Educational Administration and Supervision | Open Access Articles

Introduction, Volume 18 (2000), Matthew Kaplan

To Improve the Academy: A Journal of Educational Development

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

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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.

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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.

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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.

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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.

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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.

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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 …

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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.

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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 …

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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 …

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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.

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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.

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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.

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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.

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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 …

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“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.

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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 …

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Faculty Development Centers In Research Universities: A Study Of Resources And Programs, Delivee L. Wright

To Improve the Academy: A Journal of Educational Development

The purpose of this study was to compile updated information on resources and programs of faculty/instructional development centers in Carnegie classification Research I and Research II universities. It allows centers across the country to see where they stand in regard to a number of specific aspects of center operation. Size of institution, mission, resources, budgets, and staffing vary greatly, while activities and services have a greater degree of similarity. The data reveal a number of questions for further study and discussion.

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Faculty Activity Report 2000-2001, University Of Northern Iowa. Office Of Information Management And Analysis.

Institutional Effectiveness & Planning Documents

Report of faculty activity broken down by rank and college and compared to the peer institutions

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Faktor-Faktor Yang Mempengaruhi Pelaksanaan Program Literasi Komputer Di Sebuah Sekolah Swasta, Shah Alam, Selvam Perumal

Student Works (2000-2009)

The purpose of the this study is to identify factors affecting the implementation of computer literacy programme in a private school. The study also identifies the following: (i) Purpose of implementing the computer literacy programme. (ii) Planning involved in the implementation of computer literacy programme. (iii) Problems arising in the implementation of computer literacy programme. (iv) Future plans for computer literacy programme. The sample of the study consists of three persons; the management personnel, the principal and the computer teacher. The data for the study were collected using a questionnaire, interviews, observations and school documents. The findings of the study …

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Why Communication Is Important: A Rationale For The Centrality Of The Study Of Communication, Sherwyn P. Morreale, Michael M. Osborn, Judy C. Pearson

Journal of the Association for Communication Administration

This article defends the importance of studying communication. Academic disciplines in higher education are routinely called upon to explain and justify their role in the educational enterprise. Some academic fields such as history and philosophy are more central in the pursuits of liberal arts, while others such as business administration and engineering are more related to career development. The discipline of communication is fairly unique as it crosses these boundaries. As a result, a need exists to provide a rationale for the study of communication. The National Communication Association, in response to requests from communication departments and administrators for evidence …

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What College Students Should Know And Be Able To Do, Rebecca B. Rubin, Sherwyn P. Morreale

Journal of the Association for Communication Administration

This article discusses the issue of college students' communications skill and knowledge. The end of the 20th century provides educators and administrators with an opportunity to reflect on how well they have accomplished their goals. The communication discipline, since its beginning, has been concerned with skill achievement and knowledge generation. But not until the latter part of the century have scholars and national associations attempted to identify and agree upon what it is that students should know and be able to do. These efforts reflect maturity of the discipline and generation of a body of knowledge that allows such conclusions …

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Educational Assessment Grows Up: Looking Toward The Future, Phil Backlund, Pat Arneson

Journal of the Association for Communication Administration

This article explores the history, the present, and the future of educational assessment in the U.S. to enable readers working with communication assessment issues to make more informed decisions. The time frame illustrates the evolving narrative of education. This narrative not only presents assessment as part of our educational life-story, it also functions to continually create our educational reality -- a reality that includes assessment. As educators, we have an obligation to participate in the ongoing development of this narrative to shape the future of education. The assessment movement was born in the middle 1970s, and many people thought it …

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The Future Of Communication Education In The Community College, Lori E. Zakel, Dianna R. Wynn

Journal of the Association for Communication Administration

This article discusses the future of communication education in community colleges in the U.S. Recently, business and political leaders have begun to take note of the important role of community colleges within higher education. Bill Gates, chairman of the Microsoft Corp., firmly stated that community colleges are becoming "absolutely critical" in the information age. He continued by adding, "The more I've learned about the community-college system throughout the United States, the more I've been impressed." President Bill Clinton's vision of expanding education for all Americans to include grades 13 and 14 moves the community college to a more visible location …

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Communication Laboratories: Genesis, Assessment, Challenges, Kathleen Ellis, Pamela S. Shockley-Zalabak, Michael Z. Hackman

Journal of the Association for Communication Administration

The purpose of this article is to briefly describe (a) a rationale for creating communication laboratories; (b) communication laboratory curricula and approaches; (c) development strategies for communication laboratories; (d) communication laboratory assessment, accountability, and research opportunities; and (e) communication laboratory issues and challenges. The article concludes with a list of guiding principles that lead to the successful implementation of communication laboratories. The communication laboratory is one educational strategy for addressing the issue of communication competency in the 21st century. Communication laboratories across the United States exist at schools such as Columbus State University, East Tennessee State University, Golden West College, …

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Oral Communication Across The Curriculum: The State Of The Art After Twenty-Five Years Of Experience, Michael W. Cronin, George L. Grice, Patricia R. Palmerton

Journal of the Association for Communication Administration

This article aims is to guide administrators and faculty in developing oral-communication-across-the-curriculum (OCXC) programs. It examines the rationale for and the most common arguments against OCXC; presents recommendations for designing, implementing, and assessing such programs; reviews published assessments of learning outcomes relevant to OCXC; and offers suggestions for the continued development of OCXC. OCXC was first began in 1975 at Central College in Pella, Iowa. A dissertation and a master's project have examined OCXC. The National Communication Association has promulgated resolutions to guide the development of OCXC and has offered a three-hour short course on OCXC at the past ten …

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What Is Good Communication?, Brian H. Spitzberg

Journal of the Association for Communication Administration

This articles examines the question: What is good communication? The nature of good communication is both ambiguous and ambivalent. This claim can be taken as a reference to the characteristics that defame good communication, or as a reference to the state of scholarly knowledge about the concept of good communication. On its face, the statement seems clear, and yet, in claiming ambiguity and ambivalence, it is a self-fulfilling prophecy. Such are some of the subtleties of communication itself, and it is such subtleties that require a re-examination of the composition of good communication. The qualifier "good" suggests a nexus of …

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Developments In Communication Ethics: The Ethics Commission, Code Of Professional Responsibilities, Credo For Ethical Communication, Kenneth E. Andersen

Journal of the Association for Communication Administration

This article looks at the state of communication ethics study and practice in the U.S. Ethics has always been a dimension of communication theory and practice. But the definition of its role and the awareness of and emphasis given to it varies from communication theorist to theorist and practitioner to practitioner. These variations can be traced from the rhetorical theories and practices of ancient Greece to the present. Similarly, the approach to and emphasis given ethics as an element in communication has varied in the communication field's teaching and research. The academic units historically identified as speech, speech communication, communication …

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Employment Trends In Communication Arts And Sciences, Michael E. Smilowitz, Philip Emmert

Journal of the Association for Communication Administration

This article looks at the career opportunities for communication arts and sciences graduates in the U.S. As graduate students planning academic careers seek counsel for their programs of study, there is a need for good answers regarding career opportunities. Departments planning curricula and seeking to fill position vacancies likewise require reliable information regarding the directions in which their disciplines are moving. The analysis for curricula development, program growth, and career choices requires more than anecdotal evidence. Incidental conversations at conventions and the occasional reviews of the "state of the art" are helpful, but not adequate for considering concerns as important …

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The Communication Department In A State Of Perpetual Crisis: Discount Store University?, David Ritchie

Journal of the Association for Communication Administration

This article explores the implications of the discount store metaphor as it is commonly used and understood, and considers its implications for how academic departments are led and administered. The metaphor of the discount store is often offered as an implicit criticism of the legislators, trustees and administrators who demand that academic departments justify their curriculum and methods in financial terms. It is also sometimes offered as an implicit criticism of the students and parents who ask about the relevance or usefulness of course content, choose courses and majors with an eye to career and earning potential, complain about the …

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Full-Text Articles in Educational Administration and Supervision

Introduction, Volume 18 (2000), Matthew Kaplan

To Improve the Academy: A Journal of Educational Development

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

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

To Improve the Academy: A Journal of Educational Development

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

To Improve the Academy: A Journal of Educational Development

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

To Improve the Academy: A Journal of Educational Development

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

To Improve the Academy: A Journal of Educational Development

Finding Key Faculty To Influence Change, Joan K. Middendorf

To Improve the Academy: A Journal of Educational Development

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

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

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

To Improve the Academy: A Journal of Educational Development

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

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

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

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

To Improve the Academy: A Journal of Educational Development

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

To Improve the Academy: A Journal of Educational Development

“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

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

To Improve the Academy: A Journal of Educational Development

Faculty Development Centers In Research Universities: A Study Of Resources And Programs, Delivee L. Wright

To Improve the Academy: A Journal of Educational Development

Faculty Activity Report 2000-2001, University Of Northern Iowa. Office Of Information Management And Analysis.

Institutional Effectiveness & Planning Documents

Faktor-Faktor Yang Mempengaruhi Pelaksanaan Program Literasi Komputer Di Sebuah Sekolah Swasta, Shah Alam, Selvam Perumal

Student Works (2000-2009)

Why Communication Is Important: A Rationale For The Centrality Of The Study Of Communication, Sherwyn P. Morreale, Michael M. Osborn, Judy C. Pearson

Journal of the Association for Communication Administration

What College Students Should Know And Be Able To Do, Rebecca B. Rubin, Sherwyn P. Morreale

Journal of the Association for Communication Administration

Educational Assessment Grows Up: Looking Toward The Future, Phil Backlund, Pat Arneson

Journal of the Association for Communication Administration

The Future Of Communication Education In The Community College, Lori E. Zakel, Dianna R. Wynn

Journal of the Association for Communication Administration

Communication Laboratories: Genesis, Assessment, Challenges, Kathleen Ellis, Pamela S. Shockley-Zalabak, Michael Z. Hackman

Journal of the Association for Communication Administration

Oral Communication Across The Curriculum: The State Of The Art After Twenty-Five Years Of Experience, Michael W. Cronin, George L. Grice, Patricia R. Palmerton

Journal of the Association for Communication Administration

What Is Good Communication?, Brian H. Spitzberg

Journal of the Association for Communication Administration

Developments In Communication Ethics: The Ethics Commission, Code Of Professional Responsibilities, Credo For Ethical Communication, Kenneth E. Andersen

Journal of the Association for Communication Administration

Employment Trends In Communication Arts And Sciences, Michael E. Smilowitz, Philip Emmert

Journal of the Association for Communication Administration

The Communication Department In A State Of Perpetual Crisis: Discount Store University?, David Ritchie

Journal of the Association for Communication Administration