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Articles 1531 - 1560 of 1751
Full-Text Articles in Curriculum and Instruction
Inside Unlv, Carol C. Harter, Betty Biodgett
Broadly Speaking - March, 2001, Nova Southeastern University
Broadly Speaking - March, 2001, Nova Southeastern University
Broadly Speaking
No abstract provided.
Teaching In Action: Multicultural Education As The Highest Form Of Understanding, Christine A. Stanley
Teaching In Action: Multicultural Education As The Highest Form Of Understanding, Christine A. Stanley
Professional and Organizational Development Network in Higher Education: Archives
To enhance the multicultural understanding of students, this essay offers conceptions and suggestions relating to course and curricular change. We can indeed all practice multicultural teaching!
Cooperative Learning: May The Circle Be Unbroken, Barbara J. Millis
Cooperative Learning: May The Circle Be Unbroken, Barbara J. Millis
Professional and Organizational Development Network in Higher Education: Archives
Fueled by new discoveries in cognitive development and the thrust toward active learning in general, cooperative learning in higher education is now widely accepted and widely practiced.
Academic Service-Learning: Myths, Challenges, And Recommendations, Jeffrey Howard
Academic Service-Learning: Myths, Challenges, And Recommendations, Jeffrey Howard
Professional and Organizational Development Network in Higher Education: Archives
This essay reviews the essential elements of curriculum-based service-learning – meaningful community service, enhanced student learning, and preparation for democratic citizenship – as well as myths, challenges, and recommendations associated with this pedagogy.
Exploring Student Expectations, Janet Gail Donald, James Wilkinson
Exploring Student Expectations, Janet Gail Donald, James Wilkinson
Professional and Organizational Development Network in Higher Education: Archives
What do professors need to know about students to empower them as learners? We explore the dimensions of understanding students in terms of their goals, roles and the way they spend their time.
Teaching With Hospitality, John B. Bennett
Teaching With Hospitality, John B. Bennett
Professional and Organizational Development Network in Higher Education: Archives
Fortunately, hospitality is practiced more than it is preached. A cardinal academic virtue, hospitality is essential in the classroom as well as in relationships with colleagues. This essay looks at why this is so.
Emotion Inthe Classroom, Edward Vela
Emotion Inthe Classroom, Edward Vela
Professional and Organizational Development Network in Higher Education: Archives
Theories of cognition give little attention to the role of emotion. Nevertheless, affect is intimately involved in learning. As educators we must understand emotional aspects of the learning environment.
University Students As Near Peer English Teachers In A Weekend English Camp For High School Students In Japan, Annie Marquez
University Students As Near Peer English Teachers In A Weekend English Camp For High School Students In Japan, Annie Marquez
MA TESOL Collection
This paper presents a way to use university students as near peer role models and student leaders for a weekend English camp experience for a small group of high school students. It explores the basic design for the project, and outlines the rationale for the syllabus for preparing the near peer role models in a semester conversation class at a Japanese university. It details each of the activities used during the English camp experience, and shares reflections from the participants on the community experience.
Broadly Speaking - January, 2001, Nova Southeastern University
Broadly Speaking - January, 2001, Nova Southeastern University
Broadly Speaking
No abstract provided.
Integrating Learning Strategies Into Teaching, Terry Doyle
Integrating Learning Strategies Into Teaching, Terry Doyle
Professional and Organizational Development Network in Higher Education: Archives
Students often lack the strategies needed to effectively learn course content. Integrating the teaching of “learning how to learn” strategies into course content is the best way for students to be successful.
Classroom Asessment: Guidelines For Success, Thomas A. Angelo
Classroom Asessment: Guidelines For Success, Thomas A. Angelo
Professional and Organizational Development Network in Higher Education: Archives
This essay defines and gives examples of Classroom Assessment and Classroom Research and provides guidelines for faculty based upon 15 years of research and practice.
Introduction, Volume 19 (2001), Devorah Lieberman
Introduction, Volume 19 (2001), Devorah Lieberman
To Improve the Academy: A Journal of Educational Development
Introduction to volume 19 (2001) of To Improve the Academy: A Journal of Educational Development, written by Devorah Lieberman of Portland State University.
Ethical Guidelines For Educational Developers
Ethical Guidelines For Educational Developers
To Improve the Academy: A Journal of Educational Development
Ethical guidelinesfor educational developers prepared by Mintz, Smith, and Warren, January 1999, revised March 1999, September 1999, and March 2000.
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 …
Education For Responsible Citizenship: A Challenge For Faculty Developers, Thomas Ehrlich
Education For Responsible Citizenship: A Challenge For Faculty Developers, Thomas Ehrlich
To Improve the Academy: A Journal of Educational Development
Higher education professionals need clearer, stronger frameworks for the integration of both civic and moral learning and the more common cognitive learning that occurs in traditional classrooms. This article addresses when and why this author chose to focus on community service-learning as a way to reengage in direct work with students and other civic responsibilities. His discussion focuses on student acquisition of academic knowledge and skills through service-learning and the study of ethical dilemmas facing professionals in different fields. He proffers in-depth discussion on service-learning programs championed by the Carnegie Foundation and addresses how these programs working with faculty across …
A Prophet In Your Own Land? Using Faculty And Student Focus Groups To Address Issues Of Race, Ethnicity, And Gender In The Classroom, James Francisco Bonnilla, Patricia R. Palmerton
A Prophet In Your Own Land? Using Faculty And Student Focus Groups To Address Issues Of Race, Ethnicity, And Gender In The Classroom, James Francisco Bonnilla, Patricia R. Palmerton
To Improve the Academy: A Journal of Educational Development
In this study, six focus groups of faculty and students addressed issues of how race, ethnicity, and gender affected their classroom experiences. Consistent themes emerged across all groups, including feeling unsafe and vulnerable, concerns about equity, power, and role modeling. As importantly, the research process itself became a vehicle for growth and change in the community at large, both inside and outside the classroom. Six recommendations are offered for those who seek innovative approaches to addressing race and gender in the classroom.
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 …
Doing Faculty Development As If We Value Learning Most: Transformative Guidelines From Research To Practice, Thomas Anthony Angelo
Doing Faculty Development As If We Value Learning Most: Transformative Guidelines From Research To Practice, Thomas Anthony Angelo
To Improve the Academy: A Journal of Educational Development
If producing high-quality student learning is American higher education’s defining goal, how can faculty development best contribute to its realization? In response to that question, this essay synthesizes theories, findings, and strategies from a variety of literatures into seven transformative ideas which, taken together, have the potential to make our mental models of and approaches to faculty development more effective. It also offers seven guidelines based on these ideas, as well as related, practical strategies for doing faculty development as if student learning matters most.
Clarity In Teaching In Higher Education: Dimensions And Classroom Strategies, Nira Hativa
Clarity In Teaching In Higher Education: Dimensions And Classroom Strategies, Nira Hativa
To Improve the Academy: A Journal of Educational Development
This essay presents research knowledge regarding the main dimensions of effective teaching in higher education, concentrating on clarity in teaching and its components—classroom behaviors and strategies that promote clear teaching. On this basis, I suggest arranging all dimensions and classroom strategies of effective teaching within a logical structure of interconnected teaching behaviors whose contribution to student learning is based on theory and research. The model organizes all dimensions and strategies of effective teaching in three hierarchical levels and is illustrated by successively breaking down clarity in teaching into intermediate dimensions and classroom behaviors and strategies. The model may help faculty …
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.
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.
Technology And The Culture Of Teaching And Learning, Sean Courtney
Technology And The Culture Of Teaching And Learning, Sean Courtney
To Improve the Academy: A Journal of Educational Development
Faculty development professionals in postsecondary institutions face many challenges helping faculty adapt to the new forms of information technology. Chief among them is understanding how technology is forcing us to rethink current classroom practices. To aid this effort, this essay identifies and analyzes six key dimensions of traditional cultures of teaching and learning and attempts to show how technology, particularly computer-mediated forms, is transforming their meaning and potential impact.
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.
Strengthening Collegiality To Enhance Teaching, Research, And Scholarly Practice: An Untapped Resource For Faculty Development, Gerlese S. Åkerlind, Kathleen M. Quinlan
Strengthening Collegiality To Enhance Teaching, Research, And Scholarly Practice: An Untapped Resource For Faculty Development, Gerlese S. Åkerlind, Kathleen M. Quinlan
To Improve the Academy: A Journal of Educational Development
Collegiality lies at the intersection of various aspects of academic practice, including teaching as well as research. As such, assisting junior faculty in learning to build their collegial networks becomes a powerful point of intervention for faculty developers, even for those who focus on teaching development. Data from interviews with faculty engaged in both teaching and research, plus our experiences in conducting a series of career building initiatives are analyzed to identify junior faculty perceptions of the role of collegiality and barriers to establishing collegial ties. Two main barriers are identified: 1) knowing that collegiality and networking is important, and …
Faculty Quality Of Life, Sally S. Atkins, Kathleen T. Brinko, Jeffrey A. Butts, Charles S. Claxton, Glenda T. Hubbard
Faculty Quality Of Life, Sally S. Atkins, Kathleen T. Brinko, Jeffrey A. Butts, Charles S. Claxton, Glenda T. Hubbard
To Improve the Academy: A Journal of Educational Development
An interdisciplinary research team conducted a formal assessment of campus culture and faculty quality of life at Appalachian State University. Interviews with a stratified random sample of full-time, tenure-track faculty revealed five themes: 1) the importance of human relationships, 2) the deep commitment of faculty to student learning, 3)general satisfaction with academic life, 4) the personal sacrifice of faculty members for their work, and 5) perceptions of incongruence between institutional rhetoric and action. Recommendations are offered for readers to apply to their own universities to help faculty, staff, students, and administrators work together toward becoming an institution that is a …
Preface, Volume 19 (2001), Devorah Lieberman
Preface, Volume 19 (2001), Devorah Lieberman
To Improve the Academy: A Journal of Educational Development
Preface to volume 19 (2001) of To Improve the Academy: A Journal of Educational Development, written by Devorah Lieberman of Portland State University.
Fostering The Scholarship Of Teaching And Learning: Communities Of Practice, Barbara L. Cambridge
Fostering The Scholarship Of Teaching And Learning: Communities Of Practice, Barbara L. Cambridge
To Improve the Academy: A Journal of Educational Development
September 1999, and March 2000.
Higher–Level Learning: The First Step Toward More Significant Learning, L. Dee Fink
Higher–Level Learning: The First Step Toward More Significant Learning, L. Dee Fink
To Improve the Academy: A Journal of Educational Development
In order to design significant learning experiences far students, teachers first need to be able to formulate powerful and challenging goals for their courses. This essay describes a taxonomy of higher-level learning that consists of six kinds of learning: foundational knowledge, application, integration, the human dimension, motivation, and learning how to learn. The argument is made that this taxonomy goes beyond the familiar taxonomy of Benjamin Bloom and encompasses a wide range of goals that are currently advocated by many national organizations and scholars in higher education. The taxonomy can be used to design better courses, choose among alternative teaching …
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.