Educational Administration and Supervision Commons^™

Transformational Faculty Development: Integrating The Feminine And The Masculine, Virginia Van Der Bogert, Kathleen T. Brinko, Sally S. Atkins, Ellen L. Arnold

To Improve the Academy: A Journal of Educational Development

Different Worlds, Different Values

Our Experience

Integrating the Masculine and the Feminine

Personal Development

Professional Development

Organizational Development

Conclusion

Words Associated with a Traditional and a Transformed Academy

References

The Hard-Easy Rule And Faculty Development, Robert Boice

To Improve the Academy: A Journal of Educational Development

The Hard-Easy Rule

The Hard-Easy Rule and Faculty Development

Implications for Faculty Development

Corollaries to the Hard-Easy Rule

Conclusions

References

Reaching African-American Students In The Classroom, Jonathan Collett

To Improve the Academy: A Journal of Educational Development

Changing the Cultural Climate of Higher Education

The Challenge of Diversity at One Public College

African-American Students in the Traditional Classroom

Teaching Strategies for the Culturally Diverse Classroom

1. Awareness of our own culture-bound learning style

2. Tolerance of "disorder" and emotion

3. High expectations

4. Friendly intervention

5. Class sessions on cultural diversity

6. Frequent class evaluations

7. A pedagogical mix

A Mandate for Faculty Development in the 1990s

Notes

References

Meeting The Challenge Of An Aging Professoriate: An Opportunity For Leadership, Arthur L. Crawley

To Improve the Academy: A Journal of Educational Development

The Issue of an Aging Professoriate: Perspectives in Conflict

Planning for Faculty Shortages on the Horizon

The Impact of "Uncapping" the Mandatory Retirement Age (MRA): Implications of Recent Findings

Overcoming the Myths Concerning an Aging Faculty

Reframing the Aging Issue: The Leadership Challenge

Providing an Opportunity Structure for Senior Faculty Renewal

Strategies for Renewal

Summary and Conclusions

References

Developing Teaching Skills During Graduate Education, Robert M. Diamond, Franklin P. Wilbur

To Improve the Academy: A Journal of Educational Development

The Teaching Background of New Faculty

Administrative Options

Formal Instruction in Teaching

Courses Offered by Schools or Colleges of Education

Teaching Assistant Training Programs

Program Content

Common Elements

Case Studies

Where to Begin

Summary

References

The Freshman Seminar And Faculty Development, James P. Doyle

To Improve the Academy: A Journal of Educational Development

Addressing the Needs of Students

From Student Development to Faculty Development

A New Teaching Experience

Expanding the Classroom

Sharing Our Lives

Living Our Values

The Teaching Initiative: With A $50,000 Gift From Allen Jossey-Bass, Aahe Launches A New Special Project On Teaching, Russell Edgerton

To Improve the Academy: A Journal of Educational Development

Preparing Faculty as Teachers

The Revival of Pedagogy

A Second Try at Turning Specialists into Professors

A Role for AAHE: The Teaching Initiative

Strategic Teaching: The Possible Dream, Linc. Fisch

To Improve the Academy: A Journal of Educational Development

The Strategic Teaching Process

Clarification of the Process

Making the Process Work

Reference

A Model For Infusing Cultural Diversity Concepts Across The Curriculum, Barbara Flannery, Maureen Vanterpool

To Improve the Academy: A Journal of Educational Development

Background

Purpose

Assumptions

Student Learning: Conceptual Frameworks for Culturally Receptive and Culturally Resistant Students

The Culturally Receptive Student: The Role of Cognitive and Affective Learning Objectives

The Culturally Resistant Student: Using Personal Relevance to Increase Salience of Cultural Diversity Concepts

A Model for Infusing Cultural Diversity Concepts Across the Curriculum: Combining Cognitive and Affective Learning Objectives and Personal Relevance

Applications of the Model: Two Case Studies

Teacher Education

Housing and Interior Design

Interdisciplinary Applications of the Model

References

Current And Desired Faculty Development Practices Among Pod Members, Joanne Kurfiss, Robert Boice

To Improve the Academy: A Journal of Educational Development

Method and Sample

Results

Program Structure and Evaluation

Current and Desired Practices

Importance of Teaching

Views of Faculty Development

Discussion

References

Workshops On Writing Blocks Increase Proposal Activity, Robert A. Lucas, Mary Kathryn Harrington

To Improve the Academy: A Journal of Educational Development

Workshops on Writing Blocks Produce Increases in Proposal Writing

Fear of Failure Is a Major Impediment to Proposal Writing

Achieving the Effect Requires Conscious Application of Strategies to Counter Writing Blocks

Writing System Significantly Benefits New Faculty

Inexperienced Faculty Have Special Access to Internal and External Grants

Conclusion

References

Strategies For Monitoring And Improving Seminars: An Application In A Course On Managing Computer Integrated Manufacturing, Paul Mangiameli, Seetharama Narasimhan, Glenn R. Erickson

To Improve the Academy: A Journal of Educational Development

The Course

Course Monitoring and Feedback Techniques

Using the Feedback

Discussion

References

Appendix

Integrating Teaching And Research: A Multidimensional Career Model, Mary Pat Mann

To Improve the Academy: A Journal of Educational Development

The Academic Matrix: Teaching and Research

Career Choices and Role Orientation

Expanding Faculty Development

1. Support the overall career development of faculty members

2. Assist faculty in developing their general professional skills

3. Involve faculty in scholarly work directly related to their teaching

Conclusion

References

Helping Faculty Build Learning Communities Through Cooperative Groups, Barbara J. Millis

To Improve the Academy: A Journal of Educational Development

What is Cooperative Learning?

Cooperative Learning Strategies

Research on Cooperative Learning

The Value of Cooperative Learning

References

Section I: Teaching And Research: Coming Into Balance

To Improve the Academy: A Journal of Educational Development

Faculty developers have made painstaking progress in achieving a higher status for teaching in academe. Research and publication are revered in this occasionally mad-hatter world.

Section Ii: Teaching: Making It Even Better

To Improve the Academy: A Journal of Educational Development

This section progresses from a means for individual faculty members to examine their teaching, to an exploration of effective cooperative methods, to implementation of strategies for monitoring and improving a seminar course. It presents tools for personal development and instructional faculty development.

Section Iii: Faculty Development: Seeing And Envisioning Ourselves

To Improve the Academy: A Journal of Educational Development

Practitioners must be aware of the state of the field as well as new visions. These three articles allow us to see who we are and to peek at who we may become.

Section Iv: Faculty Development: Modeling Effective Practice

To Improve the Academy: A Journal of Educational Development

Section IV, a plethora of practical ideas, is exceedingly valuable to developers; concrete models, innovative practices, and provocative case studies can be adapted to your own campuses.

Section V: Diversity: Addressing The " ... Isms" Of The '90s

To Improve the Academy: A Journal of Educational Development

From the top floor to the basement, the institution is buzzing with conversations concerning the multifarious needs of our diverse student population. Let us begin this decade by confronting areas where concentrated attention is immediately necessary: racism, ageism, sexism. The need for faculty and students alike to increase their awareness of and sensitivity to cultural differences is obvious.

Section Vi: Faculty: Looking At The Spectrum

To Improve the Academy: A Journal of Educational Development

When does the professor's career begin? What kind of preparation for the profession is needed? How do we feel as senior faculty? What can be done to solve the upcoming teacher shortage? Aren't there creative ways to retain some of our most talented faculty? These are a few of the issues addressed here.

State-Wide Faculty Development Conference Promotes Vitality, Mary Deane Sorcinelli, Katherine H. Price

To Improve the Academy: A Journal of Educational Development

The Need Addressed

Goals of the Conference

Ten Tips for State-wide Network Planners

1. Establish a State-wide Core Committee

2. Determine a Base of Coordination and Planning

3. Create Collaborative Systems of Support

4. Establish Faculty and Administrative Ownership

5. Pay Attention to Details of Conference Planning

6. Emphasize Local Versus Outside Expertise

7. Offer a Range of Learning Experiences

8. Schedule Time for Informal Contacts

9. Ask Participants to Evaluate the Conference

10. Set Out Plans for Follow-up Efforts

Directions for the Future

References

Appendix A

Department Heads As Faculty Developers: Six Case Studies, Myra S. Wilhite

To Improve the Academy: A Journal of Educational Development

Participants

Results

Preliminary Information about Chairpersons

Behaviors Used for Faculty Development

Summary

Limitations of the Study

Recommendations

Bibliography

2. Teacher-Performance Assessments: A New Kind Of Teacher Examination, Edward H. Haertel

Assessment of Teaching: Purposes, Practices, and Implications for the Profession

During the last week of July 1987,20 fourth- and fifth-grade teachers spent four days at a simulated assessment center in an elementary school. Each teacher completed 10 performance exercises on the teaching of equivalent fractions. The following week, 20 high school teachers of United States history spent four days completing a like number of exercises on the American revolution and the formation of the new government. These field tests were the culmination of over a year's work by the Teacher Assessment Project (TAP), sponsored by the Carnegie Corporation of New York, under the direction of Professor Lee S. Shulman at …

5. Teacher Evaluation In The Organizational Context, Linda Darling-Hammond

Assessment of Teaching: Purposes, Practices, and Implications for the Profession

Personnel evaluation in an organization provides a powerful metaphor for what is valued in the organization, how roles are construed, and which goals have de facto priority in the management of organizational affairs. The importance attached to this function says much about the organization's relationship to its clients, as well as the relationships among organizational members. The same can be said about the importance of evaluation in an occupation whose members share a common service mission. Indeed, evaluation plays a particularly critical role in an occupation that claims to be a profession. This chapter explores the role of teacher evaluation …

Assessment-Of Teaching: Purposes, Practices, And Implications For The Profession- Complete Work, Jane Close Conoley, James Y. Mitchell Jr., Steven L. Wise, Barbara S. Plake

Assessment of Teaching: Purposes, Practices, and Implications for the Profession

The Buros-Nebraska annual Symposia on Measurement and Testing are aimed at providing a forum for discussing important issues in the field of measurement and testing. The topic for the 1987 Symposium was "Assessment of Teaching: Purposes, Practices, and Implications for the Profession." This topic was selected because of the current interest in developing, designing, and implementing accountability programs for teaching that are present in many states and education programs. The complex nature of teaching, combined with the unique measurement issues for assessing outcomes in the teaching context, provided the basis for identifying the topic of teacher assessment for the 1987 …

Evaluating Honors Programs: An Outcomes Approach, Jacqueline Reihman, Sara Varhus, William R. Whipple

National Collegiate Honors Council Monographs

The evaluation of academic programs has always been a complex and sensitive issue. Evaluations are undertaken to determine which programs will survive in an era of straitened economic circumstances, to gain or maintain accreditation, or to tell us how our programs can be improved. They may apply some normative standard of quality, 0r address an academic program's unique situation and mission. They may include the following: review of budget, evaluation of staff, description of the program's operation, demonstration of faculty and student satisfaction, or measures of what students have learned. They may use standardized or locally developed tests of achievement; …

Pod Network News, November 1989, Emily Wadsworth

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

CORE COMMITTEE SELF-NOMINATIONS

1989 CONFERENCE

1990 CONFERENCE

TEACHING EXCELLENCE

1990 TO IMPROVE THE ACADEMY

EXPERIENCED DEVELOPERS THINK TANK

THE CHANGING FACE OF COLLEGE EDUCATION

POD GRANTS PROGRAM

MISSION REVIEW

INFORMATIONAL BROCHURE

PUBLICATION ON FACULTY DEVELOPMENT COMMITTEES

POSITION ANNOUNCEMENT

THE ADJUNCT MENTOR

THINGS TO DO

Pod Network News, August 1989, Emily Wadsworth

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

1989 CONFERENCE

TEACHING EXCELLENCE

SURVEY RESULTS

NEW PUBLICATION

1990 TO IMPROVE THE ACADEMY

1989 CONFERENCE SESSIONS: PARTIAL LISTING

Pod Network News, May 1, 1989, Emily Wadsworth

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

INSTITUTIONAL MEMBERSHIPS

MEMBERSHIP YEAR

HANDBOOK FOR NEW PRACTITIONERS

BIT NET

AAHE

CONFERENCE SITE SURVEY

NEW BROCHURE

BUDGET

1990 CONFERENCE

1989 CONFERENCE

1990 TO IMPROVE THE ACADEMY

JOB OPPORTUNITY

GLCA WORKSHOP ON COURSE DESIGN AND TEACHING

CONFERENCES

Pod Site Survey Final Report, Susan A. Holton

Professional and Organizational Development Network in Higher Education: Conference Materials

No abstract provided.