Educational Administration and Supervision Commons^™

Small Groups In Large Classes, Wendy Holmes

To Improve the Academy: A Journal of Educational Development

The fact that "mass lecture" is almost synonymous with "mass class" in academic circles suggests that the only thing an instructor can do with large classes is talk to (or at) them. After some desultory attempts at general discussions, question and answer sessions, and optional discussions for interested students, that is exactly what I settled into in "Introduction to Art," a class in art appreciation which I teach to roughly two hundred students every semester. I clarified and refined my lectures. I distributed mimeographed sheets bearing artists' names and dates and the main points of each lecture. I showed slides …

The Instructional Skills Workshop Program: An Inter-Institutional Approach, Diane Morrison

To Improve the Academy: A Journal of Educational Development

Introduction of System-Wide Professional Development

Major Features of the Ministry of Education Initiatives

The Instructional Skills Workshop (ISW) - The Core Program

Implementation of the ISW Program

Response to the Program

On-Going Support for Facilitators

Future Directions

References

Critical Thinking In A Freshman Introductory Course: A Case Study, Lynn L. Mortensen, Willis D. Moreland

To Improve the Academy: A Journal of Educational Development

The Planning Process

Development of Curriculum Materials

Staff Development

Critical Thinking Skills

What We've Learned

References

Part I: Introduction

To Improve the Academy: A Journal of Educational Development

In previous volumes, we have tried to include one of the keynote addresses from the annual conference. We are pleased this year to continue that tradition with Susanne and David Whitcomb's article, "The Kahuna as Professional and Organizational Development Specialist." In their session and the essay based upon it, the Whitcombs encourage us to step outside our familiar world and to see what other cultures have to teach us about our surroundings. Their analysis of the ancient Kahuna provides both specific and general hints for those of us concerned with identifying important values in our universities and colleges and establishing …

Part Iii: Introduction

To Improve the Academy: A Journal of Educational Development

The essays contained in this section of the book deal with teaching and learning in a direct and uncomplicated fashion. We expect that you will copy some of them to distribute to faculty and students; others you may want to modify to fit the particular needs of your institution. Or you may just want to carry away some good ideas to try out in your own classroom.

Buyouts And A Career Transition Program As A Response To Retrenchment, Carol A. Paul

To Improve the Academy: A Journal of Educational Development

Introduction

Identifying Disciplines Eligible for Buyouts

Buyout Plan and the Buyouts

Table 1: Rank and Age Distribution of Faculty Buyouts

Career Transition Program

Conclusion

Group Problem-Solving Exercises: An Application In Economics, Yngve Ramstad

To Improve the Academy: A Journal of Educational Development

I often teach Intermediate Macroeconomic Theory, one of the courses economics majors are required to take. Macroeconomic theory is primarily directed to questions concerning inflation, employment, and economic growth. Currently, there are two professionally sanctioned "ways of thinking" about these issues-"Keynesian economics" and "monetarism".

Intermediate macroeconomics is of little value to our majors if they leave the course unable to "think like an economist". Accordingly, it is my principal objective in this course that, by the end of the semester, students be able to "do" both Keynesian economics and monetarism - that is, to think their way through concrete issues …

A Theory Of Effectiveness: Faculty Development Case Studies, Ronald A. Smith, Fred S. Schwartz

To Improve the Academy: A Journal of Educational Development

Generation of Case Studies

Analysis and Critique of White's Effectiveness

Table 1: A Faculty Developer's (FD) Reasoning about White's Effectiveness

Table 2: Dialogue Between First Faculty Developer (FD) and White

Table 3: Dialogue Between Second Faculty Developer (FD) and White

Conclusions and Discussion

Table 4: Dialogue Between Third Faculty Developer (FD) and White

References

"It Ain't Necessarily So": Uncovering Some Assumptions About Learners And Lectures, Marilla D. Svinicki

To Improve the Academy: A Journal of Educational Development

Assumption 1: The topic is of sufficient interest to students to capture their attention

Assumption 2: Students can listen to and absorb a continual flow of information for 50+ minutes

Assumption 3: Students are aural learners

Assumption 4: Students are skilled listeners and notetakers

Assumption 5: Students have sufficient background and vocabulary to follow the lecture

Assumption 6: Students can monitor their own comprehension

Assumption 7: Students are assertive enough to speak up when they don't understand

Assumption 8: Students can translate what they hear into action

In Conclusion

The Kahuna As Professional And Organizational Development Specialists, Susanne Whitcomb, David Whitcomb

To Improve the Academy: A Journal of Educational Development

In this paper, we invite you to return to explore the ways of our professional development ancestors, for their processes were based on principles that are universal and therefore carry power to other cultures and times.

Appendix

References

Improving Classroom Climate For Women: The Faculty Developer's Role, Delivee L. Wright

To Improve the Academy: A Journal of Educational Development

Introduction

Institutional Context

What Has Been Done?

Types of Inequities for Women Students

Role of the Faculty Developer

Faculty Development Activities

Programs Tried at the University of Nebraska-Lincoln (UNL)

Conclusions

Appendix Self-Check Quiz

References

Ua37/30/2 Wku Research Notecards - A Topics, Lowell Harrison

Faculty/Staff Personal Papers

Notecards created by Lowell Harrison while researching his book Western Kentucky University. The cards transcribed below are for 170 topics beginning with A ranging from AAUP to Awards.

Ua37/30/2 Wku Research Notecards - D Topics, Lowell Harrison

Faculty/Staff Personal Papers

Notecards created by Lowell Harrison while researching his book Western Kentucky University. The cards transcribed below are for 139 topics beginning with D ranging from Dad's Day to Duplication.

Ua37/30/2 Wku Research Notecards - G Topics, Lowell Harrison

Faculty/Staff Personal Papers

Notecards created by Lowell Harrison while researching his book Western Kentucky University. The cards transcribed below are for 140 topics beginning with G ranging from G.I. Bill to Gymnastics.

Ua37/30/2 Wku Research Notecards - F Topics, Lowell Harrison

Faculty/Staff Personal Papers

Notecards created by Lowell Harrison while researching his book Western Kentucky University. The cards transcribed below are for 259 topics beginning with F ranging from Faculty - Hunt to Future of Education.

Ua37/30/2 Wku Research Notecards - H Topics, Lowell Harrison

Faculty/Staff Personal Papers

Notecards created by Lowell Harrison while researching his book Western Kentucky University. The cards transcribed are for 108 topics beginning with H ranging from Hail Storm to Hundred Club.

Ua37/30/2 Wku Research Notecards - L Topics, Lowell Harrison

Faculty/Staff Personal Papers

Notecards created by Lowell Harrison while researching his book Western Kentucky University. The cards transcribed below are for 151 topics beginning with L ranging from L&M Bookstore to Lyne, John.

Ua37/30/2 Wku Research Notecards - Q-R Topics, Lowell Harrison

Faculty/Staff Personal Papers

Notecards created by Lowell Harrison while researching his book Western Kentucky University. The cards transcribed below are for 118 topics beginning with Q & R ranging from Qualifications: Teachers to Russian Taught.

Ua37/30/2 Wku Research Notecards - N & O Topics, Lowell Harrison

Faculty/Staff Personal Papers

Notecards created by Lowell Harrison while researching his book Western Kentucky University. The cards transcribed below are for 41 topics beginning with N ranging from Nalbach, Walter 1910-2001 to Nursing and 53 topics beginning with O ranging from Observatory to Owensboro Protests.

Ua37/30/2 Wku Research Notecards - T Topics, Lowell Harrison

Faculty/Staff Personal Papers

Notecards created by Lowell Harrison while researching his book Western Kentucky University. The cards transcribed below are for 1125 topics beginning with T ranging from Taff, Nollie Olin 1884-1951 to Typewriters.

Regular Education Teachers’ Attitudes And Knowledge Concerning The Mainstreaming Of Handicapped Students, Kenneth R. Brown

Dissertations (Pre-2016)

The purpose of this study was to determine whether regular education teachers, when given an intensive training program in all aspects of special education, will be more at ease when teaching handicapped students and in turn have im proved attitudes when working with these students. The data for the study were collected in 1984 and 1985 using a researcher-designed instrument entitled Special Education Attitude Survey (SEAS). A total of 93 teachers in the Spring Branch Independent School District (Houston, Texas) was in cluded in the study. A treatment group was administered training in a two-day workshop setting. The control group …

The Influence Of Federal Administrative Trends On The Budgetary Processes Of Nigeria’S Federal Universities., Iliya Wambi Samaila

Dissertations (Pre-2016)

The proliferation of university educational demand in Nigeria occurred as a result of the oil boom and the subsequent creation of nineteen states. In 1974, Ibadan and Lagos Universities were the only federal universities; in 1976 seven more universities were created. The sudden increase, from two in 1974 to thirteen federal universities in 1976, necessitated the adoption of the formula funding model, which was perceived as being capable of allocating resources to all similar academic programs in the institutions. The thirteen federal universities were used in the study. The purpose of this study was to evaluate the applicability outcome of …

Micro Computer Network Newsletter

Professional and Organizational Development Network in Higher Education: Conference Materials

Welcome

Available in the Resource Room

Equipment

Software Category / Type of Machine

Luncheon Round Table

Share Your Resources at the Conference

Interactive Video Project

Dabbler's Corner

Dabbler's Corner (con't)

User Groups

Thanks

Future Newsletters

Networking

19850101: Curriculum And Instruction, 1966-1992, College Of Education And Professional Development

Guides to University Archives

These items include materials from the College of Education and Professional Development at Marshall University from 1966-1992. Items were received in 1985 with items added to it afterwards. This collection was not processed until 2026 and include notable publications set for the K-12 public school system (Ohio Schools Magazine; The Columbus Dispatch Magazine; The Elementary School Journal; Kentucky School Journal, and more). Please download the finding aid for full list of contents.

Toward A Rationale For Foreign-Language Proficiency Requirements For Doctoral Degrees In Selected Professional Disciplines, Aurelia Rae Holman

Dissertations

Problem. In the United States, a uniquely American situation exists in that there appears to be no uniform or consistent comprehensive rationale underlying foreign-language study and proficiency requirements for doctoral degrees. As contrasted to students in other parts of the world, especially in Europe--where compulsory basic requirements are usually met by language studies in elementary through secondary school--most American graduate students are ill-prepared for foreign-language proficiency examinations on the doctoral level.

Method. Historical literature was reviewed to gather information regarding the development of foreign-language requirements in the United States and in Europe. In addition, a request for information about current …

0419: John Warren Papers, 1960-1970, Marshall University Special Collections

Guides to Manuscript Collections

Graduate school dean and botany professor, Marshall University. Papers relate to botanical research in Latin America and contain reprints of articles; several personal items.

Undergraduate Catalog (1985-1986), University Of Nebraska At Omaha

Undergraduate Catalogs

The University of Nebraska at Omaha was founded in 1908 as the University of Omaha, a private, nonsectarian college. Its campus was at 24th and Pratt Streets in northeast Omaha. The first term of the co-educational college began in 1909, under the leadership of Dr. Daniel E. Jenkins.

Graduate Academic Catalog (1985-86), University Of Nebraska At Omaha

Graduate Catalogs

Graduate Catalog, 1985-86

This Graduate Catalog is provided by the Graduate Faculty of the University of Nebraska at Omaha in the hope that it will be a source of information to you on the graduate programs available through our University. We are proud of our University and of its programs. We encourage you to become acquainted with us and with the many resources available to the community through the University. We have tried to include as much information as possible, but obviously we could not include everything. If you have questions which are not answered here, please feel free to …

Ua37/30/2 Wku Research Notecards - Buildings, Lowell Harrison

Faculty/Staff Personal Papers

Notecards regarding buildings on WKU’s campus created by Lowell Harrison during his research for the 75^th anniversary history of WKU.

Ua37/30/2 Wku Research Notecards - M & Mc Topics, Lowell Harrison

Faculty/Staff Personal Papers

Notecards created by Lowell Harrison while researching his book Western Kentucky University. The cards transcribed below are for 111 topics beginning with M ranging from MACT to McVey, Frank Lerond 1869-1953 - Speaks.