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Articles 181 - 210 of 225
Full-Text Articles in Educational Administration and Supervision
Situatedness: The Interrelation Of Factors Impacting The Educational Pathway To Degree Attainment Among Black And White Doctoral Students, Candice P. Baldwin
Situatedness: The Interrelation Of Factors Impacting The Educational Pathway To Degree Attainment Among Black And White Doctoral Students, Candice P. Baldwin
Dissertations, Theses, and Masters Projects
Given the absence of a comprehensive theory of doctoral student persistence within the current literature base, the purpose of this study was to propose and test a model that would predict doctoral degree completion using an integrated scheme of background, financial support, and experience variables between Black and White students. The impact and interaction of these variables was explored individually and collectively to describe a concept defined as situatedness. The situatedness model illustrates that a student's background is related to the financial support they receive in doctoral programs; in turn, these factors are connected to a student's departmental and personal …
An Overview Of Two Incidents Involving African American Fraternities At Indiana University, Eddie R. Cole, Cameron J. Harris, Rubin Pusha Iii, Nadrea Reeves
An Overview Of Two Incidents Involving African American Fraternities At Indiana University, Eddie R. Cole, Cameron J. Harris, Rubin Pusha Iii, Nadrea Reeves
Articles
The current campus climate facing African American Greek fraternal organizations at Indiana University (IU) can be examined through critical incidents of the past. A historical analysis of data sources associated with two incidents involving these organizations at IU provides a better understanding of the challenges students in these organizations may face. This paper aims to provide practitioners with an understanding of how specific policy changes for these fraternities may affect their members, as well as the student body they serve.
General Undergraduate Catalog, 2009-2010, Marshall University
General Undergraduate Catalog, 2009-2010, Marshall University
Marshall University Catalogs 2000-2009
Marshall University Undergraduate Catalog for the 2009-2010 academic year.
The Impact Of Organizational Culture On The Academic Success Of Historically Black College And University Athletes: A Case Study, Ralph Charlton
The Impact Of Organizational Culture On The Academic Success Of Historically Black College And University Athletes: A Case Study, Ralph Charlton
Dissertations, Theses, and Masters Projects
Increasing the graduation rates of student athletes is one of the more visible NCAA academic goals. Overall student-athlete graduation rates have improved significantly among many institutional members. However, Historically Black College and University (HBCU) student-athlete graduation rates lag considerably behind. Although the NCAA claims that a causal relationship exists between lack of economic resources and lower student-athlete graduation rate for HBCUs, analysis within Division I HBCUs indicates no relationship between per student academic spending and the student-athlete graduation rates. Seeking an additional explanation for graduation rates, this case study examined the organizational culture of an HBCU athletic department with an …
Beginnings Of The History And Philosophy Of Andragogy 1833-2000, John A. Henschke Edd
Beginnings Of The History And Philosophy Of Andragogy 1833-2000, John A. Henschke Edd
IACE Hall of Fame Repository
Andragogy had a very slow beginning over a period of almost one century as a term referring to the theory and practice of adult education. Numerous elements were involved in the seventy years it took to establish its foundation: starting in England and the USA; andragogy and human resource development (HRD); andragogy and self-directed learning (SDL); conflict between supporters and detractors; comparing European and USA perspectives; trust in learners' abilities; scientific foundation of andragogy; skepticism and its counter-balance; and, antecedents of andragogy. Trends in usage and considering its possible benefits set the tone for the future of andragogy from 2000 …
A Productive Decade Of Andragogy's History And Philosophy 2000-2009, John A. Henschke Edd
A Productive Decade Of Andragogy's History And Philosophy 2000-2009, John A. Henschke Edd
IACE Hall of Fame Repository
With the foundation of andragogy having been laid, there was a serious attempt at investigating its value. Some felt that a broad scope was established in the practice to support growth in learners, with any mention of adult learning needing to include andragogy. Others perceived that andragogy produced unproductive debates along a binary path, with its being too caught up in individualization, the politics of exclusion, conformity, and de-contextualizing adult learning. However, some research revealed numerous dimensions of andragogy. The connection with distance learning became very strong and solid. New applications of andragogy were spawned into foreign language learning, internet …
Movement Toward Staying Ahead Of The Curve In Developing And Managing Human Capital, John A. Henschke Edd
Movement Toward Staying Ahead Of The Curve In Developing And Managing Human Capital, John A. Henschke Edd
IACE Hall of Fame Repository
The author has had some experience as an adult educator in the process of changing a corporate training department toward supporting workplace and performance, with various organizations/corporations. He has gained some insights about what has worked thus far in that situation and some things that need to be considered or included in a "community of learning and practice." This presentation is organized around various themes that have emerged in the process: Elements in Preparing and Planning for Change, Required Competencies of the Change Agent, Methods for Implementing Change / Making Change Happen, and, Organizational Goals and Results from Changing.
The Dynamic Of A Living Lecture In Career And Technical Education, John A. Henschke Edd
The Dynamic Of A Living Lecture In Career And Technical Education, John A. Henschke Edd
IACE Hall of Fame Repository
This chapter introduces the lecture as a long standard learning technique. The background is provided with the extensive value and scope, including the elements of good lectures. Weakness of the lecture centers around its being overused and/or misused. Strengths of the lecture include its familiarity, well accepted, and provides much information in a short period of time. A theoretical context is provided for maximizing the benefit of a lecture, which includes: guiding questions for use; a foundational learning theory; stressing engagement and interaction as integral; and, a large group theory to heighten engagement and interaction. Actually coupling listening teams (clarification, …
Testing Andragogy With Adult Learners Internationally In The Usa, Brazil, And Australia, John A. Henschke Edd
Testing Andragogy With Adult Learners Internationally In The Usa, Brazil, And Australia, John A. Henschke Edd
IACE Hall of Fame Repository
University Faculty have occasionally been asked if they model the kind of teaching they ask of their teacher candidates and the adult educators with whom they work in the public arena and the market place. On the one hand autonomous individuals or self-directed learners resist learning conditions that are incongruent with their self-concept. However, on the other hand, autonomous individuals or self-directed learners flourish with learning conditions that help them realize their unique potential. Nonetheless, not all adult learners are self-directed. Depending on their knowledge and experience with the content, an adult learner can actually be in two stages of …
Right Directions, Wrong Maps: Understanding The Involvement Of Low-Ses African American Parents To Enlist Them As Partners In College Choice, Michael J. Smith
Right Directions, Wrong Maps: Understanding The Involvement Of Low-Ses African American Parents To Enlist Them As Partners In College Choice, Michael J. Smith
Education Faculty Publications and Presentations
While research extols the benefits of parent involvement in college choice, low SES African American parents are increasingly less able to match the efforts of wealthier parents. A qualitative methodology is used to explore the lives 5 urban African American single parents whose low-SES parents encouraged education for postsecondary advancement. The study found that the high school diploma was the normative credential for upward mobility in their communities. Their parents used narratives of struggle to encourage their children while utilizing maps that helped navigate the road towards a high school diploma. It concludes that a high level of involvement already …
Ethical Guidelines For Educational Developers
Ethical Guidelines For Educational Developers
To Improve the Academy: A Journal of Educational Development
Ethical guidelines for educational developers, prepared by Mintz, Smith, and Warren, January 1999. Revised March 1999, September 1999, and March 2000.
Magicians Of The Golden State: The Csu Center Director Disappearing Acts, Cynthia Desrochers
Magicians Of The Golden State: The Csu Center Director Disappearing Acts, Cynthia Desrochers
To Improve the Academy: A Journal of Educational Development
The California State University (CSU) Teaching and Learning Center directors perform daily feats of magic, often culminating in one particularly dramatic trick at the end of the academic year—their own disappearing acts. This chapter traces the history of the center director position in the CSU system, reports where directors go when they leave the position after only a few years, and proposes how frequent turnover might be reversed through organizational factors aimed at promoting retention of these Magicians of the Golden State.
Teaching Learning Processes—To Students And Teachers, Pamela E. Barnett, Linda C. Hodges
Teaching Learning Processes—To Students And Teachers, Pamela E. Barnett, Linda C. Hodges
To Improve the Academy: A Journal of Educational Development
Our teaching and learning center serves faculty and graduate students as teachers and undergraduates as learners. Here we share the experiences of graduate student facilitators whom we trained to lead problem-solving skills workshops for undergraduates. Our aim was to help these graduate students see themselves as teachers of disciplinary thinking as much as of disciplinary content. However, they also began to reexamine their teaching beliefs and practices, recognize and respond to the needs of novice learners, and become more conscious of the demands of learning their disciplines. We offer this program as a model for developing future facuity.
Preface, Volume 27 (2009), Linda B. Nilson
Preface, Volume 27 (2009), Linda B. Nilson
To Improve the Academy: A Journal of Educational Development
Preface to volume 27 (2009) of To Improve the Academy: A Journal of Educational Development, by Linda B. Nilson of Clemson University.
Meeting New Faculty At The Intersection: Personal And Professional Support Points The Way, Ann Riley
Meeting New Faculty At The Intersection: Personal And Professional Support Points The Way, Ann Riley
To Improve the Academy: A Journal of Educational Development
Faculty developers can play a significant role in increasing the retention of new faculty. This chapter presents a study conducted at a public research university that reveals that first-year faculty need personal, relational, and professional support. However, the importance of each type of support shifts during this first year, suggesting that faculty development efforts aimed toward new faculty should adjust accordingly. This study uses a sequential mixed-method design and is grounded in adult development theory, which views new faculty as adult learners in a career-life transition and faculty developers as adult educators.
Romancing The Muse: Faculty Writing Institutes As Professional Development, Elizabeth Ambos, Mark Wiley, Terre H. Allen
Romancing The Muse: Faculty Writing Institutes As Professional Development, Elizabeth Ambos, Mark Wiley, Terre H. Allen
To Improve the Academy: A Journal of Educational Development
Conclusion
Given the tremendous success of the SWIs, we intend to continue to offer them for the foreseeable future, maintaining the features that faculty value most: space, sustenance, and editorial, statistical, and coaching assistance. But we will also make changes based on faculty feedback gathered during the final day’s luncheon debriefing and from the written evaluations. In addition, we intend to conduct formal research on the Institutes’ long-term effects on faculty productivity, satisfaction with scholarly work, and faculty retention. Important questions remain. For example, what is the return on investment in these Institutes, in terms of faculty productivity, career advancement, …
Bibliography, Volume 27 (2009)
Bibliography, Volume 27 (2009)
To Improve the Academy: A Journal of Educational Development
Bibliography for volume 27 (2009) of To Improve the Academy: A Journal of Educational Development.
Starting And Sustaining Successful Faculty Development Programs At Small Colleges, Michael Reder, Kim M. Mooney, Richard A. Holgren, Paul J. Kuerbis
Starting And Sustaining Successful Faculty Development Programs At Small Colleges, Michael Reder, Kim M. Mooney, Richard A. Holgren, Paul J. Kuerbis
To Improve the Academy: A Journal of Educational Development
This chapter complements a recent chapter in To Improve the Academy by Mooney and Reder (2008) that discusses the distinctive features and challenges of faculty development at small and liberal arts colleges. As a continuation and expansion of that more conceptual discussion, we aim to convey practical strategies for relatively new faculty developers at small institutions with incipient programs. The suggestions offered in this chapter are grounded in our experiences as faculty developers at liberal arts colleges and developed through numerous national conference presentations and conversations with colleagues in the field over the past decade. Although our recommendations are particularly …
Essential Faculty Development Programs For Teaching And Learning Centers In Research–Extensive Universities, Larissa Pchenitchnaia, Bryan R. Cole
Essential Faculty Development Programs For Teaching And Learning Centers In Research–Extensive Universities, Larissa Pchenitchnaia, Bryan R. Cole
To Improve the Academy: A Journal of Educational Development
This research highlights the imperative nature of designing programs to address the full range of faculty develapment needs. It presents a framework for essential faculty development programs for teaching and learning centers in research-extensive universities for introducing, enhancing, and improving faculty develapment offerings. The nationwide Delphi study of faculty development programs identified eighteen currently essential and twenty-eight future essential faculty development programs for teaching and learning centers in research-extensive universities. This list of programs may serve as a baseline for evaluating existing faculty development programming and guiding the expansion of established programs and the planning of new ones.
About The Authors, Volume 27 (2009)
About The Authors, Volume 27 (2009)
To Improve the Academy: A Journal of Educational Development
About the editors and authors of volume 27 (2009) of To Improve the Academy: A Journal of Educational Development.
Editor's Introduction: The Educational Developer As Magician, Linda B. Nilson
Editor's Introduction: The Educational Developer As Magician, Linda B. Nilson
To Improve the Academy: A Journal of Educational Development
After so many changes in the academy, faculty and educational developers face challenges that require magic to meet. Faculty members are supposed to perform the magic, and we educational developers are expected to teach them how. The trick is to teach more in the same amount of time to disinterested and unprepared students, under the conditions of larger classes, less authority, and lower rewards. College and university faculty are under attack for failing short, and educational developers are next in line to feel the heat. Perhaps we should start defending our faculties, explaining our challenges, and publicizing our efforts and …
Practical Tools To Help Faculty Use Learner–Centered Approaches, Phyllis Blumberg
Practical Tools To Help Faculty Use Learner–Centered Approaches, Phyllis Blumberg
To Improve the Academy: A Journal of Educational Development
Instructors often resist dramatic changes in their teaching, and learner-centered approaches are not intuitive for most instructors. They need tools to help them adopt these approaches. This chapter describes four tools—1) a list of components of Weimer’s five practices of learner-centered teaching, 2) reflection questions to prepare instructors to determine the learner-centered status of their courses, 3) self-assessment rubrics, and 4) a Planning for Transformation form—to help instructors change their teaching. Taken together, these tools form a comprehensive system with which to plan for change. This system encourages and assists instructors to make incremental changes toward using learner-centered approaches in …
When Mentoring Is The Medium: Lessons Learned From A Faculty Development Initiative, Jung H. Yun, Mary Deane Sorcinelli
When Mentoring Is The Medium: Lessons Learned From A Faculty Development Initiative, Jung H. Yun, Mary Deane Sorcinelli
To Improve the Academy: A Journal of Educational Development
Campuses across the country are investing considerable time, effort, and expense to replenish their faculty ranks with a new generation of scholars. How can mentoring help these new faculty juggle the many demands of surviving and thriving in academia? And how can institutions frame mentoring as a broader faculty development initiative in which faculty at all stages of the academic career can teach and learn from each other? This chapter addresses these questions by sharing the goals, design, and lessons learned from the Mutual Mentoring Initiative at the University of Massachusetts, Amherst.
Searching For Meaning On College Campuses: Creating Programs To Nurture The Spirit, Donna M. Qualters, Beverly Dolinsky, Michael Woodnick
Searching For Meaning On College Campuses: Creating Programs To Nurture The Spirit, Donna M. Qualters, Beverly Dolinsky, Michael Woodnick
To Improve the Academy: A Journal of Educational Development
Discussing spirituality on a secular college campus can be risky. Yet faculty and students have expressed a need to explore meaning in their lives and work. This chapter describes one university’s year-long efforts to develop a social web of activities around spirituality and meaning in community members’ lives. We describe the process of determining needs and the resulting programs. But more important, we share lessons learned, including advice on creating the climate for spiritually oriented programming to gain acceptance and be viewed as an enhancement to campus life.
Reported Long–Term Value And Effects Of Teaching Center Consultations, Wayne Jacobson, Donald H. Wulff, Stacy Grooters, Phillip M. Edwards, Karen Freisem
Reported Long–Term Value And Effects Of Teaching Center Consultations, Wayne Jacobson, Donald H. Wulff, Stacy Grooters, Phillip M. Edwards, Karen Freisem
To Improve the Academy: A Journal of Educational Development
We regularly ask clients for feedback on their recent consultations with Center for Instructional Development and Research (CIDR) staff, but in the past we have not systematically assessed our longer-term contributions to the teaching of our clients. We recently surveyed faculty and teaching assistants who consulted with CIDR one to five years ago and found that many former clients highly valued CIDR’s contribution to the development of their teaching. However, some of the most highly valued benefits they identified were not limited to what they did each day in class. This chapter identifies benefits of consulting with a teaching center …
Acknowledgments, Volume 27 (2009), Linda B. Nilson
Acknowledgments, Volume 27 (2009), Linda B. Nilson
To Improve the Academy: A Journal of Educational Development
Acknowledgments for volume 27 (2009) of To Improve the Academy: A Journal of Educational Development, by Linda B. Nilson of Clemson University.
Ten Ways To Use A Relational Database At A Faculty Development Center, A. Jane Birch, Tara Gray
Ten Ways To Use A Relational Database At A Faculty Development Center, A. Jane Birch, Tara Gray
To Improve the Academy: A Journal of Educational Development
Providing quality support to faculty requires attention to administrative details and event logistics. As professionals, we must also assess the impact of our work and be prepared to report to those who will judge its worth and allocate resources. To do this we need current, accurate data that are easy to access and easy to use. We also need a simple way to manage faculty development activities and evaluate the outcomes. The best technology for achieving these goals is a relational database. This chapter describes ten ways a relational database can be used to support faculty developers in their various …
Lessons Learned From Developing A Learning–Focused Classroom Observation Form: Learning-Focused Observation Form, Steven K. Jones, Kenneth S. Sagendorf, D. Brent Morris, David Stockburger, Evelyn T. Patterson
Lessons Learned From Developing A Learning–Focused Classroom Observation Form: Learning-Focused Observation Form, Steven K. Jones, Kenneth S. Sagendorf, D. Brent Morris, David Stockburger, Evelyn T. Patterson
To Improve the Academy: A Journal of Educational Development
At the United States Air Force Academy, we are attempting to go through a cultural transformation, making an overt shift toward a more learning-focused paradigm. In this chapter, we describe the nature of this transformation, as well as why we have chosen to move in this direction. We also describe one specific initiative we have undertaken: the development of a new learning-focused classroom observation form. We conclude by sharing a baker’s dozen lessons we have learned about classroom observation, effective teaching, and faculty development in general as a result of having developed this form.
Learning–Centered Evaluation Of Teaching, Trav D. Johnson
Learning–Centered Evaluation Of Teaching, Trav D. Johnson
To Improve the Academy: A Journal of Educational Development
Over the past decade, institutions of higher education have placed increased emphasis on promoting student learning. This emphasis has influenced thinking about teaching, course design, and faculty development, but it has had little effect on the evaluation of teaching. In other words, the evaluation of teaching remains focused on instruction (that is, teacher performance and course characteristics) rather than on student learning. Learning-centered evaluation of teaching provides a viable way to emphasize student learning in the evaluation process. This approach uses principles of program evaluation and emphasizes learning goals, learning activities, learning assessments, and learning outcomes in the evaluation of …
Experiential Lessons In The Practice Of Faculty Development, Ed Neal, Iola Peed-Neal
Experiential Lessons In The Practice Of Faculty Development, Ed Neal, Iola Peed-Neal
To Improve the Academy: A Journal of Educational Development
The practice of faculty development, as distinct from its theoretical and empirical principles, must largely be learned experientially, through an often painful process of trial and error. In this chapter, we offer some of the lessons we have learned in our combined total of sixty-four years as faculty developers, in hopes that others might benefit from our experience.