Educational Administration and Supervision Commons^™

Understanding And Application Of Learning College Concepts Among Community College Support Staff Employees, Laura E. Weidner

Walden Dissertations and Doctoral Studies

Research on the Learning College indicates that everyone in the college must support learning. There have not been previous studies that centered on whether or not support staff, a major constituency group in community colleges, participates in supporting learning. This adapted phenomenological study examined staff in a Learning College to determine their understanding and application of the Learning College concept. Three research questions addressed how these employees understand the concept, perceive their roles, and apply Learning College principles. The study was conducted in a theoretical framework combining Learning College, change, and organizational culture theories. Data were collected from a purposive …

The Impact Of Professional Development On Assessment And Grading Practices For Secondary Teachers, Nicole Lynn Roorda

Walden Dissertations and Doctoral Studies

Studies suggest that a potential misalignment between assessment and grading practices in reporting secondary student academic achievement has negatively impacted students since grades may not truly reflect actual achievement. Accordingly, the purpose of the current study was to compare secondary teachers' use of academic and nonacademic factors when reporting student achievement before and after professional development on assessment and grading practices. Following change theory, the study investigated the efficacy of employing professional development as a means of influencing more standard and appropriate practices among secondary teachers with regard to using academic and nonacademic factors when employing standards-based reporting to determine …

Nebraska Transcript (University Of Nebraska College Of Law), Volume 40, Number 2, Winter 2008

Nebraska Transcript

2 Space and Telecom Law

7 Taking Shape: Construction Projects to Add Classrooms, Renovate Restrooms

13 What’s New in the CSO?

15 Assistant Dean Gloden Comes Back to the Good Life

17 Estop The Music

35 Giving and Receiving with Charitable Remainder Unitrusts

36 Hong First to Receive Outstanding International Alumnus Award

37 Fiala Finds That Preparation Pays In Classroom, Courtroom, Radio Booth

39 Hendry at Home in Classroom

Dean’s Message ; 9 Donor Recognition ; 10 Award of Merit ; 11 Law Library Tales & Tables ; 18 Faculty Notes ; 21 Faculty News ; 23 Graduation ; 26 …

Ms225: 2008 Faculty Meeting Minutes, Thomas R. Cole

Thomas R. Cole, PhD Papers

Original Filename: Faculty Meeting Minutes 011008.doc. Format Details: fmt/40; Microsoft Word Document; 97-2003. See more at Thomas R. Cole, PhD Papers and its finding aid.

A Mixed-Method Study Of The Environmental And Personal Factors That Influence Faculty Research Productivity At Small-Medium, Private, Doctorate-Granting Universities, Gustavo Gregorutti

Dissertations

Problem. This study sought to determine what organizational factors and personal characteristics of faculty members most relate to research productivity at small- to medium-sized not-for-profit, private, doctorate-granting universities.

Method. A mixed methodology was used that included an online survey, follow-up email surveys, and two face-to-face interviews. The main statistical tools used were multivariate analysis of variance (MANOVA) and regression. The final sample came from 12 small- to medium-size, private, not-for-profit doctorate-granting American universities. A group of 277 professors responded to the online survey. An online follow-up qualitative survey was conducted with 34 replies. Two additional face-to-face interviews were …

Literary New England: Planning And Implementing Domestic Travel Study, Craig Cobane, Derick Strode

Honors in Practice Online Archive

Domestic travel courses provide honors programs/colleges a variety of educational opportunities to immerse students in a culture different from their own. This essay presents one example of an honors-sponsored domestic travel course and discusses its differences from and similarities to study abroad courses. Additionally, we discuss the various elements that go into conceiving, developing, and executing such an educational experience. The essay is structured to provide a roadmap for creating a domestic travel course.

Determining The Significance Of Honors, Katherine Bruce

Honors in Practice Online Archive

The title of my address is “Determining the Significance of Honors.” That’s a hefty title. This summer I was reading the “numbers” issue of the JNCHC and thinking about how we measure impact and effects related to honors education when Hallie Savage asked me what the title of my presidential address would be. Given my academic discipline and my current thoughts about assessment centered on that JNCHC issue, I thought that the title Determining the Significance of Honors would be illustrative of my interests and focus.

Honors In Practice, Volume 4 (Complete Issue)

Honors in Practice Online Archive

CONTENTS
Editorial Policy
Submission Guidelines
Dedication to Elizabeth C. Beck
Editor’s Introduction Ada Long

2007 CONFERENCE PLENARY ADDRESSES
Determining the Significance of Honors Katherine E. Bruce
Portable Widgets and Techie Tattoos: Honors of the Future Rosalie C. Otero
Honors in 2025: Becoming What You Emulate Craig T. Cobane
Honors 2025: The Future of the Honors College Richard Ira Scott and Philip L. Frana

EXPERIENTIAL LEARNING
Majoring in the Minor: A Closer Look at Experiential Learning Bernice Braid
Cultural Studies as the Foundation for an Honors Program: Documenting Students’ Academic and Personal Growth Sara E. Quay and Amy M. Damico

INNOVATIVE …

Editorial, Volume 4 - 2008, Ada Long, Dail Mullins

Honors in Practice Online Archive

Table of Contents:

Editorial Policy

Submission Guidelines

Dedication to Elizabeth C. Beck

Editor’s Introduction by Ada Long

Determining the Significance of Honors by Katherine E. Bruce

Portable Widgets and Techie Tattoos: Honors of the Future by Rosalie C. Otero

Honors in 2025: Becoming What You Emulate by Craig T. Cobane

Honors 2025: The Future of the Honors College by Richard Ira Scott and Philip L. Frana

Majoring in the Minor: A Closer Look at Experiential Learning by Bernice Braid

Cultural Studies as the Foundation for an Honors Program: Documenting Students’ Academic and Personal Growth by Sara E. Quay and Amy …

Creating Community: Honors Welcome Week Programming, Lauren Pouchak, Maureen Kelleher, Melissa Lulay

Honors in Practice Online Archive

The Northeastern University Honors Program established its first-year Welcome Week initiative in 2006 as part of our movement toward enhancing the goals of an Honors Living Learning Community. The Welcome Week is characterized by a series of linked events that bring together various on-campus members of our honors community for the common goal of welcoming new students to campus. Members of that on-campus community include faculty, administrators, staff, and upper-class honors students. Welcome Week introduces new students to the opportunities and challenges of a university honors experience.

The American Musical As An Honors Course: Obstacles And Possibilities, Mara Parker

Honors in Practice Online Archive

Music courses are often problematic for the general undergraduate student as they focus on abstract concepts, employ a specialized vocabulary, and examine compositions not part of most people’s everyday listening repertoire. Many will acknowledge that while they enjoy listening to music, their background and experiences are limited and steeped in the familiar. Appreciation is based on personal taste and often fails to consider historical context, structural components, and stylistic trends. Despite these obstacles, it is possible to construct a meaningful and challenging course for students, regardless of their major, as long as one is willing to use music not as …

Honored To Be A Part Of Service-Learning, Patricia Powell

Honors in Practice Online Archive

What do an adolescent self-esteem workshop for African-American girls, a food and clothing pantry, a Young Authors event in Montego Bay, Jamaica, an HIV/AIDS awareness brochure for a Chicago health-care facility, an after-school program for low income students, and an international student awareness survey have in common? Each started as an idea born of a personal passion and then grew into a semester-long service-learning project for six honors students at Trinity Christian College in Palos Heights, Illinois.

Wholly Spirit: Searching For A Plausible God By C. Grey Austin, Sam Schuman

Honors in Practice Online Archive

Long before NCHC had a paid, professional staff, Grey Austin was one of a small group of legendary executive secretary/treasurers (along with Jean Philips, John Portz, Lothar Tresp, Bill Mech, and Earl Brown, Jr.) who kept our organization functional and solvent. He served in that capacity in the 1970s and was also the president of our organization early in the following decade. Those of us in honors “of a certain age” recall Grey as a thoughtful, quiet, gentle, skilled leader and manager. Some of us, too, will never forget his characterization of honors leadership: being an honors director, he said, …

The Senior Honors Thesis: From Millstone To Capstone, Jim Lacey

Honors in Practice Online Archive

When I became director of a small college honors program, many students perceived the senior honors thesis to be a millstone. Even worse, the word was being bruited about that students didn’t really have to complete the thesis, that the only penalty was not being listed in the separate section for honors scholars in the graduation program. Although the discussion below is about redeeming the thesis process in a small program, some of the strategies should be applicable to large programs as well.

The Newest “Basic Characteristic” Of A Fully Developed Honors Program, Robert Spurrier

Honors in Practice Online Archive

After years of conversations about the sixteen “Basic Characteristics of a Fully Developed Honors Program” (adopted in 1994), NCHC has added a new Basic Characteristic to the arsenal of the honors dean, director, or coordinator seeking to demonstrate that a particular institution’s honors program or honors college complies with NCHC’s “best practices” documents. NCHC’s Board of Directors approved the newest characteristic in November, 2007:
A fully developed program will provide priority enrollment for honors students who are active in the program in recognition of their unique class scheduling needs.

Introduction, Volume 26 (2008), Douglas Reimondo Robertson

To Improve the Academy: A Journal of Educational Development

Introduction to volume 26 (2008) of To Improve the Academy: A Journal of Educational Development, by Douglas Reimondo Robertson of Northern Kentucky University.

Ethical Guidelines For Educational Developers

To Improve the Academy: A Journal of Educational Development

Ethical guidelines for educational developers prepared by Mintz, Smith, & Warren, January 1999. Revised March 1999, September 1999, and March 2000.

Evaluating Teaching: A New Approach To An Old Problem, L. Dee Fink

To Improve the Academy: A Journal of Educational Development

The approach to evaluating the quality of teaching described in this chapter starts by developing a Model of Good Teaching. This model is then used to create a set of evaluation procedures based on four key dimensions of teaching: design of learning experiences, quality of teacher/student interactions, extent and quality of student learning, and teacher’s effort to improve over time. The challenges and benefits of using these procedures are discussed.

Investigating Indicators Of The Scholarship Of Teaching: Teaching Awards In Research Universities, Stacie Badran

To Improve the Academy: A Journal of Educational Development

Results from a nationwide study of teaching awards programs in mathematics departments of U.S. research universities show that only a small percentage even offers such awards. Those that do either use ad hoc procedures and criteria for making awards or prioritize curricular contributions over instructional and pedagogical knowledge in selecting award winners. In addition, mathematics faculty reserve the term scholarship for research in the discipline rather than research on teaching of the discipline.

Points Without Limits: Individual Inquiry, Collaborative Investigation, And Collective Scholarship, Richard A. Gale

To Improve the Academy: A Journal of Educational Development

This chapter proposes that a scholarship of teaching and learning focused on collaborative and collective inquiry can be more effective and have greater impact on student learning and the advancement of knowledge than investigations accomplished by individual faculty and students working in isolation. This conclusion is arrived at as a result of examining the work of Carnegie Scholars and the Carnegie Academy for the Scholarship of Teaching and Learning Campus Program participants since 1998.

Assessment Of A Faculty Learning Community Program: Do Faculty Members Really Change?, Susan Polich

To Improve the Academy: A Journal of Educational Development

In this study, participants in a faculty learning community (FLC) program were followed to see if they had really changed their epistemological beliefs and teaching methods. Of the 39 FLC participants, 87% reported a change in their epistemological beliefs and 79% reported a change in their teaching methods. Seven participants were followed in-depth to determine if their reported changes actually occurred. Observations suggest that none of the seven appeared to have changed epistemological beliefs although all changed teaching methods. More importantly, the participants adopted their new pedagogy only when the pedagogy was aligned with their beliefs.

Thawing The Chilly Climate: Inclusive Teaching Resources For Science, Technology, Engineering, And Math, Katherine A. Friederich, Sherill L. Sellers, Judith N. Burstyn

To Improve the Academy: A Journal of Educational Development

Although universities are aware of the need to promote diversity in science, technology, engineering, and mathematics (STEM), this awareness has not translated into significant changes in classroom environments. Many STEM instructors would like to offer equal opportunities for success to all of their students, but they are not sure where to begin. We describe an effective group of teaching tools that can empower STEM faculty and graduate students to modify their courses to address diversity at their own pace. These resources extend from awareness exercises to recommendations for action and have been useful tools for course design, teaching assistant training, …

Easing Entry Into The Scholarship Of Teaching And Learning Through Focused Assessments: The “Decoding The Disciplines” Approach, Joan K. Middendorf, David Pace

To Improve the Academy: A Journal of Educational Development

Students’ difficulty in mastering material can motivate faculty toward the scholarship of teaching and learning (SoTL) if instructors’ frustration can be framed as a researchable question, and they have practical models for assessing learning outcomes. The “decoding the disciplines” approach supports this shift from reflective teaching to SoTL. By focusing on narrowly defined bottlenecks to learning, faculty define researchable questions convincing to their disciplines. The specificity of these inquiries makes the assessment of learning much easier through the application of existing tools, such as those provided in Angelo and Cross’s Classroom Assessment Techniques (1993). Example of specific assessments are provided.

Preface, Volume 26 (2008), Douglas Reimondo Robertson

To Improve the Academy: A Journal of Educational Development

Preface to volume 26 (2008) of To Improve the Academy: A Journal of Educational Development, by Douglas Reimondo Robertson of Northern Kentucky University.

About The Authors, Volume 26 (2008)

To Improve the Academy: A Journal of Educational Development

About the editors and authors of volume 26 (2008) of To Improve the Academy: A Journal of Educational Development.

Stereotype Threat And Ten Things We Can Do To Remove The Threat In The Air, Franklin A. Tuitt, Lois Reddick

To Improve the Academy: A Journal of Educational Development

The purpose of this chapter is to present an overview of the literature related to stereotype threat in an effort to provide faculty members and instructional developers with a better understanding of what the phenomenon is and what can be done about it in college classroom settings. To this end, we reviewed several of the major studies published on the subject between 1995 and 2005 and compiled a list of strategies that reflected both the major empirical findings on stereotype threat and our own research and experiences with faculty and students in college settings. Given the enormity of the subject, …

Marketing Plans For Faculty Development: Student And Faculty Development Center Collaboration For Mutual Benefit, Victoria Mundy Bhavsar, Steven J. Skinner

To Improve the Academy: A Journal of Educational Development

Our faculty development center engaged senior-level business students as consultants to help us inform instructors about our resources. The students argued that organizational and marketing tasks are critical to our pedagogical work as they create opportunities for the pedagogical work to occur. This chapter describes the collaboration, the students’ recommendations, and the center’s response. Engaging students, our ultimate clients, in setting priorities for our center was a powerful learning experience for both us and them. Other centers may wish to use our experiences as impetus to collaborate with students on their campuses.

Faculty Development At Small And Liberal Arts Colleges, Kim M. Mooney, Michael Reder

To Improve the Academy: A Journal of Educational Development

The notable growth of faculty development programs and centers at small institutions warrants attention before their next stages of growth. We aim to capture and convey the central issues coalescing around the professionalization of teaching and learning activities and the work of faculty developers at small colleges. While this descriptive review draws direct comparisons to other types of institutions, particularly large research and comprehensive universities that serve as the norm for our profession’s faculty development practices, its main purpose is to address the distinctive characteristics of professional development at small colleges in general and liberal arts colleges in particular. Toward …

Credibility And Effectiveness In Context: An Exploration Of The Importance Of Faculty Status For Faculty Developers, Bonnie B. Mullinix

To Improve the Academy: A Journal of Educational Development

This study documents an emerging profile of the faculty status of faculty developers as solicited, compiled, and interactively interpreted with faculty developer practitioners. It used integrated (mixed) methodology and participatory research strategies to gather data and it shares descriptive statistical information on the various positions held by faculty developer respondents; qualitatively analyzed impressions of the importance of faculty status to their credibility and effectiveness as faculty developers; and information regarding respondents’ institutional contexts. Findings are further disaggregated across institutional contexts and sex to explore trends, differential perceptions, and other emergent issues as identified by participant researchers.

Co-Teaching As A Faculty Development Model, Andrea L. Beach, Charles Henderson, Michael Famiano

To Improve the Academy: A Journal of Educational Development

Co-teaching is a promising and cost-effective approach to promoting fundamental research-based instructional change. In this chapter, we discuss the theoretical underpinnings of co-teaching and describe our initial experience with it. A new instructor (MF) co-taught with an instructor experienced in physics education research-based reforms (CH). An outsider (AB) conducted separate interviews with each instructor and observed several class sessions. Results include immediate use of research-based instructional practices by the new instructor and a significant change in teaching beliefs over time. Recommendations are made for implementing co-teaching as part of a faculty development program.