Educational Administration and Supervision Commons^™

Peers Coaching Teaching: Colleagues Supporting Professional Growth Across The Disciplines, Kate Kinsella

To Improve the Academy: A Journal of Educational Development

Peer coaching is a highly effective way to encourage professors to talk about teaching in a purposeful manner and to venture from traditional academic practices. However, peer coaching is more complex than it appears at first glance. This article provides background on the coaching process, a description of two basic peer coaching models, and guidelines for selecting and training coaches.

Exploring Student Ratings Through Computer Analysis: A Method To Assist Instructional Development, Robert Lewis

To Improve the Academy: A Journal of Educational Development

This paper demonstrates how computer analysis of student ratings can assist professors in instructional development. Student ratings of three courses taught by the author were placed in computer databases and were then manipulated using BASIC programs. The needs of different client groups within a class were considered. Ratings of students who had different professional goals and differing preferences for learning goal structures were compared. The responses of students to nine different procedures within a class were analyzed to study the interaction between enjoyment, challenge, and learning on the class components. The author argues that computer analysis of the raw data …

Credibility: The Crux Of Faculty Development, Margaret M. Morgan, Patricia H. Phelps, Joan E. Pritchard

To Improve the Academy: A Journal of Educational Development

Credibility, the quality through which leaders earn the trust and confidence of their constituents, underlies effective faculty development. Drawing upon the work of Kouzes and Posner (1993), this paper examines six practices, or disciplines, by which faculty developers can increase their credibility.

The Case For Instructional Mentoring, Richard J. Nichols, Beverley T. Amick

To Improve the Academy: A Journal of Educational Development

Mentoring to enhance instructor performance in the classroom is the focus of this article. It is directed toward faculty developers conducting or developing a mentoring program, and toward individuals about to enter a mentor-mentee relationship. The article provides a look at mentoring in general, concentrates on what is required of the mentor and the mentee in order to develop teaching talent, and makes a case for the importance of mentor training. A suggested mentor training seminar concludes the article.

Teaching And Learning In The Diverse Classroom: A Faculty And Ta Partnership Program, Matthew L. Ouellett, Mary Deane Sorcinelli

To Improve the Academy: A Journal of Educational Development

On most campuses, diversity education and faculty development are separate initiatives. This article describes a new program that successfully combines the two functions by building on methods and practices from both. The program has had beneficial outcomes for individual teachers as well as for their departments.

A Quantum Leap In Faculty Development: Beyond Reflective Practice, Donna Qualters

To Improve the Academy: A Journal of Educational Development

Quantum theory has introduced a new perspective of looking at reality. This article reviews current theories of reflective practice, discussion, and transformative learning as they apply to faculty development and explores dialogue and quantum theory as the next step in faculty transformation.

Section I: Reconceptualizing The Practice Of Faculty Development

To Improve the Academy: A Journal of Educational Development

In his keynote speech at the 1994 POD Conference, William Plater declared that faculty development professionals "by bearing in mind the incredible organizational, social, economic, and technological upheaval that is occurring right now ... have unprecedented opportunity to make a difference in the lives of individual faculty and the viability of whole institutions.'' The authors of the articles in this section provide different perspectives on the practice of faculty development, past, present, and future, and suggest ways that we might adapt our approaches to the changing environment of higher education.

Section Ii: Faculty Collaboration And Collegiality

To Improve the Academy: A Journal of Educational Development

Several of the articles in the first section refer to the need for faculty developers to provide more opportunities for collegial activities for faculty members, and in his keynote speech William Plater identified collaboration as an important theme for higher education in the 21st century. The authors of the four articles in this section provide models of faculty collaboration to achieve particular development outcomes.

Section Iii: The Changing Student Constituency

To Improve the Academy: A Journal of Educational Development

William Plater suggests that 21st century college students will differ from traditional students in many ways-they will be more diverse in terms of class, race, gender, age, preparation, and expectations. These trends are already upon us, and the articles in this section address different implications of that diversity for faculty development programs.

Section Iv: New Practices

To Improve the Academy: A Journal of Educational Development

Two of the current trends in higher education concern the use of technology in teaching and teaching critical thinking. Faculty developers must stay abreast of the applications of new technology in teaching and learning, as well as creative uses for existing technology, in order to help faculty members select and use technology effectively. The first two articles in this section address these issues and provide working examples of applications. The third article describes a method for teaching critical thinking using an eight-step process based on Stephen Brookfield's work.

Reflecting Critically On Our Efforts To Improve Teaching And Learning, Ronald A. Smith

To Improve the Academy: A Journal of Educational Development

Donald Schoen, in The Reflective Practitioner, describes how professionals act to solve the problems they have set for themselves. Peter Senge, in The Fifth Discipline, introduces the ideas of "mental models" and "learning horizons" to describe learning in organizations. These ideas form the basis of a critical analysis of efforts to improve the quality of teaching and learning in higher education over the last 25 years. (An earlier version of this paper was presented at the University of North Carolina Conference on Faculty Professional Development: Faculty Vitality Through Faculty Development. Chapel Hill, NC. June 1992)

Improving Students' Critical Thinking Outcomes: An Process-Learning Strategy In Eight Steps, S. Kay A. Thornhill, Melissa Wafer

To Improve the Academy: A Journal of Educational Development

This article describes an eight-step strategy through which students learn to critically analyze situations that they have encountered in their clinical practice. The method was derived from Stephen Brookfield's four components of critical thinking and his suggestions for themes that relate to nursing culturalization. The approach used to develop this model has implications for educators in all fields because it illustrates a method for integrating the learning of critical thinking processes with their real-world applications.

Family Portrait: Impressions Of A Nurturing Organization, Jon Travis, Lisa Cohen, Dan Hursh, Barbara Lounsberry

To Improve the Academy: A Journal of Educational Development

National conferences and conventions are intended to provide individual development and multiple opportunities to share. The POD Conference offers yet another important feature not common to national educational organizations, instant affiliation.

A Special Colloquium On Teaching Excellence To Foster Collegiality And Enhance Teaching At A Research University, James K. Wangberg, Jane V. Nelson, Thomas G. Dunn

To Improve the Academy: A Journal of Educational Development

This article describes an annual three-day colloquium on teaching sponsored by the Center for Teaching Excellence (CTE) at the University of Wyoming. Deans and directors nominate participants for the colloquium. Plenary and concurrent sessions are led by a mix of external and internal speakers and panelists. Participants find the greatest benefit to be the collegiality fostered by the event. Consistent support from the president, provost, and deans makes the colloquium highly visible and helps to enhance teaching throughout the university.

Improving Teaching Across The Academy: Gleanings From Research, Ben Ward

To Improve the Academy: A Journal of Educational Development

The field of faculty development is at least thirty years old, and although we have learned many things about improving teaching skills during that time, we have not developed many definitive answers to the larger questions of our craft; e.g., how do we raise the status and quality of teaching across an entire institution? This article surveys the research literature to ascertain what we do know about these questions, with the hope that it will stimulate a dialogue among faculty developers that will yield a fuller understanding of these broad issues.

A Handbook For Honors Administrators, Ada Long

National Collegiate Honors Council Monographs

Honors administrators are singular creatures on their own campuses. Deans have other deans, vice presidents have other vice presidents, but honors directors are one of a kind. Often they have more in common with their presidents than with anyone else on campus in that they are responsible for a huge array of tasks: recruitment, admissions, scholarships, fundraising, curriculum development, advising, student life, crisis management and public relations; but, while college presidents have administrators to whom they delegate those various responsibilities, an honors director often does them all personally.

This handbook is intended, therefore, to serve as an on-campus companion and …

Superintendents' And School Board Members' Perceptions Of Empowerment, Marilyn Grady

Department of Educational Administration: Faculty Publications

This chapter focuses on superintendents' and school board members' perceptions of empowerment. The literature is rife with descriptions of empowerment from the perspectives of principals and teachers. Little has been written about empowerment from the perspectives of superintendents and school board members. This chapter is based on interviews conducted with school board members and superintendents from four midwestern states, as well as available literature. The school board members and superintendents who were interviewed represent districts that have had experience with empowering their staff members. Using this information, the sections include administrators' roles, school board members' roles, impact on administrative roles, …

Early Leaver Superintendents, Marilyn Grady, Jack Mckay

Department of Educational Administration: Faculty Publications

In studies of the critical incidents that cause superintendent turnover (Grady and Bryant, 1991a; Grady and Bryant, 1991b; Grady and Bryant, 1991c), we became aware of the "early leaver" phenomenon in the profession. This phenomenon has caused us to question early leavers about their incentives for staying in or leaving the superintendency.

The discussion of when and if education will ever be a "true" profession is intertwined with the departure of individuals from the superintendency at the prime of their careers. How often do we learn of physicians who leave the medical profession at 45 or 50?

Our study was …

Compulsory Education: Challenges And Opportunities, Marilyn Grady, Doreen Gosmire

Department of Educational Administration: Faculty Publications

Compulsory education is a deep taproot in the history of our country and is at the heart of our educational system. Since Thomas Jefferson's presentation of the "Bill for the General Diffusion of Knowledge" in 1775, we have made compulsory education a central focus of our society.

Initially, Jefferson's proposal called for mandatory education for all children for three years. In the 1700s, a year of schooling was not the same as a year of schooling in the 19005. Jefferson's proposal required schooling in reading, writing, and ciphering so that an individual was capable of conducting daily business affairs.

Compulsory …

Pod Network News, December 1994

Professional and Organizational Development Network in Higher Education: POD Network News

POD Conference in Portland

Thanks to Conference Organizers and Other Special Volunteers

To Improve The Academy

Did you Get your POD Mug?

Report on CORE Committee Strategic Planning Session

CORE Committee Decisions/Reports

Enclosures about Upcoming Events

Conferences, Resources and Job Openings

Pod Network News, August 1994

Professional and Organizational Development Network in Higher Education: POD Network News

Portland, here we come!

Oops!!

To Improve The Academy

Teaching Tips Calendar

Photos needed for POD Picture History Book

POD Membership

Some sad news

Enclosures: Directory update, Announcements, Conferences, Resources, Videotapes

Job Openings

From the President

To Do List

POD Membership and 1994 Conference Registration Confirmation Form and Receipt

Pod Network News, May 1994

Professional and Organizational Development Network in Higher Education: POD Network News

1994 POD Conference in Portland

Thanks to Dan and Don

Welcome to Nancy

CORE Meeting in Chicago

POD Activities at AAHE

Future Conference Sites

Congratulations

Screeners for Hesburgh Award

Enclosures

Conferences, Resources and Job Openings

Announcements

Visions from the New POD President

Some things to do

To Improve the Academy: Associate Editor/Reviewer Self-Nomination Form

Pod Network News, February 1994

Professional and Organizational Development Network in Higher Education: POD Network News

1994 POD Conference in Portland, OR

POD Participation in AAHE

CORE Meeting at AAHE

Welcome to the CORE

Special Thanks

Congratulations, Karron and Nancy

To Improve the Academy

Announcements

Conferences

Resources of Interest

Message from the President

Preserving Vertebrate Fossils: Notes From The Laboratory, Gregory Brown, Pauline Denham

University of Nebraska State Museum: Programs Information

The word "paleontology" is derived from the Greek words meaning "the science or study of ancient life". Usually, paleontology does not concern itself with human remains, artifacts or cultures; these are the realms of archeology and anthropology. Paleontologists excavate and study fossils, the remains of once-living plants and animals. By convention, such remains must be at least 10,000 years old to be considered fossils. In North America, there is very little overlap between the sites and materials that are studied by paleontologists and by archeologists because humans are relative newcomers to the continent. A site which produces …

Index

Professional and Organizational Development Network in Higher Education: Conference Materials

No abstract provided.

The Piscatory Press: A 1994 Pod Production From The Banks Of The Columbia River

Professional and Organizational Development Network in Higher Education: Conference Materials

No abstract provided.

Defining The Field: A National Membership Survey, Sponsored By The Pod Network

Professional and Organizational Development Network in Higher Education: Conference Materials

Section 1 : POD Membership

Section 2: POD Membership Services

Section 3: Job-Related Information

Section 4: Personal Demographic Information

19th Annual Conference Advance Program And Registration Materials

Professional and Organizational Development Network in Higher Education: Conference Materials

Vision Quest: Dialogues on Dreams and Best Practice in Professional and Organizational Development

Welcome, by Larry K. Quinsland, Conference Coordinator

Preliminary Conference Schedule

Special Events and Speakers

Preconference Workshops

Concurrent Sessions and Roundtable Discussions

Special Interest Networking

Poster Sessions and Materials and Resource Fair

Educational Expeditions

Alphabetical Listing of Sessions Being Reviewed As This Publication Went to Press

1994 Pod Network Conference Attendees

Professional and Organizational Development Network in Higher Education: Conference Materials

No abstract provided.

General Conference Evaluation

Professional and Organizational Development Network in Higher Education: Conference Materials

No abstract provided.