Open Access. Powered by Scholars. Published by Universities.®
- Institution
- Keyword
-
- Education (3)
- Active learning (2)
- Curriculum (2)
- Design (2)
- General Education (2)
-
- Green Building (2)
- Sustainability (2)
- Autonomy (1)
- Barriers to use (1)
- Center for Research & Evaluation (1)
- Class Activities (1)
- Computers (1)
- Cooking – Study and teaching; Educational innovations (1)
- Cultural Context (1)
- Curriculum Development (1)
- Data analysis (1)
- Denise DeMagistris (1)
- Diffusion of innovation (1)
- Director (1)
- Does a Co-Learner Delivery Model in a Mathematics Methods Course Affect Pre-service Teacher Candidates’ Self-Efficacy in Teaching Mathematics? (1)
- Educational Leadership Doctoral Program (1)
- Educational research (1)
- Educator Development Programs (1)
- Ethnographic case study (1)
- Experiential Learning (1)
- Grant Proposals (1)
- Grant Writing (1)
- Grantsmanship (1)
- Guest Lectures (1)
- Health and environmental sciences (1)
- Publication
-
- To Improve the Academy: A Journal of Educational Development (51)
- Dr Imran Anjum (2)
- Purdue Polytechnic Masters Theses (2)
- UNLV Theses, Dissertations, Professional Papers, and Capstones (2)
- Walden Dissertations and Doctoral Studies (2)
-
- Book Chapters / Conference Papers (1)
- Curriculum Studies Summer Collaborative (1)
- Department of Educational Administration: Dissertations, Theses, and Student Research (1)
- Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research (1)
- Education Faculty Publications (1)
- Literatures in English Faculty Research and Scholarship (1)
- MA TESOL Collection (1)
- Professional and Organizational Development Network in Higher Education: Archives (1)
- Purple Guides (1)
- Senior Honors Projects (1)
- Teacher Education (1)
- USF Tampa Graduate Theses and Dissertations (1)
- Publication Type
Articles 1 - 30 of 71
Full-Text Articles in Curriculum and Instruction
Factors Which Influence The Use Of Active Learning Strategies By Nursing Faculty, Deborah Lowell Shindell
Factors Which Influence The Use Of Active Learning Strategies By Nursing Faculty, Deborah Lowell Shindell
UNLV Theses, Dissertations, Professional Papers, and Capstones
Nursing education is facing a crisis. Anachronistic teaching methods are no longer keeping up with the needs of new graduates entering practice. Despite a body of knowledge which supports the use of active learning in higher education, nursing faculty continue to rely on lecture as their primary pedagogical approach. Previous study of the use of research products in clinical nursing practice identified systematic factors such as characteristics of the communication of research findings and characteristics of the organization form the greatest barrier to use. This study discovers if these same barriers face nursing educators.
Using Roger‟s Theory of Diffusion of …
Teaching Grantsmanship In A Nonprofit Leadership Class, Audrey Falk
Teaching Grantsmanship In A Nonprofit Leadership Class, Audrey Falk
Education Faculty Publications
Proposal-writing skills are critical for employees in a wide range of organizations, particularly in challenging economic times which demand diverse funding sources. This paper describes an innovative and multifaceted approach to teaching proposal writing to students enrolled in a nonprofit leadership course at a large, metropolitan university. The approach included a hands-on, field component in nonprofit organizations, in-depth organizational analyses involving interviews with nonprofit leaders, guest speakers including a grant professional and a foundation officer, grantsmanship textbooks loaned to all students for the semester, and review of students’ completed proposals by a grant professional and the course instructor. Students presented …
Western Guide To Professional Master's Programs, Gloria J. Leckie
Western Guide To Professional Master's Programs, Gloria J. Leckie
Purple Guides
This guide is a resource for departments that plan to introduce new Professional Master's (PMA) or Professional Science Master's (PSM) degrees. The guide provides examples of existing programs, describes key criteria that new PSM programs need to meet, reviews issues in the development of new programs, and discusses the types of competencies professional programs promote in order to help their graduates compete on the job market.
A New Vision Of Professional Development For Tertiary Teachers In Pakistan, Imran Anjum Chaudary
A New Vision Of Professional Development For Tertiary Teachers In Pakistan, Imran Anjum Chaudary
Dr Imran Anjum
No abstract provided.
Changing Perceptions Of Science In Undergraduate Students: A Mixed Methods Case Study, Cindy S. Larson-Miller
Changing Perceptions Of Science In Undergraduate Students: A Mixed Methods Case Study, Cindy S. Larson-Miller
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
The purpose of this bounded single-case study was to explore the understanding of the nature and process of science for undergraduate students at the University of Nebraska-Lincoln (UNL). The study investigated one professor’s methodology to explicitly teach undergraduate students about the nature and process of science, and documented their understanding and perception of science, both pre- and post-course.
Using a mixed method approach, data were collected to provide a better understanding of teaching the nature and process of science. Three main types of data were analyzed: the process of science (TPOS) assessment; survey questions, and the module curriculum.
Participating students …
How Much Do U.S. University Students Know, And Want To Know, About Sustainability And Green Building? The Findings Of A Survey, And Possible Implications For General Elective Curricula., Jeremy R. Farner
Purdue Polytechnic Masters Theses
Using the survey approach, this investigation examined the attitudes and interest of college students at two universities in different geographic locations within the United States. Approximately 24,000 students from all disciplines and majors at Weber State University (WSU) in Utah, and 4,000 at Purdue University in Indiana, were invited to participate in a study to determine current knowledge, familiarity, and interest in topics within the sustainability and Green Building educational arena. The goal of this study was to determine what students already know, would like to know, and how much interest there would be in developing …
Students Teaching Students: Changing The Uri Honors Program Pedagogy, Bridget C. Griffith
Students Teaching Students: Changing The Uri Honors Program Pedagogy, Bridget C. Griffith
Senior Honors Projects
The myriad lecture courses I have completed as a microbiology major have convinced me that lecturing does not create an optimal learning environment. Therefore, my Senior Honors Project is the initiation of a Students Teaching Students (STS) program in the URI Honors Program. The excitement of a student-run course option at URI became apparent to me early in my academic career. The STS model has been used at other universities for over 55 years, including at Tufts University, Oberlin College, and The Rubenstein College of the Environment at the University of Vermont. The program being put into place at URI …
Does A Co-Learner Delivery Model In A Mathematics Methods Course Affect Pre-Service Teacher Candidates’ Self-Efficacy In Teaching Mathematics?,, John J. Ribeiro, Denise Demagistris
Does A Co-Learner Delivery Model In A Mathematics Methods Course Affect Pre-Service Teacher Candidates’ Self-Efficacy In Teaching Mathematics?,, John J. Ribeiro, Denise Demagistris
Teacher Education
This study is related to a previous study (Ribeiro, 2009) that examined teachers’ perceptions of teaching self-efficacy. In the first study the sample consisted of two groups of teachers that took the same professional development course in mathematics. The comparison group took the course in their school district with other teachers and the experimental group took the course with pre-service teachers in a university classroom. After completing the course, both groups were measured in three dimensions of teaching self-efficacy: student engagement, instructional strategies, and classroom climate. Findings indicated that although both groups had significant gains in self-efficacy toward teaching mathematics …
How Much Do U.S. University Students Know, And Want To Know, About Sustainability And Green Building? The Findings Of A Survey, And Possible Implications For General Elective Curriculum., Jeremy R. Farner
Purdue Polytechnic Masters Theses
Using the survey approach, this investigation examined the attitudes and interest of college students at two universities in different geographic locations within the United States. Approximately 24,000 students from all disciplines and majors at Weber State University (WSU) in Utah, and 4,000 at Purdue University in Indiana, were invited to participate in a study to determine current knowledge, familiarity, and interest in topics within the sustainability and Green Building educational arena. The goal of this study was to determine what students already know, would like to know, and how much interest there would be in developing …
The Interface Of Technology In Culinary Arts Education, Robert C. Cawley
The Interface Of Technology In Culinary Arts Education, Robert C. Cawley
UNLV Theses, Dissertations, Professional Papers, and Capstones
Introduction:
A culinary educator must make many decisions that affect the day-to-day activities in both the classroom and the lab. One of the more important decisions is how to select the most appropriate technology to implement for use in teaching and administrative activities. The research presented here is intended to help the educator identify specific needs, decide where the use of technology is desirable, and offer information designed to help the educator make an informed decision about using technology as a teaching tool.
Purpose Statement:
The purpose of this paper is to inform the culinary educator about the technology available …
Using Technology In The Efl Classroom In Saudi Arabia, Neil Oby Morris
Using Technology In The Efl Classroom In Saudi Arabia, Neil Oby Morris
MA TESOL Collection
This paper explores the ways that technology, specifically the use of laptop computers and cellular phones, may be incorporated in the EFL classroom to enhance learning and lower the affective filter of male Saudi Arabian university students.
Saudi Arabia presents the EFL teacher with many challenges that are unique to this gender-segregated Islamic kingdom. Meeting these challenges and turning them into learning opportunities that other EFL teachers may find useful within their teaching contexts is the purpose of this paper.
The appendix includes a writing rubric and a 40-day materials introduction calendar. The calendar illustrates the day-by-day introduction of material …
Exploring Instructional Strategies And Learning Goals In Undergraduate Leadership Education, Daniel Jenkins
Exploring Instructional Strategies And Learning Goals In Undergraduate Leadership Education, Daniel Jenkins
USF Tampa Graduate Theses and Dissertations
Leadership education has been integral to the undergraduate curriculum since the early 1990's. Today, more than 1,000 colleges and universities in the United States offer undergraduate courses in leadership studies and many offer academic credit in the form of a bachelor's degree, academic minor, or certificate. Yet, little is known about those who teach leadership studies courses to undergraduates, the instructional strategies they employ, or the learning goals they set. The purpose of this study was to identify the instructional strategies that are most frequently used by instructors when they teach academic credit-bearing undergraduate leadership studies courses, identify signature pedagogies …
Teaching Intersections, Not Assessments: Celebrating The Surprise Of Gift Giving And Gift Getting In The Cultural Commons, Anne Dalke, Alice Lesnick
Teaching Intersections, Not Assessments: Celebrating The Surprise Of Gift Giving And Gift Getting In The Cultural Commons, Anne Dalke, Alice Lesnick
Literatures in English Faculty Research and Scholarship
Unlike current assessment protocols, which emphasize prediction and control—often at the expense of engagement with the unknown, emergent, and new—we explore here our experiences as professors opening to surprise, in pedagogical interactions that have unpredictable outcomes. We imagine and advocate for institutional structures that, rather than predetermining goals and measuring how well we have achieved them, necessitate surprise and strengthen us to respond creatively and liberally to it. Without room for surprise, we argue, education is denied, and distorted by the loss of, one of its central energies: the circulation of the gifts of chance and serendipity.
Effect Of Active Learning On Students' Academic Success In The Medical Classroom, Sandra Hightower
Effect Of Active Learning On Students' Academic Success In The Medical Classroom, Sandra Hightower
Walden Dissertations and Doctoral Studies
Doctors in a Northern California community reported that medical assisting students did not use medical terminology in context, could not think critically, and faltered in decision making and problem solving during their internships in medical offices. The intent of this instrumental case study was to investigate the gap between current methods of lecturing and active-learning projects designed to engage medical assisting students in learning medical terminology, forming critical thinking skills, and developing decision-making techniques. Informed by a constructivist theoretical framework, data were collected regarding the teaching methods of 4 medical instructors through interviews and classroom observations. Documentation from the doctors …
How Interactive Video (Itv) Web-Enhanced Format Affects Instructional Strategy And Instructor Satisfaction, Catrina V. Moody
How Interactive Video (Itv) Web-Enhanced Format Affects Instructional Strategy And Instructor Satisfaction, Catrina V. Moody
Walden Dissertations and Doctoral Studies
This qualitative study explored the quality of technology associated with interactive video (ITV) classes in distance education programs and the resulting satisfaction of the instructors teaching this format. The participants were full time instructors of a rural community college that used the ITV format. Community college ITV instructors are knowledgeable about the ITV technology and are in need of research that explores the satisfaction of that technology. Distance education theory, social constructivism, individual and collaborative learning, and technology formed the foundation for the research. Grounded theory was used to generate a theory about the perceptions of the instructors. Data collected …
Cssc Program [2011], Cssc
Forty Percent Of 2 Million: Preparing To Serve Our Veterans With Disabilities, Bruce C. Kelley, Emetta L. Fox, Justin M. Smith, Lisa A. Wittenhagen
Forty Percent Of 2 Million: Preparing To Serve Our Veterans With Disabilities, Bruce C. Kelley, Emetta L. Fox, Justin M. Smith, Lisa A. Wittenhagen
To Improve the Academy: A Journal of Educational Development
On August 1, 2009, the Post-9111 Veterans Educational Assistance Act of 2008 was passed, and as a result, almost 2 million veterans returning from Iraq and Afghanistan will soon enroll in postsecondary education. Up to 40 percent of these veterans are estimated to have disabilities. This chapter examines some of the characteristics of this group, the challenges that veterans face as they transition into life as college students, and how faculty developers can help faculty better serve these incoming veterans.
The Digital Academy: Preparing Faculty For Digital Course Development, Sunay V. Palsole, Beth L. Brunk-Chavez
The Digital Academy: Preparing Faculty For Digital Course Development, Sunay V. Palsole, Beth L. Brunk-Chavez
To Improve the Academy: A Journal of Educational Development
New generations of learners necessitate new ways of teaching, and hybrid courses can help institutions leverage technologies to improve teaching and learning. The adoption of a new instructional paradigm, however, requires attention to the facuity’s ability to create and deliver effective courses. The University of Texas at El Paso has developed the Digital Academy to help facuity interweave online elements with face-to-face teaching. The model is pliable and portable in its application to other universities.
Faculty Development As A Hazardous Occupation, Linda B. Nilson, Edward B. Nuhfer, Bonnie B. Mullinix
Faculty Development As A Hazardous Occupation, Linda B. Nilson, Edward B. Nuhfer, Bonnie B. Mullinix
To Improve the Academy: A Journal of Educational Development
"Hazardous" describes events and conditions that produce an undesired, involuntary, career-changing disruption of a developer’s professional practice. While faculty development is an immensely valuable asset to an institution that knows how to make use of it, the unique nature off acuity development centers within varied academic institutions brings occupational hazards to those who direct or work in such centers. Our study synthesizes and identifies patterns among over thirty cases furnished by developers, primarily center directors, who experienced career disruptions. We conclude by offering evidence-based counsel on how to recognize the hazards and mitigate damage.
Effecting Change In Limited-Control Classroom Environments: A Case Study, Allison P. Boye
Effecting Change In Limited-Control Classroom Environments: A Case Study, Allison P. Boye
To Improve the Academy: A Journal of Educational Development
Many instructors face the dilemma of possessing little control over their own curriculum or even their own pedagogy. This chapter examines three instructors who were teaching the same course over several years, facing the same problematic issues beyond their control, and describes the role of faculty developers in helping effect practical change for those instructors and for the course. The findings of this study, using longitudinal data derived from student evaluations and qualitative responses from instructor interviews, suggest that faculty developers can help instructors realize change on an individual level as well as at the department and big-picture levels.
About The Authors, Volume 29 (2011)
About The Authors, Volume 29 (2011)
To Improve the Academy: A Journal of Educational Development
About the editors and authors of volume 29 (2011) of To Improve the Academy: A Journal of Educational Development.
Support Needs Of University Adjunct Lecturers, Sarah M. Ginsberg
Support Needs Of University Adjunct Lecturers, Sarah M. Ginsberg
To Improve the Academy: A Journal of Educational Development
Little is known about the support needs of the part-time instructors on university campuses, despite the fact that they represent more than 50 percent of the instructors teaching in higher education. This study of adjunct lecturers investigated their support needs and their preferences for receiving support. Results indicated that adjuncts wanted information about their students and effective teaching methods beyond lecturing. They expressed frustration over the fact that there was no systematic approach to information sharing, particularly with the tenure-track faculty in their programs. They evenly favored resources provided either electronically or face-to-face.
Adapting A Laboratory Research Group Model To Foster The Scholarship Of Teaching And Learning, Beth A. Fisher, Regina F. Frey
Adapting A Laboratory Research Group Model To Foster The Scholarship Of Teaching And Learning, Beth A. Fisher, Regina F. Frey
To Improve the Academy: A Journal of Educational Development
A multidisciplinary group of faculty and staff formed an education research group modeled on a laboratory research group to focus on the scholarship of teaching and learning (SoTL) in science, technology, engineering, and mathematics (STEM). This group has bridged the communication and knowledge gaps between STEM and social science faculty and science education specialists, fostered the development of collaborative SoTL projects, and laid the groundwork for broader institutional support of SoTL.
Using Students To Support Faculty Development, Teresa M. Redd, Carl E. Brown Jr.
Using Students To Support Faculty Development, Teresa M. Redd, Carl E. Brown Jr.
To Improve the Academy: A Journal of Educational Development
Howard University’s Center for Excellence in Teaching, Learning, and Assessment (CETLA) provides faculty development for more than fifteen hundred facuity. Yet it is CETLA’s students who make the difference. They are both the motivation for improving teaching and the means to that end. Students have contributed to everything from the design of CETLA’s infrastructure, to the implementation of instructional technologies, to the assessment of student learning. Meanwhile, supporting faculty development has contributed to the students’ own development. A cost-benefit analysis as well as survey data confirms that working with students at CETLA is a win-win opportunity for the university, faculty, …
Preface, Volume 29 (2011), Judith E. Miller
Preface, Volume 29 (2011), Judith E. Miller
To Improve the Academy: A Journal of Educational Development
Preface to volume 29 (2011) of To Improve the Academy: A Journal of Educational Development, by Judith E. Miller of University of North Florida.
Acknowledgments, Volume 29 (2011)
Acknowledgments, Volume 29 (2011)
To Improve the Academy: A Journal of Educational Development
Acknowledgments for volume 29 (2011) of To Improve the Academy: A Journal of Educational Development, by Judith E. Miller of University of North Florida.
Graduate Student Internships As A Pathway To The Profession Of Educational Development, Kathryn E. Linder, Stephanie E. Rohdieck, Alan Kalish, Teresa A. Johnson, Kathryn M. Plank
Graduate Student Internships As A Pathway To The Profession Of Educational Development, Kathryn E. Linder, Stephanie E. Rohdieck, Alan Kalish, Teresa A. Johnson, Kathryn M. Plank
To Improve the Academy: A Journal of Educational Development
Educational developers can help create a cadre of well-prepared new professionals by mentoring them during graduate study. Through an educational development intern position, we created a mentorship opportunity for graduate students interested in the field of educational development as a career opportunity. Teaching center staff, participating graduate student interns, and the field of educational development benefited from the model.
Writing Groups For Work-Life Balance: Faculty Writing Group Leaders Share Their Stories, Dannielle Joy Davis, Kara Provost, Amanda E. Major
Writing Groups For Work-Life Balance: Faculty Writing Group Leaders Share Their Stories, Dannielle Joy Davis, Kara Provost, Amanda E. Major
To Improve the Academy: A Journal of Educational Development
Faculty writing groups can promote both the work-life balance and productivity of members of the professoriate. The benefits of such development initiatives expand beyond productivity to include retention, promotion, and improved teaching. Through the development of writing groups, faculty developers can empower faculty to meet research obligations, establish equilibrium in their work practices, and maintain work-life balance.
Completing The Faculty Development Cycle: Using Data From Syllabi Review To Inform Action, Phyllis Blumberg
Completing The Faculty Development Cycle: Using Data From Syllabi Review To Inform Action, Phyllis Blumberg
To Improve the Academy: A Journal of Educational Development
Consistent with the mission of the University of the Sciences in Philadelphia, the Teaching and Learning Center has emphasized implementation of learner-centered practices for eight years. To assess the impact of these development efforts, I reviewed syllabi and course approval forms of seventy-two recently approved courses. The documents revealed a disappointing lack of evidence of learner-centered course design features. Voluntary faculty development programming cannot force faculty to change their course designs. However, the results prompted discussions with administrators and faculty and yielded calls to action for greater implementation of learner-centered practices.
Curriculum Revision And Cultural Change: A Joint Faculty Development And Faculty Governance Approach, Terre H. Allen, David A. Horne, Ingrid M. Martin, Michael E. Solt
Curriculum Revision And Cultural Change: A Joint Faculty Development And Faculty Governance Approach, Terre H. Allen, David A. Horne, Ingrid M. Martin, Michael E. Solt
To Improve the Academy: A Journal of Educational Development
Typically faculty development is not closely aligned with faculty governance. However, faculty development and faculty governance can find opportunities to work together to achieve transparent, rapid, and systematic curriculum revision and cultural change. Specifically, we describe the process of revision of a master’s of business administration (M.B.A.) curriculum in which faculty development and faculty governance worked together to provide continuous assistance, opportunities for frequent discussion, periodic review, and faculty programming to achieve curriculum and course redesign for integrative learning and integrative teaching practice.