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Higher Education and Teaching

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Articles 1561 - 1590 of 1751

Full-Text Articles in Curriculum and Instruction

The Case For Sophisticated Course Syllabi, Michael J. Strada Jan 2001

The Case For Sophisticated Course Syllabi, Michael J. Strada

To Improve the Academy: A Journal of Educational Development

Just as the last thing a fish would notice is water, academics tend to overlook the value of a comprehensive course syllabus. It seems too prosaic for some instructors to take seriously. Despite operating largely in obscurity, a nascent body of literature appreciative of the syllabus’ latent potential is emerging. The distinguishing features of model syllabi are traced here, and their respective benefits analyzed. First and foremost, good syllabi enhance student learning by improving the way courses are taught. But the potential of syllabi can also be tapped by using them more prominently in the faculty evaluation process. Much slower …

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Designing Teaching Portfolios Based On A Formal Model Of The Scholarship Of Teaching, Carolin Kreber Jan 2001

Designing Teaching Portfolios Based On A Formal Model Of The Scholarship Of Teaching, Carolin Kreber

To Improve the Academy: A Journal of Educational Development

Many universities now encourage, and some even require, faculty to submit a teaching portfolio as part of their tenure application package. How to evaluate these portfolios, however, remains an unresolved issue, particularly if the task is to make a judgment about whether what is demonstrated in the portfolio reflects engagement in the scholarship of teaching. The thesis of this chapter is that judgments regarding the validity and truthfulness of a teaching portfolio can be made by assessing the extent to which the author has attended to an agreed-upon process of knowledge construction and validation in teaching. A model of the …

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Publish, Don't Perish: A Program To Help Scholars Flourish, Tara Gray, Jane Birch Jan 2001

Publish, Don't Perish: A Program To Help Scholars Flourish, Tara Gray, Jane Birch

To Improve the Academy: A Journal of Educational Development

Faculty often believe that if they do not publish, they will perish. Faculty developers can respond to this need by helping faculty increase their scholarly productivity. Research shows that faculty are more productive if they write for 15-30 minutes daily, organize their writing around key sentences, and get extensive feedback on drafts. This article evaluates a program hosted on two campuses that aimed at supporting 115 faculty achieve these goals. Throughout the program, participants kept records of time they spent writing and the number of pages they wrote and at the end of the program, they were surveyed. These data …

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After Twelve Years Of Teaching The College–Teaching Course, Michael B. Paulsen Jan 2001

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 …

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Getting Administrative Support For Your Project, Joan K. Middendorf Jan 2001

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 …

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Bibliography, Volume 19 (2001) Jan 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.

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Broadly Speaking - October, 2000, Nova Southeastern University Oct 2000

Broadly Speaking - October, 2000, Nova Southeastern University

Broadly Speaking

No abstract provided.

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Broadly Speaking - May, 2000, Nova Southeastern University May 2000

Broadly Speaking - May, 2000, Nova Southeastern University

Broadly Speaking

No abstract provided.

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Volume 13, Number 02, Don Forrester Editor May 2000

Volume 13, Number 02, Don Forrester Editor

Reaching Through Teaching

Full text of Volume 13, Number 02 of Reaching Through Teaching.

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Broadly Speaking - April, 2000, Nova Southeastern University Apr 2000

Broadly Speaking - April, 2000, Nova Southeastern University

Broadly Speaking

No abstract provided.

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Fostering Liberatory Teaching: A Proposal For Revising Instructional Assessment Practices, Jane E. Hindman Apr 2000

Fostering Liberatory Teaching: A Proposal For Revising Instructional Assessment Practices, Jane E. Hindman

Publications and Research

Appraises the assumptions that drive standard evaluation methods and compares them to those assumptions that undergird more critical approaches to teaching. Presents an alternative teacher evaluation instrument and explains how it more accurately measures what is said and believed to be effective teaching. Offers statistical evidence supporting the instrument and suggests further steps to foster teaching practices

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Broadly Speaking - February, 2000, Nova Southeastern University Feb 2000

Broadly Speaking - February, 2000, Nova Southeastern University

Broadly Speaking

No abstract provided.

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Higher Level Learning: A Taxonomy For Identifying Different Kinds Of Significant Learning, L. Dee Fink Jan 2000

Higher Level Learning: A Taxonomy For Identifying Different Kinds Of Significant Learning, L. Dee Fink

Professional and Organizational Development Network in Higher Education: Archives

An in-depth look at strategies for Higher Level Learning.

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Helping Students (Better) Evaluate And Validate Www Resources, David L. Graf Jan 2000

Helping Students (Better) Evaluate And Validate Www Resources, David L. Graf

Professional and Organizational Development Network in Higher Education: Archives

Faculty need strategies to assure that students can process information from the WWW responsibly. Such strategies include developing web-savvy assignments and requiring demonstration of critical review of the material.

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The Legacy Of John Dewey, David Halliburton Jan 2000

The Legacy Of John Dewey, David Halliburton

Professional and Organizational Development Network in Higher Education: Archives

John Dewey’s educational legacy embraces wide-ranging views on the relation of teaching to learning and to other key issues in education.

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Fostering Students' Moral Development, Lion F. Gardiner Jan 2000

Fostering Students' Moral Development, Lion F. Gardiner

Professional and Organizational Development Network in Higher Education: Archives

The development of students’ ethical behavior has been an aim of college faculty for centuries. This essay reviews research and ways of fostering principled ethical reasoning.

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Changing Student Learning Behavior Outside Of Class, Graham Gibbs Jan 2000

Changing Student Learning Behavior Outside Of Class, Graham Gibbs

Professional and Organizational Development Network in Higher Education: Archives

Shifting focus from teaching to Learning includes shifting attention from in-class to out-of-class learning activity. This essay offers strategies for understanding and controlling students’ outside learning activity.

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Drama Methodology And Its Usage In Removing Barriers To English Language Acquisition In Japanese University Students, C Malcom Barry Duff Jan 2000

Drama Methodology And Its Usage In Removing Barriers To English Language Acquisition In Japanese University Students, C Malcom Barry Duff

MA TESOL Collection

This paper examines how drama methodology can be used to remove barriers to English acquisition and to encourage English language production in Japanese university students. The effect of the affective filter and Monitor use in language production will be covered. The use of drama methodology will be analyzed and its usage in the classroom evaluated. The use of drama techniques to create lessons will be demonstrated.

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Foundations Of Collaboration, Gail Goodyear Muir, Sally S. Blake Jan 2000

Foundations Of Collaboration, Gail Goodyear Muir, Sally S. Blake

Professional and Organizational Development Network in Higher Education: Archives

Specific ideologies are forwarded by learning, socio-political, and religious theories using collaboration, consensus, and cooperation. Examination of the foundations of these processes reveals the values required of participants.

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Creating An Inclusive Learning Environment, Terrie Nolinske Jan 2000

Creating An Inclusive Learning Environment, Terrie Nolinske

Professional and Organizational Development Network in Higher Education: Archives

Students bring differences relating to life experiences, attitudes, age, religion, discipline, and learning styles into the classroom. This essay offers strategies to promote diversity awareness and an inclusive learning environment.

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Living Up To Expectations, Steven M. Richardson Jan 2000

Living Up To Expectations, Steven M. Richardson

Professional and Organizational Development Network in Higher Education: Archives

“Poor preparation” is often a symptom of mismatched expectations. By communicating expectations early and with a plan for offering help as needed, we can minimize these problems.

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Preface, Volume 18 (2000), Matthew Kaplan Jan 2000

Preface, Volume 18 (2000), Matthew Kaplan

To Improve the Academy: A Journal of Educational Development

Preface to volume 18 (2000) of To Improve the Academy: A Journal of Educational Development, written by Matthew Kaplan of the University of Michigan.

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Introduction, Volume 18 (2000), Matthew Kaplan Jan 2000

Introduction, Volume 18 (2000), Matthew Kaplan

To Improve the Academy: A Journal of Educational Development

Introduction to volume 18 (2000) of To Improve the Academy: A Journal of Educational Development, written by Matthew Kaplan of the University of Michigan.

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Diversity And Its Discontents: Rays Of Light In The Faculty Development Movement For Faculty Of Color, Edith A. Lewis Jan 2000

Diversity And Its Discontents: Rays Of Light In The Faculty Development Movement For Faculty Of Color, Edith A. Lewis

To Improve the Academy: A Journal of Educational Development

Two faculty development conferences held within a six-day period during October 1998 yielded important experiences and lessons for faculty and professionals interested in working with faculty of color. This paper, written from the standpoint of a faculty member of color, outlines the strengths and challenges of working on these issues in higher education institutions.

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The Scholarship Of Teaching And Learning: A National Initiative, Barbara L. Cambridge Jan 2000

The Scholarship Of Teaching And Learning: A National Initiative, Barbara L. Cambridge

To Improve the Academy: A Journal of Educational Development

As part ofthe scholarship of teaching and learning, faculty members study the ways in which they teach and students learn in their disciplines, and campuses foster this scholarship at the institutional level. A national initiative called the Carnegie Academy for the Scholarship of Teaching and Leaming constitutes three programs to engage and support individuals, campuses, and disciplinary associations in this form of scholarly work. This article describes the Pew Scholars Fellowship Program, the Campus Program, and the Work with Scholarly Societies and invites participation of campuses in this exciting initiative.

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Teachnology: Linking Teaching And Technology In Faculty Development, Mei-Yau Shih, Mary Deane Sorcinelli Jan 2000

Teachnology: Linking Teaching And Technology In Faculty Development, Mei-Yau Shih, Mary Deane Sorcinelli

To Improve the Academy: A Journal of Educational Development

As a coordinator of teaching technologies and director of a center for teaching in a large research university, we have worked collaboratively over the last year to achieve a common goal: to implement and refine several faculty development initiatives that create linkages among the domains of teaching, learning, and technology. In this case study, we will describe the kinds of programs we’ve developedand summarize lessons we’ve learned. We hope that faculty developers on other campuses who are grappling with how to define their mission related to technology and how to work with faculty to integrate teaching and technology can adapt …

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From Transparency Toward Expertise: Writing–Across–The–Curriculum As A Site For New Collaborations In Organizational, Faculty, And Instructional Development, Philip G. Cottell Jr., Serena Hansen, Kate Ronald Jan 2000

From Transparency Toward Expertise: Writing–Across–The–Curriculum As A Site For New Collaborations In Organizational, Faculty, And Instructional Development, Philip G. Cottell Jr., Serena Hansen, Kate Ronald

To Improve the Academy: A Journal of Educational Development

This paper will inform readers about a comprehensive approach to collaborative efforts between faculty developers, discipline specific faculty, and writing specialists. Miami University’s Richard T. Farmer School of Business Administration has begun to support a team of writing specialists, led by a faculty developer. This team has worked with business faculty lo build a model of collaboration far using Writing-Across-the-Curriculum that addresses some of the shortcomings of earlier models. This paper recounts the successful use of this new model in one accounting class.

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Faculty Teaching Partners And Associates: Engaging Faculty As Leaders In Instructional Development, Myra S. Wilhite, Joyce Povlacs Lunde, Gail F. Latta Jan 2000

Faculty Teaching Partners And Associates: Engaging Faculty As Leaders In Instructional Development, Myra S. Wilhite, Joyce Povlacs Lunde, Gail F. Latta

To Improve the Academy: A Journal of Educational Development

Special interest discussion groups provide opportunities for faculty to address specific instructional issues in a variety of areas including technology, distance learning, general teaching topics, pre-tenure issues, honors teaching, and the like. In 1995, to leverage the Teaching and Learning Center’s resources, outstanding classroom teachers were invited to provide leadership for discussion groups by serving as Partners or Associates. This chapter describes how an inexpensive faculty discussion-group leadership program maximizes a teaching improvement center’s resources, makes innovative teaching visible, and provides peer models for other faculty while helping promote an overall institutional culture that actively supports teaching excellence.

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Creating A Culture Of Formative Assessment: The Teaching Excellence And Assessment Partnership Project, Roseanna G. Ross, Anthony Schwaller, Jenine Helmin Jan 2000

Creating A Culture Of Formative Assessment: The Teaching Excellence And Assessment Partnership Project, Roseanna G. Ross, Anthony Schwaller, Jenine Helmin

To Improve the Academy: A Journal of Educational Development

In a year-long, grant-supported collaborative effort, St. Cloud State University’s Assessment Office and Faculty Center for Teaching Excellence created a Classroom Assessment Techniques (CATs) faculty development project. This project was targeted at departments across campus at St. Cloud State University, with the intent of creating a university climate of formative assessment while improving teaching and learning. This article describes the purposes, stages of implementation, and results of the project as measured by a pre-test and post-test survey. The pre-and post-test surveys indicate that the project was highly effective in impacting the use of CATs among participants and their departmental colleagues.

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Fragmentation Versus Integration Of Faculty Work, Carolin Kreber, Patricia Cranton Jan 2000

Fragmentation Versus Integration Of Faculty Work, Carolin Kreber, Patricia Cranton

To Improve the Academy: A Journal of Educational Development

Present faculty development practice encourages new faculty to integrate teaching, research, and other aspects of academic work early in their careers. By drawing on both the cognitive and the developmental psychology literature, we propose integration as an advanced stage of adult development that comes about as a result of extensive experience and expertise. We argue that faculty should be advised to focus on either research or teaching at different times during their early years and that integration of professorial roles should only be expected at a later stage. We discuss the implications of such an approach for faculty development.

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