Educational Administration and Supervision Commons^™

Nefdc Exchange, Volume 15, Number 1, Spring 2004, New England Faculty Development Consortium

New England Faculty Development Consortium Exchange

Contents

Message from the President: Things We Value - Tom Edwards, Thomas College

Metaphors for Teaching - Polly Parker and Bill Searle

Significant Learning Experiences: Integrated Course Design Designing the Learning We Want into the Learning Experiences - L. Dee Fink

NEFDC Fall Conference Keynote Speaker: L. Dee Fink

NEFDC Spring Roundup, June 4, 2004; theme: Building Community and Collaboration Through Technology

UNH To Offer Online Certificate in College Teaching - Michael Lee, University of New Hampshire

Assessment in New England: Announcing Discipline-Based Workshops

Conference: Faculty-Student Partnerships in Teaching and Learning

Board of Directors

A Comparison Of Bullying In Four Rural Middle And High Schools, Jody Isernhagen, Sandra Harris

Department of Educational Administration: Faculty Publications

Bullying in rural school settings is clearly a problem and some of our students are suffering as a result .. Bullying is defined in this study of 819 rural middle and high school students as when a student is exposed repeatedly to negative actions by one or more other students. Students responded to a questionnaire about how often and where bullying occurred and who students told. Analysis of the data reported frequencies, and the Pearson chi-square was used to test for significance (p <.05) for gender and school level. Results indicated that while there are many similarities, there are some differences in bullying at these two levels that should be considered when reducing bullying. First, students should be encouraged to develop positive strategies to react to name calling and teasing particularly at the middle school level. Second, administrators and teachers must communicate better with students that they care about reducing bullying, especially at the high school level.

A Study Of Chief Academic Officer Perceptions Of Professional Development In The Emerging Louisiana Community And Technical College System, Barbara Rumohr Jones

College of Education and Human Sciences: Dissertations, Theses, and Student Research

This qualitative multi-site case study was conducted to investigate current practices, experiences, support, and perceptions as expressed by Chief Academic Officers (CAO) concerning professional development in the seven Louisiana Community and Technical College System (LCTCS) community colleges. Criterion sampling was used to select the participants for the questionnaire and interview based on their knowledge of and responsibility for professional development. The participants for the questionnaire were the CAOs at the seven LCTCS community colleges. The participants for the interviews were the CAOs, other key personnel identified by the CAOs, and the President of the LCTCS.

Data were collected through the …

2004-05 Unopa Annual Report

UNOPA: Annual Reports

INSIDE THIS REPORT President’s Report ........................ 1 Elected Officer’s Reports .............. 2 Financial Statement ...................... 3 Standing Committee Reports ....... 4 Ad Hoc Committee Reports ........ 15 State & National Activities .......... 17 UNOPA Duties of Committees .... 18 UNOPA Constitution ................... 19 UNOPA Bylaws ........................... 21 UNOPA Standing Rules .............. 23

Combating Stovepipes: Implementing Workflow In Uportal, Mark Askren, Marina Arseniev

Information Technology Services: Publications

Simplifying business processes and avoiding stovepipes prompted the inclusion of a workflow channel within the uPortal implementation at UC Irvine.

With a new wave of campus IT solutions comes a familiar challenge: How do you encourage and help build distributed applications without being overrun by stovepipe solutions? Anticipating significant enrollment growth (5 percent per year) for the next several years, double- digit annual growth in funded research, and little chance that resources will be available to address increased workload, the University of California Irvine continues to streamline and simplify business processes as part of administrative technology planning at the university.

Unopa Notes 2004

UNOPA: Newsletters

No abstract provided.

Call For Proposals: Culture, Communication, Créativité

Professional and Organizational Development Network in Higher Education: Conference Materials

No abstract provided.

Registration Information

Professional and Organizational Development Network in Higher Education: Conference Materials

Conference Schedule

Keynote Speaker

Plenary Speaker

Conference Workshops and Sessions

New this year

Sites and Excursions

Register Early!

Conference Program: Culture, Communication, Créativité

Professional and Organizational Development Network in Higher Education: Conference Materials

My Conference Session Planner

Welcome, by L. Dee Fink (President)

Core Committee 2004

Conference Overview

POD Presidents and Conference Sites

Acknowledgements

Conference Events for Administrators

POD Honored Presentation Awards in Recognition of Robert J. Menges

Schedule

2005 STLHE Conference

Conference Notes

POD Conference Evaluation

Office Of Research And Graduate Studies -- Annual Report 2003-2004

Office of Research and Economic Development: Publications

Contents
Science and Engineering page
Recombinant Bandage 02
Advanced Computing, Everyday Life 04
Software Engineering 05
Silicon Nanotubes. 06
Nutritional Genomics and Nanomaterials. 08
Genetics of Virulence 09
Rapid PCR Device. 10
Selenium, Cancer and Aging 12
Education
Math in the Middle Institute. 14
Project Fulcrum 16
School Readiness for Parents 17
Behavioral Science
Assessing Threatening Behavior 18
Family Dynamics of Infertility 19
Arts & Humanities
Encyclopedia of the Great Plains 20
Global Politics 22
Sculpture Conservation. 22
Commission with Philip Glass 23
Rising Stars page
Luminescence. 24
Giant Thunderstorms 24
Debugging Software 25
Technology Development
Robotic Traffic Barrels 26 …

Preface, Volume 22 (2004), Catherine M. Wehlberg

To Improve the Academy: A Journal of Educational Development

Preface to volume 22 (2004) of To Improve the Academy: A Journal of Educational Development, by Catherine M. Wehlberg of Texas Christian University.

Introduction, Volume 22 (2004)

To Improve the Academy: A Journal of Educational Development

Introduction to volume 22 (2004) of To Improve the Academy: A Journal of Educational Development.

From Sgid And Gift To Bbq: Streamlining Midterm Student Evaluations To Improve Teaching And Learning, Margaret K. Snooks, Sue E. Neeley, Kathleen M. Williamson

To Improve the Academy: A Journal of Educational Development

Faculty members want feedback about ways to improve learning. Midterm assessments are more useful than end-of-term student evaluations. Not all institutions provide faculty development consultants. This chapter presents an innovative process appropriate for institutions currently without teaching enhancement centers. The Bare Bones Questions (BBQ) process consists of empathic trained colleagues facilitating students’ evaluative discussions. Students and faculty members are overwhelmingly positive about the process piloted for the past three years. Students’ suggestions can include simple changes in classroom environment or enhanced sensitivity to cultural diversity. BBQ may build intra-institutional collegiality by reducing the isolation of teaching.

A Versatile Interactive Focus Group Protocol For Qualitative Assessments, Barbara J. Millis

To Improve the Academy: A Journal of Educational Development

A highly flexible focus group protocol captures efficiently and economically useful data for immediate and longitudinal course and program assessment. Special features include an index card activity that deals with satisfactions levels and a Roundtable/Ranking activity that allows participant-generated judgments about the most positive and the most negative features of a course or program. These latter activities, with data displayed in an Excel histogram and in a colored-coded Word table, can be used for what is called a “Quick Course Diagnosis” (QCD).

A Transformative Model For Designing Professional Development Activities, David J. Langley, Terence W. O'Connor, Michele M. Welkener

To Improve the Academy: A Journal of Educational Development

A new model for professional and organizational development is presented based on concepts derived from Wilber (2000) and Astin (2001). The model consists of an individual/public dimension and a reflection/performance dimension. Four quadrants that result from connecting these dimensions are formed: 1) individual reflection, 2) public reflection, 3) individual performance, and 4) public performance. We believe this model offers faculty developers a framework for designing thoughtful programs to aid faculty in meeting the wide range of internal and external demands that confront higher education institutions.

Problem–Based Service–Learning: Rewards And Challenges With Undergraduates, Kenneth France

To Improve the Academy: A Journal of Educational Development

Students in three Abnormal Psychology sections participated in problem-based service learning (PBSL). Desired learning outcomes included humanizing persons diagnosed with mental health disorders and more fully appreciating challenges experienced by such individuals. Students completing the PBSL projects evidenced decreased negative feelings and increased positive feelings toward consumers of mental health services. According to the community partners, students made valuable contributions to both the organizations and the mental health consumers served by those organizations. Students saw the activity as being challenging and rewarding.

Effective Peer Evaluation In Learning Teams, Debbie Williams, Doug Foster, Bo Green, Paul Lakey, Raye Lakey

To Improve the Academy: A Journal of Educational Development

Evaluating student performance in learning teams is challenging. This chapter reviews the student learning team and peer evaluation literature. The authors share the results of their experience using four rubrics for peer evaluation in student learning teams. Student learning teams involve forming students into teams for the semester to enhance their active learning. A portion of the course grade is dedicated to team quizzes, activities, and projects. The authors conclude that peer evaluation data should be used both formatively and summatively to enhance team cohesion and accountability and provide their preferred rubric for the peer evaluation process. Usage of forced …

An International Perspective On Assessing Group Projects, Deborah Willis, Barbara J. Millis

To Improve the Academy: A Journal of Educational Development

The value of group work for enhancing learning is well documented. However, to maximize the impact of group work on student learning, faculty should carefally consider course design and assessment. This chapter draws on research, policy, and practice from the US, Canada, Australia, and New Zealand to emphasize the importance of adopting an integrated approach to group work through careful planning. Guidelines emphasize ways to provide for the responsive, responsible assessment of group projects.

The Hesburgh Certificate And Portland State University's Faculty Development Approach To Supporting Service Learning And Community–University Partnerships, Kevin Kecskes, Amy Spring, Devorah Lieberman

To Improve the Academy: A Journal of Educational Development

Service learning now has a prominent home in hundreds of diverse campuses across the nation. Developing service-learning expertise and other community-campus partnership enhancement strategies for faculty requires innovation. Recently, Portland State University’s Center for Academic Excellence received the Theodore M. Hesburgh Certificate of Excellence for Community-University Partnerships. This chapter outlines the center’s three-tiered approach to supporting and sustaining civic engagement practices that are sensitive to individual needs on campus and in the community, while also working toward ongoing departmental and institutional transformation.

Making Adjunct Faculty Part Of The Academic Community, Karen R. Krupar

To Improve the Academy: A Journal of Educational Development

Hundreds of adjunct faculty in four-year colleges and universities teach over 45% of the courses, especially in the general education programs, but few institutions have chosen to construct adjunct faculty development programs that integrate these faculty into the instructional community. Metropolitan State College of Denver, recipient ofa Title III grant to build an adjunct development program received a TIA-CREF Hesburgh Award of Excellence in 2001 for its innovative adjunct support activities. This chapter articulates the features of this successful program and its effect on the adjunct faculty cohort at the college.

Bibliography, Volume 22 (2004)

To Improve the Academy: A Journal of Educational Development

Bibliography for volume 22 (2004) of To Improve the Academy: A Journal of Educational Development.

doi: 10.3998/tia.17063888.0022.023

Preface, Volume 23 (2004), Sandra Chadwick-Blossey

To Improve the Academy: A Journal of Educational Development

Preface to volume 23 (2004) of To Improve the Academy: A Journal of Educational Development, by Sandra Chadwisk-Blossey of Rollins College.

About The Authors, Volume 23 (2004)

To Improve the Academy: A Journal of Educational Development

About the authors of articles in volume 23 (2004) of To Improve the Academy: A Journal of Educational Development.

Introduction, Volume 23 (2004)

To Improve the Academy: A Journal of Educational Development

Introduction to volume 23 (2004) of To Improve the Academy: A Journal of Educational Development.

Transforming The Environment For Learning: A Crisis Of Quality, Lion F. Gardiner

To Improve the Academy: A Journal of Educational Development

This chapter addresses academic leaders and summarizes research findings on the conditions needed to produce learning and student development in higher education at the level required by society, and our relative success in doing this. It attempts to make clear the urgency for change that exists in the way in which we conduct our educational affairs. It describes the causes of less-than-optimal learning, outlines 10 key elements for effectively managing learning in complex institutions, presents eight steps required to lead a successfull transformation in an institution or unit, and provides resources with detailed information and guidance.

The Institutional Change Agency: The Expanding Role Of Academic Support Centers, Robert M. Diamond

To Improve the Academy: A Journal of Educational Development

Higher education is going through significant changes stimulated by the rapid growth of the internet, tht increasing globalization of hightr education, and the ever-pressing question of institutional quality. New modts of educational dtlivery through virtual networks art breaking the traditional mold of instructional provision. New players, new pedagogies, and new paradigms are redefining higher education. The rules art changing, and there is increased pressure on institutions of higher education to evolve, adapt, or desist.

Leading Change: Creating A Culture Of Assessment, Patricia M. Dwyer

To Improve the Academy: A Journal of Educational Development

In Leading Change, John Kotter (1996) outlines an eight-step process to effect major organizational change. At Shepherd College, the assessment process that evolved into a culture of assessment mirrors the sttps that Kotter describes. In 1998, Shepherd College found itself in a predicament that many colleges and universities can relate to: slated for an accreditation visit in 2002 with campus assessment efforts stalled at every turn. A new director organized an assessment task force, established a template for assessment plans and reports, and began grassroots education about assessment. Over the four years, a vision that aligned assessment with improving student …

Evidence Of The Transformational Dimensions Of The Scholarship Of Teaching And Learning: Faculty Development Through The Eyes Of Sotl Scholars, Connie M. Schroeder

To Improve the Academy: A Journal of Educational Development

This analysis began ftom two unlikely starting points: a favorite Marcel Proust quote below that has nothing to do with faculty development, but could, and Pat Hutchings (2000) descriptive quote, “The scholarship of teaching and learning [SoTL]is characterized by a transformational agenda” (p. 8). Do SoTL faculty development programs faster transformation? Is there evidence of a transformational process and transformative learning? The project summaries of eight SoTL scholars were analyzed for evidence of transformation. The evidence for transformation of landscapes of learning, teaching, scholarship, and self are explored ftom SoTL scholars’ perspectives in a faculty development program, providing insight into …

The Roles Of Teaching And Learning Centers, Alan C. Frantz, Steven A. Beebe, Virginia S. Horvath, Joann Canales, David E. Swee

To Improve the Academy: A Journal of Educational Development

This chapter shares findings from a survey of teaching and learning centers on college and university campuses in the United States. Topics addressed include organizational infrastructure, assessment and accountability, factors/challenges contributing to successful implementation, and a list of functions and program offerings found in teaching and learning centers across the country.

Looking At Ourselves: The Quality Of Life Of Faculty Development Professionals, Kathleen T. Brinko, Sally S. Atkins, Marian E. Miller

To Improve the Academy: A Journal of Educational Development

Responses to a questionnaire revealed that faculty development professionals typically juggle several roles—which they find to be energizing—and typically balance multiple challenges and stressors—which they feel they handle well. These faculty developers are enthusiastic about and, in many cases, sustained by their work because they find opportunities for lifelong learning, professional growth, and meaningful work.