Curriculum and Instruction Commons^™

Could It Be That It Does Make Sense? A Program Review Process For Integrating Activities, Terrel Rhodes

To Improve the Academy: A Journal of Educational Development

This chapter presents a model for a comprehensive program review process that can be used on any campus. Faculty developers maintain a critical role in a campus-wide program review initiative. This model is based upon the development of institutional priorities that guide the development of goals and objectives far academic units across the campus. The program review process is based on a core of regularly produced institutional data that can be used by all units to inform decision-making. The review process is conducted on an annual or biannual basis with periodic major review coinciding with accreditation visits. The ultimate success …

Getting Started With Faculty Development, Nadia Cordero De Figueroa, Pedro A. Sandín-Fremaint

To Improve the Academy: A Journal of Educational Development

As a result of an academic senate decision to reconceptualize the baccalaureate, the Río Piedras Campus of the University of Puerto Rico began, in late 1994, a major transformational process that has led it to rethink itself as a community of learners. One of the principal instruments of change has been our Center for Academic Excellence, created in early 1998 as a result of the transformational process. This chapter discusses the process that led to the creation of the center, as well as its structure, activities, and vision for the future. We hope that our experience will be useful to …

Mandatory Faculty Development Works, Mona B. Kreaden

To Improve the Academy: A Journal of Educational Development

This chapter tells the story of a successful, ongoing, mandatory faculty development program. It explains the historical reasons why a business school in a large, urban Research I institution felt the need to make their program mandatory, examines how it was developed, and the university faculty development program’s role in the process. The author makes the case that mandatory programs can be successful in faculty development when they are administered by an outside credible entity, are faculty driven, and guarantee confidentiality.

What Do The Faculty Think? The Importance Of Concerns Analysis In Introducing Technological Change, Heekap Lee, Amy Lawson

To Improve the Academy: A Journal of Educational Development

Change management strategies tend to focus on the inherent characteristics of the proposed change. However, there is a personal side to change and it is reflected in what are called perceptions or personal concerns. To manage change successfully, facilitators must take measures to understand the personal concerns had by those who are required to implement the change. Moreover, this concerns analysis should be done early in the project, ideally before the change is implemented. The purposes of this chapter are to explain the importance of conducting a concerns analysis and to propose a theoretical framework for concerns analysis. The framework …

Harnessing The Potential Of Online Faculty Development: Challenges And Opportunities, Timothy P. Shea, Pamela D. Sherer, Eric V. Kristensen

To Improve the Academy: A Journal of Educational Development

This chapter explores several issues regarding the current state of online faculty development resources. First, it describes the breadth and depth of today’s online teaching and learning resources. Then, it explains the benefits of designing an institutional teaching and learning center portal as a means for organizing and focusing resources. Finally, it discusses the importance of the faculty developer’s role in harnessing these resources for individual and institutional advantage. The online portal provides a powerful tool for institutional change on a scale heretofore impossible for most, and puts faculty development at the center of an institution’s mission.

The Millennial Learner: Challenges And Opportunities, Suandra Y. Mcguire, Dennis A. Williams

To Improve the Academy: A Journal of Educational Development

Students enrolled in college today are, in many respects, quite different from students enrolled a few decades ago. Learners today seem more focused on being credentialed, and less concerned with obtaining a broad-based, liberal arts education. Today’s faculty may find it challenging to provide engaging learning activities for this generation of students. Millennial educators must instill in students a desire to think critically and provide them with strategies that will make them more efficient learners. Campus learning centers and faculty development centers can work together to foster an academic climate that helps all students to realize their full academic potential.

The Evolution Of A Teacher–Professor: Applying Behavior Change Theory To Faculty Development, Fred Hebert, Marty Loy

To Improve the Academy: A Journal of Educational Development

This chapter introduces the sage, the thinker, the builder, and the master as four evolutionary archetypes to use as identifiable characters in the process of teaching development. Once defined, behavior change theory is applied, and stage-specific strategies are used to aid these archetypes in their evolutionary process.

Overcoming Cultural Obstacles To New Ways Of Teaching: The Lilly Freshman Learning Project At Indiana University, Joan K. Middendorf, David Pace

To Improve the Academy: A Journal of Educational Development

Evidence has been accumulating for over a decade that approaches such as collaborative and active learning have potential for creating real increases in student learning. Yet on many campuses these ideas are having little impact on what is actually happening in classes and in the formation of institutional practices. What are the cultural obstacles that are preventing the exploration of new ways of teaching and how can these be overcome? In this chapter we will describe cultural obstacles that prevent the adoption of new ways of teaching. After presenting a few opportunities created by the current sense of crisis in …

The Graphic Syllabus: Shedding A Visual Light On Course Organization, Linda B. Nilson

To Improve the Academy: A Journal of Educational Development

Students rarely understand how a course is organized from the week-by-week topical listing in traditional syllabi. This chapter explains a teaching tool called a graphic syllabus, which elucidates (and may improve) course design/organization and increases student retention of the material. It may resemble a flow chart or diagram or be designed around a graphic metaphor with another object. Included here are materials, experiences, and graphic syllabi from a workshop conducted several times on how to compose one (involving about 115 faculty and faculty developers). Graphic representations of text-based material appeal to the visual learning preferences of today’s students and complement …

A Modified Microteaching Model: A Cross–Disciplinary Approach To Faculty Development, John P. Hertel, Barbara J. Millis, Robert K. Noyd

To Improve the Academy: A Journal of Educational Development

Three departments at the United States Air Force Academy successfully used a microteaching model to train new faculty. Like other models, its structured approach used videotaping and peer coaching. The model also contained several unique features, including a cross-disciplinary approach to supplement feedback from department members and focused small group feedback with built-in preparation time. Thus, this model results not only in enhanced teaching performance, but also in departmental and institutional collegiality.

Bibliography, Volume 20 (2002)

To Improve the Academy: A Journal of Educational Development

Bibliography for volume 20 (2002) of To Improve the Academy: A Journal of Educational Development.

Front Matter

The Journal of the Assembly for Expanded Perspectives on Learning

Editors' Message

In his essay Two Kinds of Thinking Carl Jung describes direct and indirect thinking. Associated with language, direct thinking’s premier ability is parsing and defining reality so that we might work on that reality and act in the world. Associated with imagery, dreaming, and story telling, indirect thinking taps the realm of mythos where we dwell in fantasies and paradoxes. Indirect thinking is neither a contradiction nor denial of rationality. Rather, it is thinking that operates by a different logic, one capable of offering different insights, different versions of possible realities.

Jung’s two kinds of thinking reflect a …

Reviews, Nathaniel Teich, Hepzibah Roskelly, Emily Nye, Dennis Young

The Journal of the Assembly for Expanded Perspectives on Learning

No abstract provided.

The Rhetoric Of Recovery: Can Twelve Step Programs Inform The Teaching Of Writing?, Christopher C. Weaver

The Journal of the Assembly for Expanded Perspectives on Learning

The article examines the spiritual dimensions of recovery programs and explores some of the ways the rhetoric of these programs as well as the structure of twelve step meetings may illuminate the nature of composition classes and particularly of peer writing groups.

Successful Blunders: Reflection, Deflection, Teaching, Devan Cook

The Journal of the Assembly for Expanded Perspectives on Learning

Often we expect students' experience with assignments to reflect our own or those of previous students, but we may blunder when we base our teaching on past successes. By deflecting such assignments and constructing unexpected identities, students and instructors alike learn and teach.

The Landscape Listens— Hearing The Voice Of The Soul, Robbie Clifton Pinter

The Journal of the Assembly for Expanded Perspectives on Learning

This essay offers a view of Mary Rose O'Reilley's "radical listening," applying it to the classroom as a way for teachers and students to "learn to their lives."

The Accidental Curriculum, Terrance Riley

The Journal of the Assembly for Expanded Perspectives on Learning

True learning—learning which results in some permanent cognitive change—is far too unpredictable to be controlled by format curricular designs. The formal curriculum of English studies is valuable largely as a stage setting for educational accidents.

Back Matter

The Journal of the Assembly for Expanded Perspectives on Learning

No abstract provided.

Something To Have At Heart: Another Look At Memorization, Gina Briefs-Elgin

The Journal of the Assembly for Expanded Perspectives on Learning

After tracing the history of learning by heart, this essay explores its advantages and suggest that we restore this time-honored practice which can enrich our students' relationships with words and books and empower their personal lives.

Connecting, Helen Walker, Lisa Ruddick, Kathleen Mccolley Foster, Chauna Craig, Steven Vanderstaay, Meg Peterson, Linda K. Parkyn

The Journal of the Assembly for Expanded Perspectives on Learning

No abstract provided.

Jaepl, Vol. 8, Winter 2002-2003, Katie S. Fleckenstein, Linda T. Calendrillo

The Journal of the Assembly for Expanded Perspectives on Learning

Essays

Charles Suhor. James Moffett's Lit Crit and Holy Writ. In one of Moffett's final presentations, he traced parallels between literary criticism and the study of scripture from various traditions. He explained the development of his Points of View spectrum as a response to his high school teaching experiences and presented an updated version of the spectrum.

Gina Briefs-Elgin. Something to Have at Heart: Another Look at Memorization. After tracing the history of learning by heart, this essay explores its advantages and suggest that we restore this time-honored practice which can enrich our students' relationships with words and …

Inside Unlv, Diane Russell, Richard Jensen, Andy Grossman, Kevin Force

Inside UNLV

No abstract provided.

Stories Of Re-Reading: Inviting Students To Reflect On Their Emotional Responses To Fiction, Brenda Daly

The Journal of the Assembly for Expanded Perspectives on Learning

Although most literature courses teach students to focus on textual analysis, this essay argues that students should be given opportunities for exploring their emotional responses to the text.

James Moffett’S Lit Crit And Holy Writ, Charles Suhor

The Journal of the Assembly for Expanded Perspectives on Learning

In one of Moffett's final presentations, he traced parallels between literary criticism and the study of scripture from various traditions. He explained the development of his Points of View spectrum as a response to his high school teaching experiences and presented an updated version of the spectrum.

Preface, Volume 20 (2002), Devorah Lieberman

To Improve the Academy: A Journal of Educational Development

Preface to volume 20 (2002) of To Improve the Academy: A Journal of Educational Development, by Devorah Lieberman of Portland State University.

Institutional Transformation And Change: Insights For Faculty Developers, Peter D. Eckel

To Improve the Academy: A Journal of Educational Development

This chapter presents a series of insights about the process of institutional change and how leaders might implement it. Since the majority of energy goes into what the institution should do, little attention in higher education is given to how institutions should go about change. Based upon six years of work with 24 diverse institutions working on a range of change agendas in two projects, this chapter presents some conceptualizations of change and offers some language to discuss the type of intended change that might be useful for faculty developers and other campus leaders. It identifies three key elements in …

A Brief History Of Educational Development: Implications For Teachers And Developers, Richard G. Tiberius

To Improve the Academy: A Journal of Educational Development

An historical review of the practice of educational development identified four belief systems about teaching and learning that shape the practice. Each system is characterized by an assumption about the teacher’s role: content expert; performer, who makes learning happen; facilitator, who encourages learning through interaction; and helper, whose relationship with learners is a vehicle for learning. The good news is that even teachers who are limited to only one of these belief systems can be successful. On the other hand, developers must have an appreciation for more than one belief system if they are to be successful at helping teachers.

Linking Change Initiatives: The Carnegie Academy For The Scholarship Of Teaching And Learning In The Company Of Other National Projects, Barbara Cambridge

To Improve the Academy: A Journal of Educational Development

The scholarship of teaching and learning provides an overarching framework for progress on a number of important educational issues today. The Carnegie Academy for the Scholarship of Teaching and Learning encourages connections with other national projects that deal with issues such as defining student learning outcomes, building an infrastructure of support, and establishing evidence for purposes of accountability in mutually supportive ways. Connecting such efforts honors faculty time in the midst of multiple demands and raises the likelihood of significant, lasting impact on the quality of teaching and learning.

Research On Faculty As Teaching Mentors: Lessons Learned From A Study Of Participants In Uc Berkeley's Seminar For Faculty Who Teach With Graduate Student Instructors, Linda Von Hoene, Jacqueline Mintz

To Improve the Academy: A Journal of Educational Development

This chapter describes the results of a research study of University of California, Berkeley’s annual seminar for faculty teaching with Graduate Student Instructors (GSIs). It demonstrates that such a faculty development activity can have a significant impact not only on faculty mentoring of GSIs but also on faculty teaching, attitudes, and behaviors vis-à-vis teaching and learning in higher education. The chapter presents an overview of the seminar, a description of the format and methodology of the research project, and qualitative and quantitative outcomes.

Evaluating Teaching Workshops: Beyond The Satisfaction Survey, David G. Way, Virleen M. Carlson, Susan C. Piliero

To Improve the Academy: A Journal of Educational Development

Workshops are a prevalent approach to fostering instructional development for both teaching assistants (TAs) and faculty. Frequently we evaluate workshops by asking participants to fill out a satisfaction-oriented survey at the end. To what degree do such surveys evaluate adequately the workshop’s long-term effect on participants’ learning? The authors explicate earlier investigative work on transfer of training, and present the results of a follow-up survey to two groups of TA workshop participants designed to assess the degree to which conditions theoretically conducive to the transfer of training exist at their institution.