate students become participants in the strengths of a research university by becoming part of a community of learners.
The Role Of A Teaching Center In Curricular Reform, Constance Ewing Cook
The Role Of A Teaching Center In Curricular Reform, Constance Ewing Cook
To Improve the Academy: A Journal of Educational Development
Instructional consultants can play a crucial role in curricular reform. They gather evaluation and assessment data about the current curriculum so that faculty decisions about improvements are based on empirical evidence. They organize and facilitate meetings and retreats at which faculty make curricular decisions, and they provide pedagogical expertise and resources to help with course design and enhancement. They also provide ongoing data for formative evaluation of the new curriculum. Examples from the University of Michigan’s Center for Research on Learning and Teaching illustrate instructional consultants’ contributions to the curricular reform process.
Developing New Faculty: An Evolving Program, Gloria Pierce
Developing New Faculty: An Evolving Program, Gloria Pierce
To Improve the Academy: A Journal of Educational Development
This essay describes the evolution of a program for the development of new faculty at a public teaching university. The year-long process of orienting the newest professors to the campus and assisting them with their scholarship and teaching results in additional (albeit unplanned and unexpected) benefits, such as professional renewal of senior faculty who serve as advisors and enhanced functioning of the university itself. Vital to the program’s success is the productive involvement of key campus constituencies and responsiveness to feedback.
Bibliography, Volume 19 (2001)
Bibliography, Volume 19 (2001)
To Improve the Academy: A Journal of Educational Development
Bibliography to volume 19 (2001) of To Improve the Academy: A Journal of Educational Development.
Transitions And Transformations: The Making Of Department Chairs, Irene W. D. Hecht
Transitions And Transformations: The Making Of Department Chairs, Irene W. D. Hecht
To Improve the Academy: A Journal of Educational Development
When we talk about a need for leadership in higher education, we are in fact demanding that chairs be leaders. Is there then another level of transition that is required today of those who become chairs? Is task mastery a guarantee of being a leader? If there are other adaptations needed, what might they be? That is the focus of this exploration. This chapter examines the theory behind leadership and applies to it models that are aligned with the leadership skills needed for successful chair leadership. This article specifically addresses the role of faculty developers in supporting department chairs in …
Preparing Today's Faculty For Tomorrow's Students: One College's Faculty Development Solution, Patrick Nellis, Helen Clarke, Jacalyn Dimartino, David K. Hosman
Preparing Today's Faculty For Tomorrow's Students: One College's Faculty Development Solution, Patrick Nellis, Helen Clarke, Jacalyn Dimartino, David K. Hosman
To Improve the Academy: A Journal of Educational Development
Valencia Community College in Orlando, Florida, has created a faculty development program underwritten for the past five years by a US Department of Education Title III Strengthening Institutions Grant. Our program rose from a deliberate desire to build active, collaborative faculty teams that would, in turn, build active, collaborative classrooms; our results demonstrate that faculty development programs based on observable and measurable outcomes can positively affect student academic performance and persistence. This essay details this faculty development project.
Faculty Learning Communities: Change Agents For Transforming Institutions Into Learning Organizations, Milton D. Cox
Faculty Learning Communities: Change Agents For Transforming Institutions Into Learning Organizations, Milton D. Cox
To Improve the Academy: A Journal of Educational Development
In my 20 years of faculty development, I have found faculty learning communities to be the most effective programs for achieving faculty learning and development. In addition, these communities build communication across disciplines, increase faculty interest in teaching and learning, initiate excursions into the scholarship of teaching, and foster civic responsibility. They provide a multifaceted, flexible, and holistic approach to faculty development. They change individuals, and, over time, they change institutional culture. Faculty learning communities and their “graduates” are change agents who can enable an institution to become a learning organization. In this article I introduce faculty learning communities and …
Getting Administrative Support For Your Project, Joan K. Middendorf
Getting Administrative Support For Your Project, Joan K. Middendorf
To Improve the Academy: A Journal of Educational Development
For faculry development professionals to succeed with projects, we need the help of key administrators. More than anyone else, they can link our efforts to campus priorities, help us understand the decision-making system, and facilitate our efforts. This essay describes six steps for gaining and maintaining administrative support for projects. The steps entail 1) knowing administrator needs, 2) identifying likely supporters, 3) maintaining good working relationships, 4) involving the sponsors, 5) evaluating the sponsors’ commitment, and 6) recognizing the support of sponsors. Collaboration with administrators and application of the stages is illustrated with a case study of Indiana University’s Freshman …