Education Commons^™

Pod Network News, December 1998

POD Network News

President's Column

Time for Applause!

Carnegie Teaching Academy

Regional Association Overviews and News

Office Established

IJAD Editorial Board

TIA Review Team

Member News

Future Newsletter Items

Ways to Contact POD

Pod Network News, September 1998

POD Network News

President's Column

New Publishing Activities

Diversity Dimensions

Regional Association Overview

More Bright Ideas, Please!

Conferences

Member News

Position Announcement

Center Updates

Future Newsletter Items

Four Ways to Communicate With the POD Network

POD Core Committee, 1999-2002 Self-Nomination Form

Pod Network News, June 1998

POD Network News

President's Column

'98 Conference Registration-Just Do It!

National Outreach Subcommittee

Forum on Faculty Roles and Rewards

TLT Group

POD Committee Chairpersons

Regional Association Overview

Wanted: Bright Ideas

Reviewers Sought

Web Address Update

ICED Conference

Conferences

Member News

POD Members Emeritus/Emerita

International Journal Academic Development

Pod Network News, March 1998

POD Network News

President's Column

POD has Moved!

POD Conference Communiqués

Spirit of POD Award

Bright Ideas

New Web Pages

Conferences

Diversity Dimensions

Regional Association Overview

POD Grants Announced

Member News

Emeritus/Emerita Membership Update

Future Newsletter Items

Call for Proposals POD Network 1998

Conference Participants

POD Network Conference Materials

No abstract provided.

Registration Information

POD Network Conference Materials

Mission Statement

Invitation, by Kay Herr Gillespie (President), G. Roger Sell (Conference Coordinator), Joyce Weinsheimer (Program Chairperson)

Preliminary Conference Schedule

Keynote Address: Margaret J. Wheatley, Bringing Life to Our Work

A Sample of Concurrent Sessions Planned for the 1998 POD Conference

Information on Advance Book Sessions at Conference

Plenary Sessions

Pre-Conference Workshops

Educational Expeditions

Snowbird Room Reservation Information

Cliff Lodge Snowbird Reservations

1998 POD Conference Registration Form

POD Network Institutional Membership List

Additional Important Information

Call For Proposals

POD Network Conference Materials

Contents: 1998 POD Call for Proposals

Collaborations, Connections, and Community

Session Format Options At-a-Glance

Proposal Cover Sheet

"Blind Review" Proposal Form

POD and Its Support for Faculty Development, Instructional Development, and Organizational Development

23rd Annual Conference Program

POD Network Conference Materials

Welcome, by Kay Herr Gillespie (President, POD Network), G. Roger Sell (Conference Coordinator), Joyce Weinsheimer (Program Chairperson)

1998-99 Core Committee

Executive Directors/Presidents

Acknowledgments

Conference Overview

Index of presenters

POD Network Mission Statement

Session Cancellations

Announcements

Professional And Organizational Development Network In Higher Education: Mission Statement

POD Network Conference Materials

No abstract provided.

Pathways To Administrative Positions, Marilyn Grady, Bernita Krumm, Kaye Lynn Peery

Department of Educational Administration: Faculty Publications

Preparing for the job search, acquiring administrative skills, being part of a network, being in the "right place at the right time," and being the most qualified for a position are all pathways to administrative positions.

Throughout the United States, the majority of students enrolled in educational administration preparation programs are women. The struggle by women to gain leadership positions continues in the 1990s. A survey conducted by The Executive Educator and Xavier University shows that women are best represented among the ranks of elementary school principals (39.7%), followed by junior high/middle school principals (20.5%), and high school principals (12.1 …

A Pernicious Problem: The Absence Of Women From Administrative Roles, Marilyn Grady, Barbara Lacost, Frederick C. Wendel, Bernita Krumm

Department of Educational Administration: Faculty Publications

In 1972 Title IX, the vaccine against gender inequity, was unveiled. Title IX is a federal law making sex discrimination in schools illegal. Under Title IX, sex bias is outlawed in school athletics, career counseling, medical services, financial aid, admission practices, and the treatment of students. In 1974, Congress passed the Women's Educational Equity Act to fund research, materials, and training to help schools eliminate gender bias. In 1978, Congress broadened the Civil Rights Act to include educational services to eliminate gender bias. Under the redesigned civil rights legislation, ten sex desegregation assistance centers were created to assist teachers, parents, …

Hispanic Women In Leadership: Opportunities, Barriers, And Strategies, Kaye Lynn Peery, Marilyn Grady

Department of Educational Administration: Faculty Publications

Research in leadership that focuses on gender and ethnicity issues provides us with little practical information for women, The few studies that do exist point to gender and race discrimination (Doughty, 1980; Marcias, ]994; Gorena, 1996), Researchers must move beyond the documentation of negative past and present conditions for women and minorities and begin to look at ways these individuals can achieve equality. Additional"cultural studies" will aid in the task of analyzing the power relations that occur in all social settings. If we can discover the source of women's support, we can increase this support for others. By examining the …

Supporting Faculty Development In An Era Of Change, Carol Fulton, Barbara L. Licklider

To Improve the Academy: A Journal of Educational Development

A paradigm shift is underway in higher education. Realizing the hoped-for gains of new student-centered approaches will require significantly different approaches to faculty development. This paper describes one such approach to faculty development and how it is currently being used to improve the learning and teaching experience in the College of Engineering at a land grant institution in the Midwest. Considerations for the widespread application of this approach are also offered.

Statements Of Teaching Philosophy, Gail E. Goodyear, Douglas Allchin

To Improve the Academy: A Journal of Educational Development

Well-defined teaching philosophy is essential to creating and maintaining a campus culture supportive of teaching. Presented in this paper are reasons for statements of teaching philosophy as well as descriptions of how the statements are beneficial to students, faculty, and university administrations. Described are ways of creating a statement of teaching philosophy and dimensions that may be included in such statements. This article begins a discussion of roles, composition, and evaluation of statements of teaching philosophy.

Using The Sgid Method For A Variety Of Purposes, Beverly Black

To Improve the Academy: A Journal of Educational Development

The Small Group Instructional Diagnosis (SGID) process (Redmond & Clark, 1982) has been used for consultation purposes at the Center for Research on Learning and Teaching at the University of Michigan since 1990. Since then it has become a multi-purpose tool with far-reaching results. This article describes a variety of ways we have used this process: to provide feedback to individual faculty and teaching assistants on their teaching, to inform coordinators of large multi-sectioned courses on how the course is working as a whole, to inform coordinators of TA training on the effectiveness of their programs, to advocate for better …

Faculty Development In Technology Applications To University Instruction: An Evaluation, Margie K. Kitano, Bernard J. Dodge, Patrick J. Harrison, Rena B. Lewis

To Improve the Academy: A Journal of Educational Development

Progress in integrating new technologies into higher education classrooms has been slow despite emerging evidence on benefits for students when technologies are applied in ways that support teaching and learning. This article describes a program used by a college of education to support faculty applications of technology in instruction and reports results of a formal evaluation following the first year of implementation. The program provided intensive training and follow-up support to a heterogeneous cohort of 14 faculty members and was designed to enhance their ability to integrate technology into their teaching, use a new "smart" classroom facility, and/or develop products …

A Case Study In Getting Faculty To Change, Joan K. Middendorf

To Improve the Academy: A Journal of Educational Development

Academic support professionals have a lot to share with faculty, but it is our special challenge that faculty do not always welcome our help. We can achieve greater success and suffer less frustration by understanding some principles about the process of change. This article offers four principles of implementing change and illustrates their application to a project. If academic support professionals prepare to offset resistance, model a vision of success, involve key people, and match strategies to the stages faculty move through in accepting a change, we can enhance adoption of new approaches.

Minimizing Error When Developing Questionnaires, Terrie Nolinske

To Improve the Academy: A Journal of Educational Development

Questionnaires are used by faculty developers, administrators, faculty, and students in higher education to assess need, conduct research, and evaluate teaching or learning. While used often, questionnaires may be the most misused method of collecting information, due to the potential for sampling error and nonsampling error, which includes questionnaire design, sample selection, nonresponse, wording, social desirability, recall, format, order, and context effects. This article offers methods and strategies to minimize these errors during questionnaire development, discusses the importance of pilot-testing questionnaires, and underscores the importance of an ethical approach to the process. Examples relevant to higher education illustrate key points.

Section Ii: Working With Faculty At Different Career Stages

To Improve the Academy: A Journal of Educational Development

No abstract provided.

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

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

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

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

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

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

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

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

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

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.