Educational Administration and Supervision Commons^™

Taking “Stock” Of Pedagogical Content Knowledge In Science Education, Harcharan Pardhan, Alan Wheeler

Institute for Educational Development, Karachi

This article focuses on efforts of facilitate the development of MEd science students' conceptual understanding of content, pedagogy and pedagogical content knowledge (PCK). A basic premise of the approach taken was that to teach conceptually, students must learn conceptually. A four-step conceptual process was followed with the participants to help them actively construct knowledge about fundamental science concepts and enhance their confidence and enthusiasm for science teaching. Equivalent forms of an assessment instrument entitled the Science Test of Content Knowledge (STOCK), used as per- and post-performance measures, revealed a significant difference. The article describes the structured activities built into the …

Koinonia, James S. Spiegel, Ryan Hartwig, Jesse Brown, David Craig

Koinonia

In This Issue
The Quest for Moral Integrity, James S. Spiegel

The Freshmen Year Experience: A Senior's Perspective, Ryan Hartwig

Around Campus

Relationship Emphasis Week, Jesse Brown

Spotlight on Service
The Schuberts: Finding Passion on a Journey of Faith, David Craig

Regular Features
President's Corner

Editor's Disk

Annual Conference: Memories of the ACSD 2000 at Taylor University

Book Review: What Christians Think about Homosexuality

ACSD Business: Placement Services

ACSD Business: Logo Search

Moving A University Or College Toward A Lifelong Learning Orientation, John A. Henschke Edd

IACE Hall of Fame Repository

Extensive research and experiences have been conducted in to the processes necessary for moving a university or college toward a lifelong learning orientation. These ideas are presented here for consideration and assistance for these who wish to implement and test the ideas in new and different contexts. This paper focuses on the following elements: A definition of lifelong learning; Criteria producing a solution to today's lifelong learning issues, Faculty development of good practice oriented toward understanding and helping adults learn; Domains for planning and implementing a successful lifelong learning institution; Understanding developments that will change the environment in which lifelong …

Mentoring For University Outreach And Extension, John A. Henschke Edd

IACE Hall of Fame Repository

No abstract provided.

Volume 13, Number 02, Don Forrester Editor

Reaching Through Teaching

Full text of Volume 13, Number 02 of Reaching Through Teaching.

An Exploration Of Common Domain Skills Necessary For Intraschool And Classroom Success, Phillip A. Hatch

Electronic Theses and Dissertations

The focus of this study is on teachers' perceptions of those classroom skills and intraschool skills needed for success in schools currently engaged in the implementation of a model of school reform. An instrument was developed based on the skills identified by the Interstate New Teachers Assessment and Support Consortium (1992) and the National Board for Professional Teaching Standards (1989). Faculty in schools currently engaged with a model of reform responded to survey items based on two scenarios: one describing a classroom environment; the other describing an intraschool environment. Data were collected from 495 faculty members in 22 schools in …

Nefdc Exchange, Volume 10, Number 2, Spring 2000, New England Faculty Development Consortium

NEFDC Exchange

Contents

Message from the President - Matt Ouellet, University of Massachusetts-Amherst

Adult Learning Theory Informs Authentic Assessment - Ellen L. Nuffer, Keene State College

News from Vermont: New Faculty Orientation - Thomas S. Edwards, Castelton College

Teaching for a Change Conference, June 12-14, 2000, Colorado Springs, Colorado, United States

News from Massachusetts: Using Technology to Promote Active Learning - Bill Heineman, Northern Essex Community College

Searching for Great Assignments - Jeffrey Halprin, Nichols College

Call for papers; Community College Journal of Research and Practice

News from Maine: Discussion as a Way of Teaching - James Berg, University of Maine

Virginia …

Reviewing And Renewing General Education: A Practical Guide, Janice S. Green

New England Resource Center for Higher Education Publications

The process of reviewing and renewing a program of general education is complex, challenging, and often frustrating. This paper is presented with the aim of facilitating the process from inception to successful conclusion. Practical guidelines and suggestions, derived from long experience as faculty member, academic administrator, and consultant, are offered to assist those responsible for reviewing, evaluating, developing, and implementing general education curricula. Emphasis is placed on collaborative practices, ongoing open communication, thorough planning, and reliable information. It is assumed throughout, that pitfalls can be avoided, obstacles circumvented, and a climate of civility maintained despite the difficulty and scope of …

Koinonia, Barry Loy, Skip Trudeau, Tim Nichols, David Johnstone, Brad Bowser, Damon Seacott, Steve Beers

Koinonia

ACSD Celebrates 20 Year Anniversary
ACSD: Past, Present, Future, Barry Loy and Skip Trudeau

ACSD Memories, Tim Nichols

Our Scrapbook: The People, The Places, The Lives We've Touched

In This Issue
Why Do We Do the Things We Do?: Questions to be asked by the follower of Jesus, David Johnstone

Be Prepared to Prepare: Our students search for a simple faith and a simple truth, Brad Bowser and Damon Seacott

In The Field
Preparing for a Professional Transition, Steve Beers

Regular Features
President's Corner

Editor's Disk

Coalition of Christian College Activities (CoCCA)

News from the Regions: Spotlight on the North …

Koinonia, Eric Spiecker, Lynne Sparks, Brent D. Ellis, George D. Kuh, Edee Schulze, Greg Bish

Koinonia

In This Issue
The Outward Bound "Temporary Community": A Practical Framework for Understanding Residence Life, Eric Spiecker

Community Service Learning and Christian Higher Education, Lynne Sparks

Diversity Education: Helping Students Find a Common Ground, Brent D. Ellis

Student Bashing: An Unseemly Academic Tradition, George D. Kuh

In The Field
Gender Dynamics in the Classroom at an Evangelical Christian Liberal Arts College, Edee Schulze

Around Campus
From Service to Learning, Greg Bish

CoCCA Hot Tip: Celebrating Diversity

Regular Features
President's Corner

Editor's Disk

Annual Conference: New Professionals Retreat

Book Review: More Light Less Heat: How Dialogue Can Transform Christian Conflicts Into …

Catalogue 2000-2001, Bank Street College Of Education

Graduate School of Education

This course catalog from a past academic year is a resource for referring to previous course offerings, degree requirements, institutional policies, and more.

Understanding The Headteachers’ Role In Pakistan: Emerging Role Demands, Constraints And Choices, Muhammad Memon, Rana Nazir Ali, Tim Simkins, Viv Garret

Institute for Educational Development, Karachi

Little effort is made to study the role of headteachers in the eastern context, including Pakistan. This paper is based on the study conducted in the government and non-government schools in Pakistan in order to understand headteachers ' role in terms of the emerging demands, constraints and choices. The study suggests that the government school headteachers seem to be less proactive and more interested in maintaining status quo because of the influence of the 'topdown management model'. The study also suggests that the government headteachers have limited choices and many constraints because of the influence of the bureaucratic system. Their …

The Impact Of School Reform On Teacher Professionalism Lessons From Case Studies To Inform Future Professional Development Initiatives, Meher Rizvi

Institute for Educational Development, Karachi

This paper will outline a number of issues faced by Government Primary Schools in Pakistan. Specifically, it will identify a research agenda that needs to be addressed if these schools are to progress. Pakistan's educational system is faced with many problems and dilemmas and each dilemma justifies a reason, but perhaps no problem is as grave as the low quality, the poor morale and the dejected professional status of the teachers. I say that because I believe that schools are only as good as their teachers, regardless of how high their standards, how up-to-date their technology, or how innovative their …

The Challenge And Test Of Our Values: An Essay Of Collective Experience, Kay Herr Gillespie

To Improve the Academy: A Journal of Educational Development

Departing from a specific experience at the 1998 POD conference, the values of the organization—most specifically and directly the “valuing of peopk”—were challenged and put to the test of whether or not we genuinely and sincerely strive to actualize our values. This situation is generalizable to our daily professional and personal lives, and the essay invites readers’ reflection through an examination of our values in combination with the story. The challenge continues, and the test is not finished.

Student Collaboration In Faculty Development: Connecting Directly To The Learning Revolution, Milton D. Cox, D. Lynn Sorenson

To Improve the Academy: A Journal of Educational Development

Although faculty developers have worked successfully with faculty to focus on ways to enhance learning and listen to student voices, developers have rarely formed partnerships with students. This chapter reviews established practices involving students directly in faculty development, such as student observer/consultant programs. It also describes the nature, dynamics, and outcomes of some interesting new programs involving students in teaching development activities, thereby empowering students to join developers as change agents ofcampus culture. Finally, this chapter raises issues for faculty developers to reflect on as they consider establishing direct connections-partnerships-with students.

Finding Key Faculty To Influence Change, Joan K. Middendorf

To Improve the Academy: A Journal of Educational Development

To succeed in getting faculty to accept new teaching approaches, academic support professionals can benefit from the literature on planned change. By understanding the different rates at which faculty accept change, we can also identify the faculty most likely to lead their colleagues to accepting new approaches. Opinion leaders can offer insight into faculty reactions to new approaches; their involvement in project planning can influence acceptance. Innovators, when selected carefully, can demonstrate and test new teaching approaches. Knowledge of when and how to involve these two kinds of faculty can reduce frustration and enhance efforts to spread new ideas about …

Teachnology: Linking Teaching And Technology In Faculty Development, Mei-Yau Shih, Mary Deane Sorcinelli

To Improve the Academy: A Journal of Educational Development

As a coordinator of teaching technologies and director of a center for teaching in a large research university, we have worked collaboratively over the last year to achieve a common goal: to implement and refine several faculty development initiatives that create linkages among the domains of teaching, learning, and technology. In this case study, we will describe the kinds of programs we’ve developedand summarize lessons we’ve learned. We hope that faculty developers on other campuses who are grappling with how to define their mission related to technology and how to work with faculty to integrate teaching and technology can adapt …

Qilt: An Approach To Faculty Development And Institutional Self–Improvement, Mike Laycock

To Improve the Academy: A Journal of Educational Development

In a climate of increasing emphasis on quality assurance and extra-institutional quality scrutiny, the author argues that faculty developers have a role in encouraging an enhancement-led culture. Faculty ownership of,and responsibility far, continuous quality improvement can help to provide an engagement with teaching and learning issues and may help to overcome resistance and mistrust. At the University of East London, UK, an enabling, whole-institutional framework called QILT (Quality Improvement in Learning and Teaching), whereby faculty create and implement funded improvement plans, has helped to generate this culture.

Transforming Introductory Psychology: Trading Ownership For Student Success, Randall E. Osborne, William Browne, Susan J. Shapiro, Walter F. Wagor

To Improve the Academy: A Journal of Educational Development

As colleges struggle to maintain enrollments, many have shifted from a primary focus on recruitment of new students to an increased focus on retaining students once they begin attending the college or university. An examination of introductory courses on our campus, however, revealed significant differences between faculty perceptions of student skills and the actual skills students brought into the classroom. This prompted shifts in the manner in which we teach introductory psychology on our campus in order to enhance the skills necessary for success in survey courses and to provide a foundation of learning and thinking skills that would translate …

Creating A Culture Of Formative Assessment: The Teaching Excellence And Assessment Partnership Project, Roseanna G. Ross, Anthony Schwaller, Jenine Helmin

To Improve the Academy: A Journal of Educational Development

In a year-long, grant-supported collaborative effort, St. Cloud State University’s Assessment Office and Faculty Center for Teaching Excellence created a Classroom Assessment Techniques (CATs) faculty development project. This project was targeted at departments across campus at St. Cloud State University, with the intent of creating a university climate of formative assessment while improving teaching and learning. This article describes the purposes, stages of implementation, and results of the project as measured by a pre-test and post-test survey. The pre-and post-test surveys indicate that the project was highly effective in impacting the use of CATs among participants and their departmental colleagues.

Preface, Volume 18 (2000), Matthew Kaplan

To Improve the Academy: A Journal of Educational Development

Preface to volume 18 (2000) of To Improve the Academy: A Journal of Educational Development, written by Matthew Kaplan of the University of Michigan.

Diversity And Its Discontents: Rays Of Light In The Faculty Development Movement For Faculty Of Color, Edith A. Lewis

To Improve the Academy: A Journal of Educational Development

Two faculty development conferences held within a six-day period during October 1998 yielded important experiences and lessons for faculty and professionals interested in working with faculty of color. This paper, written from the standpoint of a faculty member of color, outlines the strengths and challenges of working on these issues in higher education institutions.

On The Path: Pod As A Multicultural Organization, Christine A. Stanley, Matthew L. Ouellet

To Improve the Academy: A Journal of Educational Development

Since 1993, the Professional and Organizational Development Network (POD) has made an increasingly stronger commitment to becoming a multicultural organization. Poised at the entrance to a new century, it seems useful to examine the current standing of this goal in the context of the overall growth and development of POD. In this article the authors take stock of the organization’s history related to multiculturalism, discuss POD’s current organizational strengths and challenges related to models of multicultural organizational development, and offer suggestions for further progress on the path to becoming a multicultural organization.

From Transparency Toward Expertise: Writing–Across–The–Curriculum As A Site For New Collaborations In Organizational, Faculty, And Instructional Development, Philip G. Cottell Jr., Serena Hansen, Kate Ronald

To Improve the Academy: A Journal of Educational Development

This paper will inform readers about a comprehensive approach to collaborative efforts between faculty developers, discipline specific faculty, and writing specialists. Miami University’s Richard T. Farmer School of Business Administration has begun to support a team of writing specialists, led by a faculty developer. This team has worked with business faculty lo build a model of collaboration far using Writing-Across-the-Curriculum that addresses some of the shortcomings of earlier models. This paper recounts the successful use of this new model in one accounting class.

Faculty Teaching Partners And Associates: Engaging Faculty As Leaders In Instructional Development, Myra S. Wilhite, Joyce Povlacs Lunde, Gail F. Latta

To Improve the Academy: A Journal of Educational Development

Special interest discussion groups provide opportunities for faculty to address specific instructional issues in a variety of areas including technology, distance learning, general teaching topics, pre-tenure issues, honors teaching, and the like. In 1995, to leverage the Teaching and Learning Center’s resources, outstanding classroom teachers were invited to provide leadership for discussion groups by serving as Partners or Associates. This chapter describes how an inexpensive faculty discussion-group leadership program maximizes a teaching improvement center’s resources, makes innovative teaching visible, and provides peer models for other faculty while helping promote an overall institutional culture that actively supports teaching excellence.

Fragmentation Versus Integration Of Faculty Work, Carolin Kreber, Patricia Cranton

To Improve the Academy: A Journal of Educational Development

Present faculty development practice encourages new faculty to integrate teaching, research, and other aspects of academic work early in their careers. By drawing on both the cognitive and the developmental psychology literature, we propose integration as an advanced stage of adult development that comes about as a result of extensive experience and expertise. We argue that faculty should be advised to focus on either research or teaching at different times during their early years and that integration of professorial roles should only be expected at a later stage. We discuss the implications of such an approach for faculty development.

Getting Lecturers To Take Discussion Seriously, Stephen Brookfield, Stephen Preskill

To Improve the Academy: A Journal of Educational Development

In this chapter we examine how faculty resistant to experimenting with discussion methods can be encouraged to take them seriously. We begin by acknowledging and addressing publicly the objections to using discussion most frequently raised by skeptical faculty. We then turn to proposing what we believe are the most common reasons why attempts to use discussion sometimes fail: that teachers have unrealistic expectations of the method, that students are unprepared, that reward systems in the classroom are askew, and that teachers have not modeled their own participation in, and commitment to, discussion methods. For each of these reasons we suggest …

“It's Hard Work!”: Faculty Development In A Program For First–Year Students, Martha L. A. Stassen

To Improve the Academy: A Journal of Educational Development

Academic programs designed specifically for first-year students provide an important opportunity for faculty growth. This chapter contributes to the limited literature on this topic through a qualitative analysis of interviews with faculty members who taught in an experimental living-learning community for first-year students at a Research I Public University. The analysis suggests atleast four dimensions of faculty growth as a result of their involvement in first-year programs. In addition to outlining the types of impact this experience has on the faculty involved, the article suggests the implications of these findings for faculty development.

The Influence Of Disciplinary Differences On Consultations With Faculty, Virginia Lee

To Improve the Academy: A Journal of Educational Development

In recent years researchers have begun to investigate the nature of disciplinary differences in higher education and their implications for teaching and learning. While researchers have studied several aspects of disciplinary differences, they have given comparatively little attention to the significance of these differences for faculty development. After reviewing selective, representative studies from the literature on disciplinary differences, this paper develops a general framework for determining how the characteristics of a discipline influence the dynamics of the consulting relationship using the example of the hard sciences. It explores what kinds of discipline-specific knowledge will be important for consultants and under …

The Scholarship Of Teaching And Learning: A National Initiative, Barbara L. Cambridge

To Improve the Academy: A Journal of Educational Development

As part ofthe scholarship of teaching and learning, faculty members study the ways in which they teach and students learn in their disciplines, and campuses foster this scholarship at the institutional level. A national initiative called the Carnegie Academy for the Scholarship of Teaching and Leaming constitutes three programs to engage and support individuals, campuses, and disciplinary associations in this form of scholarly work. This article describes the Pew Scholars Fellowship Program, the Campus Program, and the Work with Scholarly Societies and invites participation of campuses in this exciting initiative.