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Articles 1321 - 1350 of 1751

Full-Text Articles in Curriculum and Instruction

Bibliography, Volume 25 (2007) Jan 2007

Bibliography, Volume 25 (2007)

To Improve the Academy: A Journal of Educational Development

Bibliography for volume 25 (2007) of To Improve the Academy: A Journal of Educational Development.

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Preparing Future Faculty For Careers In Academic Librarianship: A Paradigm Shift For Collaboration In Higher Education, Sean Patrick Knowlton, Laura L. B. Border Jan 2007

Preparing Future Faculty For Careers In Academic Librarianship: A Paradigm Shift For Collaboration In Higher Education, Sean Patrick Knowlton, Laura L. B. Border

To Improve the Academy: A Journal of Educational Development

Nationwide, tire number of available faculty positions represents only a fraction of the master’s and doctoral degrees granted each year. Fortunately, faculty positions are available in academic librarianship, which is experiencing a decline in qualified applicants. A pioneering collaboration between a graduate student professional development program and an academic library has created a fellowship program that allows master’s and doctoral students to consider careers in academic librarianship through mentored fellowships. Initial results show that participants intend to pursue librarianship as an academic career in which to use and expand their advanced subject and/or language expertise.

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How Post–Tenure Review Can Support The Teaching Development Of Senior Faculty, Mary Deane Sorcinelli, Mei-Yau Shih, Mathew L. Ouellett, Marjory Stewart Jan 2007

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.

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A Critical Theory Perspective On Faculty Development, Stephen D. Brookfield Jan 2007

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.

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From The Co-Editors Jan 2007

From The Co-Editors

Journal of Science Education for Students with Disabilities

No abstract provided.

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Synecdoche And Surprise: Transdisciplinary Knowledge Production, Anne Dalke, Elizabeth Mccormack Jan 2007

Synecdoche And Surprise: Transdisciplinary Knowledge Production, Anne Dalke, Elizabeth Mccormack

Literatures in English Faculty Research and Scholarship

Using contemporary insights from feminist critical theory and the literary device of synecdoche, we argue that transdisciplinary knowledge is productive because it maximizes serendipity. We draw on student learning experiences in a course on “Gender and Science” to illustrate how the dichotomous frameworks and part-whole correspondences that are predominant in much disciplinary discourse must be dismantled for innovative intellectual work to take place. In such a process, disciplinary presumptions interrogate and unsettle one another to produce novel questions and answers.

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Incorporating Course-Level Evidence Of Student Learning Into Program Assessment, Nancy Simpson, Laurel Willingham-Mclain Jan 2007

Incorporating Course-Level Evidence Of Student Learning Into Program Assessment, Nancy Simpson, Laurel Willingham-Mclain

Professional and Organizational Development Network in Higher Education: Archives

Assessment works well when it draws on faculty expertise and is integrated into students’ daily learning experiences. This essay argues for course-embedded assessment and outlines sound practices, practical steps, and examples.

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Integrating The Humanities And Sciences: The Human Journey: Sacred Heart University's Common Core, Michelle Loris Ph.D., Nicole Cauvin, Kathryn Lafontana Jan 2007

Integrating The Humanities And Sciences: The Human Journey: Sacred Heart University's Common Core, Michelle Loris Ph.D., Nicole Cauvin, Kathryn Lafontana

English Faculty Publications

One way to respond to the crisis in the humanities is to integrate learning for our students. In fact one of higher education's greatest challenges today is for faculty to develop ways to integrate knowledge and learning across the disiciplines. This essay describes a common core curriculum, THE HUMAN JOURNEY, which engages students in an integrated, common, and coherent understanding of the humanities,arts, and sciences, and the Catholic intellectual tradition framed by four enduring questions of human meaning and value. THE HUMAN JOURNEY is a five course sequence including literature, history, the social and natural sciences, and religious studies and …

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About The Authors, Volume 25 (2007) Jan 2007

About The Authors, Volume 25 (2007)

To Improve the Academy: A Journal of Educational Development

About the editors and authors/contributors of volume 25 (2007) of To Improve the Academy: A Journal of Educational Development.

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Preface, Volume 25 (2007), Douglas Reimondo Robertson Jan 2007

Preface, Volume 25 (2007), Douglas Reimondo Robertson

To Improve the Academy: A Journal of Educational Development

Preface to volume 25 (2007) of To Improve the Academy: A Journal of Educational Development, by Douglas Reimondo Robertson of Highland Heights, Kentucky.

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Ethical Guidelines For Educational Developers Jan 2007

Ethical Guidelines For Educational Developers

To Improve the Academy: A Journal of Educational Development

Ethical guidelines for educational developers brepared by Mintz, Smith, and Warren, January 1999. Revised March 1999, September 1999, and March 2000.

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Faculty Development Through Student Learning Initiatives: Lessons Learned, Nancy Simpson, Jean Layne, Adalet Baris Gunersel, Blake Godkin, Fred Froyd Jan 2007

Faculty Development Through Student Learning Initiatives: Lessons Learned, Nancy Simpson, Jean Layne, Adalet Baris Gunersel, Blake Godkin, Fred Froyd

To Improve the Academy: A Journal of Educational Development

A project aimed at improving student learning while facilitating the professional development of faculty participants in the area of teaching has yielded a rich collection of data. In addition to providing critical information about how faculty members think, the project has broadened our thinking regarding the link between student learning initiatives and faculty development. The project has also increased our understanding of the interests of faculty members who are not typically clients of faculty development centers and motivated thinking on how to serve the professional development goals of this group.

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“Heritage Rocks”: Principles And Best Practices Of Effective Intercultural Teaching And Learning, Peter Frederick, Mary James Jan 2007

“Heritage Rocks”: Principles And Best Practices Of Effective Intercultural Teaching And Learning, Peter Frederick, Mary James

To Improve the Academy: A Journal of Educational Development

This portrayal of the intercultural teaching/learning culture and classroom stories at one fully multicultural institution, Heritage University, itself reflecting many diverse “heritages,” provides a glimpse into the faces of the future of higher education in America. We offer several examples and a synthesis of the principles and best practices of effective intercultural teaching and learning, with the intention of helping other institutions move intercultural education from the margins to the “center,” thereby preparing both teachers and learners for effective intercultural learning and living in the 21st century.

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In The Eye Of The Storm: Students' Perceptions Of Helpful Faculty Actions Following A Collective Tragedy, Therese A. Huston, Michele Dipietro Jan 2007

In The Eye Of The Storm: Students' Perceptions Of Helpful Faculty Actions Following A Collective Tragedy, Therese A. Huston, Michele Dipietro

To Improve the Academy: A Journal of Educational Development

On occasion, our campus communities are shaken by national tragedies such as Hurricane Katrina and the terrorist attacks of September 11, 2001, or by local tragedies such as the murder of a faculty member or student. Because these are unusual circumstances, faculty are often initially confused about how to respond, and later have little or no sense of how effective their actions have been (DiPietro, 2003). This chapter investigates the most common instructor responses following a tragedy and which of those responses students find most helpful. Implications for faculty and faculty developers are discussed.

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Sustaining The Undergraduate Seminar: On The Importance Of Modeling And Giving Guidelines, Shelley Z. Reuter Jan 2007

Sustaining The Undergraduate Seminar: On The Importance Of Modeling And Giving Guidelines, Shelley Z. Reuter

To Improve the Academy: A Journal of Educational Development

Student-led discussion is a valuable means of involving students in the collaborative creation of knowledge. This activity becomes especially important in the seminar course where, either individually or in small groups, students lead their peers through a set of readings. Unfortunately, student-led discussions often focus more on summary than critical analysis, largely because seminar leaders, left to their own devices, do not know what a seminar should look like or how to lead one effectively. This chapter demonstrates tliat undergraduates can learn seminar leadership when provided with guidelines and opportunities to see the skill modeled.

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Faculty Development In Student Learning Communities: Exploring The Vitality Of Mid–Career Faculty Participants, Shari Ellertson, John H. Schuh Jan 2007

Faculty Development In Student Learning Communities: Exploring The Vitality Of Mid–Career Faculty Participants, Shari Ellertson, John H. Schuh

To Improve the Academy: A Journal of Educational Development

Student learning communities result in numerous benefits for students and institutions, but less is known about the influence of learning community participation on faculty renewal and development. This qualitative study examines mid-career faculty members’ involvement in student learning communiities to explore the degree to which the construct of vitality appropriately describes and illuminates their experiences. Findings suggest that learning communities foster vitality by serving as a boundary-spanning activity where faculty can merge various work interests, allowing them to engage in purposeful production and providing them with experiences that help generate feelings of energy, excitement, and engagement with their work.

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Making Meaning Of A Life In Teaching: A Memoir–Writing Project For Seasoned Faculty, Kathleen F. O'Donovan, Steve R. Simmons Jan 2007

Making Meaning Of A Life In Teaching: A Memoir–Writing Project For Seasoned Faculty, Kathleen F. O'Donovan, Steve R. Simmons

To Improve the Academy: A Journal of Educational Development

The University of Minnesota’s faculty development project, “Making Meaning of a Life in Teaching,” promotes collegiality and enhances self-reflection for those who are cxperienced classroom instructors. Started in October. 2003, this project provides a forum that invites participants to examine specific memories from their teaching lives and to transform those recollections into a written memoir. This chapter explores the use of memoir as an effective tool for faculty development, describes the project’s structure and components, and presents both co-facilitator and participant perspectives on the process and the memoir product.

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Transforming A Teaching Culture Through Peer Mentoring: Connecticut College's Johnson Teaching Seminar For Incoming Faculty, Michael Reder, Eugene V. Gallagher Jan 2007

Transforming A Teaching Culture Through Peer Mentoring: Connecticut College's Johnson Teaching Seminar For Incoming Faculty, Michael Reder, Eugene V. Gallagher

To Improve the Academy: A Journal of Educational Development

This chapter describes a yearlong seminar focused on teaching that is offered to all incoming tenure-track faculty at Connecticut College, a small residential liberal arts college. This seminar is distinctive because it is facilitated by second- and third-year faculty. We argue that this peer-mentoring model has three distinct benefits. First, it avoids many of the pitfalls identified with traditional one-on-one mentoring. Second, it addresses the distinctive challenges that faculty face at small colleges. Third, it provides a strong base for faculty to pursue the scholarship of teaching and learning (SoTL). We believe that our peer-mentoring model may well be adaptable …

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Inside Unlv, Cate Weeks, Brenda Griego, David Ashley, Mamie Peers, Shane Bevell, Gian Galassi Nov 2006

Inside Unlv, Cate Weeks, Brenda Griego, David Ashley, Mamie Peers, Shane Bevell, Gian Galassi

Inside UNLV

No abstract provided.

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Field-Based Experience In Light Of Changing Demographics, Fred Jay Krieg, Joyce Meikamp, Stephen L. O’Keefe, Sandra S. Stroebel Oct 2006

Field-Based Experience In Light Of Changing Demographics, Fred Jay Krieg, Joyce Meikamp, Stephen L. O’Keefe, Sandra S. Stroebel

School Psychology Faculty Research

Due to changing demographics of students admitted to the School Psychology Training Program at Marshall University Graduate College, it has become imperative to significantly expand field experiences beginning in the first semester to address the lack of educational background of most of the students entering the program. This organized sequence of field experiences continues throughout the program, parallel to classroom instruction, affording opportunities for students to put theory into practice and to interact with professionals in the field, while also allowing for exposure to the public school environment. The collaborative field experience sequence provides the students with early and continuous …

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Volume 18, Number 01, G. William Hill Editor, Linda M. Noble Editor, Tom Pusateri Editor Oct 2006

Volume 18, Number 01, G. William Hill Editor, Linda M. Noble Editor, Tom Pusateri Editor

Reaching Through Teaching

Full text of Volume 18, Number 01 of Reaching Through Teaching.

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Inside Unlv, Cate Weeks, Shane Bevell, Diane Russell, Leora Baron Jul 2006

Inside Unlv, Cate Weeks, Shane Bevell, Diane Russell, Leora Baron

Inside UNLV

No abstract provided.

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The Limits Of Service-Learning In Higher Education, Dan W. Butin Jul 2006

The Limits Of Service-Learning In Higher Education, Dan W. Butin

Education Faculty Publications

This article takes a critical look at the attempted institutionalization of service-learning in higher education. It asks whether service-learning can become deeply embedded within the academy; and if so, what exactly is becoming embedded. Specifically, this article suggests that there are substantial pedagogical, political, and institutional limits to service-learning across the academy. These limits, moreover, are shown to be inherent to the service-learning movement as contemporarily theorized and enacted. The article concludes by reframing some of the grounding assumptions of service-learning to position it as a disciplinary field more suited for becoming genuinely embedded within higher education.

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Teachers Professional Development For Quality Education, Nadeem Kirmani, Muhammad Zahid, Rehana Naz Feb 2006

Teachers Professional Development For Quality Education, Nadeem Kirmani, Muhammad Zahid, Rehana Naz

Book Chapters / Conference Papers

Quality is at the heart of education and teachers play crucial role to provide quality education. This belief encourages us to state that the quality in education depends on teachers’ role, which set scenario for the students. Every teacher has his / her own impact on his / her students. But what is it that enables the teachers to have the greatest impact? In this context there are several professional development programmes offered for the teachers in different parts of the world to build capacity of teachers so they can better serve the needs of the growing population. This paper …

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Teaching Portfolios For Graduate Students: Process, Content, Product, And Benefits, Laura L. B. Border Jan 2006

Teaching Portfolios For Graduate Students: Process, Content, Product, And Benefits, Laura L. B. Border

Professional and Organizational Development Network in Higher Education: Archives

The graduate student teaching portfolio is an excellent tool to guide graduate students in their development and success as they begin to clarify who they are, what they want to teach, and where they want to teach.

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Laughter-Piece Theatre: Humor As A Systematic Teaching Tool, Ronald A. Berk Jan 2006

Laughter-Piece Theatre: Humor As A Systematic Teaching Tool, Ronald A. Berk

Professional and Organizational Development Network in Higher Education: Archives

Humor can be used to bring students and deadly boring content to life. It can hook your students, engage their emotions, and focus their minds and eyeballs on learning.

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Leveling The Field: Using Rubrics To Achieve Greater Equity In Teaching And Grading, Dannelle D. Stevens, Antonia Levi Jan 2006

Leveling The Field: Using Rubrics To Achieve Greater Equity In Teaching And Grading, Dannelle D. Stevens, Antonia Levi

Professional and Organizational Development Network in Higher Education: Archives

Rubrics can be used to assure greater consistency in grading and as a teaching tool to promote greater equity, especially with students who are first generation and /or non-native speakers of English.

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Student Teams, Teaching, And Technology, Ruth Federman Stein, Sandra N. Hurd Jan 2006

Student Teams, Teaching, And Technology, Ruth Federman Stein, Sandra N. Hurd

Professional and Organizational Development Network in Higher Education: Archives

Using student teams in the classroom actively involves students in the learning process. This essay describes the planning necessary for effective use of teams and the impact of technology on the team learning environment.

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Using Student-Centered Assessment To Enhance Learning, Joseph "Mick" Lalopa Jan 2006

Using Student-Centered Assessment To Enhance Learning, Joseph "Mick" Lalopa

Professional and Organizational Development Network in Higher Education: Archives

Student-centered assessment allows students to participate in their growth as learners and helps build valuable self-assessment skills.

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From Passive To Active Learning: Helping Students Make The Shift, Marilla Svinicki Jan 2006

From Passive To Active Learning: Helping Students Make The Shift, Marilla Svinicki

Professional and Organizational Development Network in Higher Education: Archives

Being active and self-directed as a learner makes for better learning and retention, but what does that mean for students and for instruction?

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