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Articles 31 - 35 of 35
Full-Text Articles in Curriculum and Instruction
Surviving To Tenure, James M. Lang
Surviving To Tenure, James M. Lang
To Improve the Academy: A Journal of Educational Development
For most new faculty, anxiousness about the tenure application begins from the first day on the job. Surviving the six intervening years on the tenure track requires a range of time- and career-management skills that new faculty may only learn piecemeal along the way. New faculty need help in five specific areas in order to survive their path down the tenure track: 1) developing teaching strategies that will fit their personalities and reach as many students as possible, 2) managing their time to allow for research and publication, 3) determining what and how many service commitments to make, 4) existing …
A Critical Theory Perspective On Faculty Development, Stephen D. Brookfield
A Critical Theory Perspective On Faculty Development, Stephen D. Brookfield
To Improve the Academy: A Journal of Educational Development
This chapter argues that critical theory implies a number of conceptions and practices of teaching, and it applies a critical theory perspective to conducting faculty development. It speculates on how faculty development might be organized according to some insights drawn from critical theory, and it reviews the chief reasons why teachers resist engaging with this perspective.
Structuring Complex Cooperative Learning Activities In 50–Minute Classes, Barbara J. Millis
Structuring Complex Cooperative Learning Activities In 50–Minute Classes, Barbara J. Millis
To Improve the Academy: A Journal of Educational Development
Given the power of learning-centered teaching, faculty can be coached to structure cooperative activities wisely and well, even within 50-minute class periods where there is a perception that complex group work is difficult. In addition to giving some basic advice on team formation and classroom management, this chapter provides examples of five complex cooperative learning structures—Jigsaw, Send-a-Problem, Cooperative Debates, Guided Reciprocal Peer Questioning, and Bingo—that can be conducted within 50-minute classes. The specific literature-based examples are complemented by examples in a variety of other disciplines, making them seem doable to more faculty.
The Scholarship Of Civic Engagement: Defining, Documenting, And Evaluating Faculty Work, Robert G. Bringle, Julie A. Hatcher, Patti H. Clayton
The Scholarship Of Civic Engagement: Defining, Documenting, And Evaluating Faculty Work, Robert G. Bringle, Julie A. Hatcher, Patti H. Clayton
To Improve the Academy: A Journal of Educational Development
Civic engagement, which is presented as teaching, research, and service in and with the community, presents new challenges for evaluating faculty work as part of the reappointment, promotion, and tenure process. The nature of service-learning, professional service, and participatory action research are examined as faculty work that can be scholarly (i.e., well informed) and the basis of scholarship (i.e., contributing to a knowledge base). As such, examples of evidence for documenting the work and issues associated with evaluating dossiers are presented.
How Post–Tenure Review Can Support The Teaching Development Of Senior Faculty, Mary Deane Sorcinelli, Mei-Yau Shih, Mathew L. Ouellett, Marjory Stewart
How Post–Tenure Review Can Support The Teaching Development Of Senior Faculty, Mary Deane Sorcinelli, Mei-Yau Shih, Mathew L. Ouellett, Marjory Stewart
To Improve the Academy: A Journal of Educational Development
A key question that campuses face as they develop and implement post-tenure review policies is how to blend the concepts of accountability and renewal. This chapter examines a faculty development initiative linked to a post-tenure review policy at a research-intensive university. It describes the goals, processes, and outcomes of a five-year study of the program, extending research on post-tenure review and its potential for positive faculty development.