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2011

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Articles 421 - 450 of 646

Full-Text Articles in Curriculum and Instruction

Journey Of Elam: Her Pedagogy As A Public Intellectual, Zorka Karanxha, Vonzell Agosto, Donna Elam Jan 2011

Journey Of Elam: Her Pedagogy As A Public Intellectual, Zorka Karanxha, Vonzell Agosto, Donna Elam

Educational Leadership and Policy Studies Faculty Publications

We explore pedagogical moments reflecting the social justice inspired servant-leadership of Dr. Elam in her journey as a public intellectual. Using auto/biographical methods we examine critical moments in her work across contexts: conducting diversity workshops, providing professional development for principals and teachers, and leading district and regional interventions in response to court orders to racially desegregate. We focus her leadership through the lens of critical pedagogy. In the journey of Elam we find an expression of critical social justice leadership that is inspired and empowered by the values of public service, spirituality, and humanitarianism. This auto/biography contributes to our knowledge …

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Mainstream Teacher Attitudes Toward English Language Learners, Cristina Gonzalez Dekutoski Jan 2011

Mainstream Teacher Attitudes Toward English Language Learners, Cristina Gonzalez Dekutoski

Wayne State University Dissertations

The purpose of this study was to collect and analyze data from practicing mainstream K-12 teachers currently enrolled in graduate courses at a large, urban, Midwest university regarding four categories of their attitudes toward English language learners: (a) inclusion of ELLs, (b) the second language acquisition process/language and language learning, (c) modification of coursework, and (d) ESL professional development. Though studies on teacher attitudes toward ELLs remain sparse, research on this topic is important for two reasons. First, as the rigor of grade level curriculum increases ( i.e. high school graduation requirements, state MEAP testing, NCLB) understanding complexities of ELLs …

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Honors Thesis Rubrics: A Step Toward More Consistent And Valid Assessment In Honors, Mark Haggerty, Theodore Coladarci, Mimi Killinger, Charlie Slavin Jan 2011

Honors Thesis Rubrics: A Step Toward More Consistent And Valid Assessment In Honors, Mark Haggerty, Theodore Coladarci, Mimi Killinger, Charlie Slavin

Journal of the National Collegiate Honors Council Online Archive

Several recent issues of the Journal of the National Collegiate Honors Council have devoted considerable space to questions of grading and assessing honors student work: the 2006 Forum on “Outcomes Assessment, Accountability, and Honors” (Frost et al.), the 2007 Forum on “Grades, Scores, and Honors” (Andrews et al.), and Greg Lanier’s expansive piece in 2008, “Towards Reliable Honors Assessment.” One target of assessment is the honors thesis, which is either a required or optional component of many honors programs and colleges and which poses a myriad of assessment challenges. What follows is a description and analysis of the attempt at …

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Faculty Development Beyond Instructional Development: Ideas Centers Can Use, Mary Deane Sorcinelli, Tara Gray, A. Jane Birch Jan 2011

Faculty Development Beyond Instructional Development: Ideas Centers Can Use, Mary Deane Sorcinelli, Tara Gray, A. Jane Birch

To Improve the Academy: A Journal of Educational Development

Most faculty development programs focus on the faculty member as teacher. However, faculty seek support in many areas, including orientation, mentoring, scholarly writing, time management, career advancement, leadership, and service. Research and practice also suggest that faculty and facuity development programs benefit from an integrated approach to professional development. This chapter fills a gap in faculty development practice by suggesting ways that centers can create programming that goes beyond instructional development, thereby supporting a more expansive range of faculty work.

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Next Generation @ Iupui: A Leadership Development Program For Faculty Of Color, Megan M. Palmer, Julianna V. Banks, Joshua S. Smith, Sherree A. Wilson Jan 2011

Next Generation @ Iupui: A Leadership Development Program For Faculty Of Color, Megan M. Palmer, Julianna V. Banks, Joshua S. Smith, Sherree A. Wilson

To Improve the Academy: A Journal of Educational Development

Next Generation @ IUPUI is an intensive one-year leadership program designed to develop the leadership potential off acuity of color. The program expands the pool off acuity who are ready to assume leadership positions. In addition to addressing higher education administration theories and trends, participants receive individualized coaching and mentoring to develop a broad network of peers.

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There Was Something Missing: A Case Study Of A Faculty Member’S Social Intelligence Development, Tamara Rosier Jan 2011

There Was Something Missing: A Case Study Of A Faculty Member’S Social Intelligence Development, Tamara Rosier

To Improve the Academy: A Journal of Educational Development

Some faculty members seem to lack the social intelligence or relational skills needed to successfully “read” and respond to their students. This chapter describes the process of developing social intelligence skills in one faculty member. During a series of ten coaching sessions, there was demonstrable change in the faculty member’s behavior and a self-reported increase in his social intelligence skills. The findings of this exploratory study suggest that social intelligence can be developed, and it has the potential to have a positive effect on teaching practices and faculty success.

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About The Authors, Volume 29 (2011) Jan 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.

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Preface, Volume 29 (2011), Judith E. Miller Jan 2011

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.

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Acknowledgments, Volume 29 (2011) Jan 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.

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Taking Stock: Contemplating North American Graduate Student Professional Development Programs And Developers, Dieter J. Schönwetter, Donna Ellis Jan 2011

Taking Stock: Contemplating North American Graduate Student Professional Development Programs And Developers, Dieter J. Schönwetter, Donna Ellis

To Improve the Academy: A Journal of Educational Development

A two-stage study was conducted to identify key competencies in graduate student development programs at Canadian and U.S. institutions. Once thirty-nine key competencies were identified, developers of graduate students were asked to rate the importance of each competency in their programming, the extent to which each competency was explicitly taught, and their own confidence in the training received to help teach these competencies. One key finding suggests that numerous potential gaps exist in the training of those who deliver graduate student development programs, which organizations such as the Professional and Organizational Development Network in Higher Education can help to address.

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Growing A New Generation: Promoting Self-Reflection Through Peer Observation, Allison Boye, Micah Meixner Jan 2011

Growing A New Generation: Promoting Self-Reflection Through Peer Observation, Allison Boye, Micah Meixner

To Improve the Academy: A Journal of Educational Development

Many faculty developers understand the value of self-reflection in effective teaching and aim to cultivate the practice in their programming. However, many instructors regard peer observation as punitive or evaluative in nature and overlook how the practice can promote thoughtful self-reflection by the observer. This chapter outlines a model of group peer observation that supports introspection and community, thereby transforming that negative perception. We discuss how the process promotes cross-disciplinary open-door teaching and reflective practice in teaching improvement and how faculty developers from institutions and programs of all sizes can help nurture that growth.

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Support Needs Of University Adjunct Lecturers, Sarah M. Ginsberg Jan 2011

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.

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Cross-Domain Collaborative Learning And The Transformation Of Faculty Identity, James B. Young Jan 2011

Cross-Domain Collaborative Learning And The Transformation Of Faculty Identity, James B. Young

To Improve the Academy: A Journal of Educational Development

This chapter addresses how faculty from disparate backgrounds collaborate in interdisciplinary learning communities and how this cross-domain collaboration leads to a tangible change in identity. Faculty enter learning communities playing the more common roles of expert and teacher, but they leave taking on the additional roles of novice, learner, and knowledge integrator. The experience of cross-domain interaction is both rewarding and transformative for faculty as they are well equipped to communicate across the disciplinary landscape and gain a rhetorical awareness that is an invaluable ingredient for learning community participation.

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Professional Conversations: A Reflective Framework For Collaborative Development, Peter Shaw, Bob Cole Jan 2011

Professional Conversations: A Reflective Framework For Collaborative Development, Peter Shaw, Bob Cole

To Improve the Academy: A Journal of Educational Development

A small team of faculty and faculty developers at the Monterey Institute of International Studies launched a professional development initiative by adapting Edge’s (1992, 2002) framework of cooperative development into a model they labeled the professional conversation. This structured interaction involves a speaker exploring a topic of professional and personal significance through the facilitation of an understander. The details of the model are presented, along with heuristics for practicing the two roles. Assessment data indicate that the struggle to master the model is judged worthwhile for community building, professional development, and, unexpectedly, pedagogical practice.

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The First Day Of Class: How Should Instructors Use Class Time?, Sal Meyers, Brian C. Smith Jan 2011

The First Day Of Class: How Should Instructors Use Class Time?, Sal Meyers, Brian C. Smith

To Improve the Academy: A Journal of Educational Development

Students and instructors rated first-day class satisfaction and completed scales assessing the time that instructors spent on introductions, course policies, procedures, and course content. For students, interest on or before the first day, and for faculty, excitement and confidence in students’ abilities, strongly predicted satisfaction on the first day. Student and instructor satisfaction also were positively associated with time devoted to hows and whys, content, and introductions. Findings contradict previous empirical studies of student satisfaction but are consistent with faculty development recommendations.

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Evolution Of A Peer Review And Evaluation Program For Online Course Development, Cynthia L. Adams, Dianna Z. Rust, Thomas M. Brinthaupt Jan 2011

Evolution Of A Peer Review And Evaluation Program For Online Course Development, Cynthia L. Adams, Dianna Z. Rust, Thomas M. Brinthaupt

To Improve the Academy: A Journal of Educational Development

The faculty peer assistants (FPAs) program combines a mentoring and peer review process for initial online faculty course development and subsequent course revision. An FPA mentors colleagues during course design and conducts peer reviews when the courses are complete. The program incorporates a peer review and evaluation form that outlines course standards and guides the faculty course developer, the peer reviewer, and the department chair. Feedback about the program from department chairs, faculty course developers, and FPAs was uniformly positive.

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Social Capital And The Campus Community, Andrew N. Carpenter, Linda Coughlin, Susanne Morgan, Christopher Price Jan 2011

Social Capital And The Campus Community, Andrew N. Carpenter, Linda Coughlin, Susanne Morgan, Christopher Price

To Improve the Academy: A Journal of Educational Development

Investigating colleges’ and universities’ social capital through its five dimensions—civic engagement, norms and trust, collective action, bonding capital, and bridging capital—provides a powerful way of thinking about organizational and faculty development. Four very different institutions of higher learning have promoted their organizational development through efforts that build social capital. We seek to inspire additional application of and research into this topic by demonstrating that confronting the complexities of social capital within diverse campus communities can help faculty developers understand those communities with greater nuance and in ways that improve their ability to design and implement development initiatives.

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The Ta Consultant Program: Improving Undergraduate Instruction And Graduate Student Professional Development, Mikaela Huntzinger, Paul Mcpherron, Madhumitha Rajagopal Jan 2011

The Ta Consultant Program: Improving Undergraduate Instruction And Graduate Student Professional Development, Mikaela Huntzinger, Paul Mcpherron, Madhumitha Rajagopal

To Improve the Academy: A Journal of Educational Development

Graduate students, particularly at research-oriented universities, are well prepared for future research careers, but they often lack knowledge or training in other aspects of academic life. A teaching assistant consultant program was created to improve the professional development opportunities for campus teaching assistants and provide a community of practice in which graduate students pursue teaching interests, cross-disciplinary collaboration, and service. We offer recommendations for creating similar programs and conclude by recommending the development of communities of practice to create opportunities for graduate students to improve their teaching skills.

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Ready Or Not? An International Study Of The Preparation Of Educational Developers, Nancy Van Note Chism Jan 2011

Ready Or Not? An International Study Of The Preparation Of Educational Developers, Nancy Van Note Chism

To Improve the Academy: A Journal of Educational Development

This report of an international survey of educational developers describes their entry-level background knowledge and skills for the work of educational development, how they obtained them, and their recommendations on helping prepare new entrants to the profession. Respondents reported that their experiences rendered them moderately prepared for some tasks and less prepared for others, notably consultation. The results can inform increased professionalization of educational development through more systematic preparation of future educational developers.

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Toward A Scholarship Of Faculty Development, Mark Potter Jan 2011

Toward A Scholarship Of Faculty Development, Mark Potter

To Improve the Academy: A Journal of Educational Development

This chapter critically examines the scholarship of faculty development. Using a typology adapted from one developed to understand the scholarship of teaching and learning, I reflect on the primary currents identifiable in the literature. Much of what is published in the field of faculty development consists of descriptions of the development and assessment of particular programs. One approach that is largely missing is the metastudy or review of prior studies that can serve to preserve the findings of scholar-practitioners.

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Reflections On International Engagement As Educational Developers In The United States, Virginia S. Lee Jan 2011

Reflections On International Engagement As Educational Developers In The United States, Virginia S. Lee

To Improve the Academy: A Journal of Educational Development

An important aspect of the increasing complexity of the higher education landscape is its gradual internationalization. However, neither our colleges and universities nor we as educational developers have unequivocally embraced internationalization. In this chapter, I offer examples of international engagement and a framework for thinking about them. I argue that international engagement in the form of an evolving global scholarship and practice of educational development represents the ultimate extension of our thought and practice as educational developers.

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Preface, Volume 30 (2011), Judith E. Miller Jan 2011

Preface, Volume 30 (2011), Judith E. Miller

To Improve the Academy: A Journal of Educational Development

Preface to volume 30 (2011) of To Improve the Academy: A Journal of Educational Development, by Judith E. Miller of University of North Florida.

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The Digital Academy: Preparing Faculty For Digital Course Development, Sunay V. Palsole, Beth L. Brunk-Chavez Jan 2011

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.

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Enhancing Out-Of-Class Communication: Students' Perspectives, Bonnie S. Farley-Lucas, Margaret M. Sargent Jan 2011

Enhancing Out-Of-Class Communication: Students' Perspectives, Bonnie S. Farley-Lucas, Margaret M. Sargent

To Improve the Academy: A Journal of Educational Development

Out-of-class communication between faculty and students is linked to student learning, engagement, and success. As the source for mentoring, advising, and supplemental instruction, out-of-class communication and its barriers require explicit attention. Using a faculty-student collaborative research approach, we interviewed a diverse group of thirty-three undergraduates regarding behaviors, statements, and practices that contributed to or discouraged out-of-class communication. We found that in-class communication sets the stage for whether students approach faculty outside class and that faculty misbehaviors and disconfirming communication in class almost inevitably lead to out-of-class avoidance.

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Effecting Change In Limited-Control Classroom Environments: A Case Study, Allison P. Boye Jan 2011

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.

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Institutional Encouragement Of And Faculty Engagement In The Scholarship Of Teaching And Learning, Thomas F. Nelson Laird, Tony Ribera Jan 2011

Institutional Encouragement Of And Faculty Engagement In The Scholarship Of Teaching And Learning, Thomas F. Nelson Laird, Tony Ribera

To Improve the Academy: A Journal of Educational Development

Framed by Huber and Hutchings’s defining features of the scholarship of teaching and learning (SoTL), the study described in this chapter examines institutional encouragement of and faculty engagement in SoTL. Faculty at forty-nine U.S. colleges and universities participating in the 2009 Faculty Survey of Student Engagement completed items about SoTL. Results suggest that institutional encouragement of and faculty engagement in the public dissemination of teaching investigations lag behind encouragement and engagement in other aspects of SoTL. Some faculty subgroups (among them, women and faculty in education) on average feel more institutional encouragement and engage in SoTL activities more than their …

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Academic Dishonesty Among International Students In Higher Education, Krishna K. Bista Jan 2011

Academic Dishonesty Among International Students In Higher Education, Krishna K. Bista

To Improve the Academy: A Journal of Educational Development

University instructors address and want to eschew student academic misconduct. These educators presume that students understand fully what cheating and plagiarism are. However, the issue of academic dis-honesty among international students is complex and difficult. This study investigated the perceptions of international undergraduate and graduate students in a southern U.S. university about possible causes for academic misbehavior. Results reveal several causal variables: previous learning style, English language proficiency, unfamiliarity with American academic cultures, relationship between student and teacher, and availability of technical and educational resources associated with academic dishonesty.

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Forty Percent Of 2 Million: Preparing To Serve Our Veterans With Disabilities, Bruce C. Kelley, Emetta L. Fox, Justin M. Smith, Lisa A. Wittenhagen Jan 2011

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.

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Diffusing The Impact Of Tokenism On Faculty Of Color, Yolanda Flores Niemann Jan 2011

Diffusing The Impact Of Tokenism On Faculty Of Color, Yolanda Flores Niemann

To Improve the Academy: A Journal of Educational Development

In addition to the expected challenges related to teaching, research, service, and the tenure and promotion process, faculty of color often experience the impact of token status, or tokenism.. This chapter describes the personal, psychological, and career-damaging impacts of tokenism and provides guidelines for professional development professionals that may diffuse these negative impacts by assisting department heads to mentor faculty of color.

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Go For The Gold: Fundraising For Teaching Centers, Mark A. Hohnstreiter, Tara Gray Jan 2011

Go For The Gold: Fundraising For Teaching Centers, Mark A. Hohnstreiter, Tara Gray

To Improve the Academy: A Journal of Educational Development

At New Mexico State University Teaching Academy, we have developed a comprehensive model to raise funds from faculty and others for our teaching center, which has resulted in a culture of giving. The payoff from a fundraising effort is huge, not only in terms of money, but in terms of the personal investment of participants, both valuable in difficult economic times. We explain in this chapter how to establish a fundraising program so that your teaching center can go for the gold.

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