Educational Administration and Supervision Commons^™

Pod Registrants, 1991-92

Professional and Organizational Development Network in Higher Education: Conference Materials

No abstract provided.

1992 Bright Idea Award Entry Form And Friday Lunch Ticket

Professional and Organizational Development Network in Higher Education: Conference Materials

No abstract provided.

Building Community Within A Changing Academy: Preliminary Program 17th Annual Conference

Professional and Organizational Development Network in Higher Education: Conference Materials

Featured Speakers

Pre-conference Workshops, Entertainment, Networking

Concurrent Sessions

Conference Photos 1992 Saddlebrook, Tampa, Fl

Professional and Organizational Development Network in Higher Education: Conference Materials

No abstract provided.

Academic Senate Minutes Index 1992-1993, Academic Senate

Academic Senate Minutes

No abstract provided.

Transition Programming For Secondary Special Education Students, Colleen Patricia Obergh

All Graduate Projects

The focus of this project will be on the design of a transition program for special education students, ages 14- 21, enrolled at Cascade School District, Leavenworth, Washington. The project is designed to fulfill state, federal, and district guidelines relating to transitioning of special education students into post-secondary settings. The goal of the project is to ease the movement of students into post-secondary community life by providing preparatory experiences. Specific programming experiences include academic/vocational training, career exploration, work experience, and social skill development.

A Guide For The Implementation Of A Commnity-Based Instructional Model To Teach Students With Severe Handicaps, Kenneth L. Skaley

All Graduate Projects

The need for and implementation of a community-based model for teaching language and communication skills to students with severe disabilities was studied. A guide was presented that includes a list of critical issues and solutions for a school district to consider prior to the implementation of a community-based instructional model. Suggestions and resources were included to be used by teachers to help make decisions about selecting appropriate instructional materials and strategies for teaching students with severe disabilities.

Are Today's Teachers Being Prepared For Diversity? An Analysis Of School Catalogues, James Jennings, Illene Carver

Trotter Review

A recent content analysis study shows that while leading educators in Massachusetts stress the importance of preparing teachers for an increasingly diverse world, most teacher preparation schools virtually ignore the issue of racial and ethnic diversity in catalogues recruiting new students. This not only discourages people from diverse backgrounds from becoming teachers, but could also create a lack of understanding in the classroom of the black, Latino, and Asian students being taught.

A summary of A Content Analysis of Racial and Ethnic Themes in Catalogues Distributed by Teacher Preparation Schools in Massachusetts, 1989 and 1990, a report issued by …

The Development And Administration Of A Modified Community College-Type Program For Caribbean Union College, T. Leslie Ferdinand

Dissertations

Problem. Throughout the Caribbean Union College (CUC) constituency thousands of youth are unemployed and unemployable. They do not possess marketable skills. At present no church-operated educational institutions exist in the constituency to provide relevant education for 50%-60% of its young people.

Methods. The survey method of research was used to compare the self-perceived educational needs of non-college-bound youth with the perceptions of board members/administrators, faculty/staff, alumni, students, parents/guardians, and other-adult SDAs of those needs in the CUC constituency. The population and sample were 93,140 and 1,903 respectively. A 56-item questionnaire was used. Chi-square was applied. The confidence level was set …

Information Essential For Accountability And Planning As Identified By Board Chairs And Principals Of Seventh-Day Adventist Secondary Schools, James R. Nash

Dissertations

Problem

Particularly during the 1980s and 1990s, Seventh-day Adventist secondary schools have been facing problems with enrollments and finances. The purpose of this research was to identify those elements of information and data that the board chairs and principals of United States Seventh-day Adventist secondary schools determined would provide, if gathered and organized, the foundation for school personnel accountability and planning.

Method

The population consisted of the board chairs and principals of SDA secondary schools located in the continental United States. A questionnaire was developed, piloted by a panel of judges, and sent to each of the 78 principals and …

Editorial Matter 1992

To Improve the Academy: A Journal of Educational Development

Ordering Information

Permission to Copy

Instructions to Contributors for the 1993 Volume

Foreword, by Donald H. Wulff and Jody D. Nyquist, Editors

In Memory of Jack Lindquist (1945-1991)

Mission Statement

Membership

Conference and Programs

Contents

List of Contributors

Faculty Development In Out-Of-The-Way Places, Sally S. Atkins, Marilla D. Svinicki

To Improve the Academy: A Journal of Educational Development

Beyond Needs Assessment: Institutional Research as Faculty Development

Instructional Research: A Sneaky Way into the Classroom

Faculty Committees: Purgatory or Possibility?

Assisting Others Helps the Helper

Team-Teaching

Freshman Seminar

Writing Support

Faculty as Persons

Empowering Others to Assist in Faculty Development

Rituals, Myths, and Magic

Conclusion

References

Faculty Development And The New American Scholar, William B. Bondeson

To Improve the Academy: A Journal of Educational Development

Scholars and Professing

The Varieties of Scholarship

The Varieties of Scholarship: A Case Study

The Diversity of Teaching and Scholarship

Building a Teaching Community

Conclusion

References

Reflections On Teaching Courses In Faculty Development: Three Case Studies, Kathleen T. Brinko, Richard G. Tiberius, Sally S. Atkins, Judy A. Greene

To Improve the Academy: A Journal of Educational Development

Richard Tiberius: Reflections on a Graduate Course at the University of Toronto

Sally Atkins: Reflections on a Graduate Seminar at Appalachian State University

Judy Greene: Reflections on a Training Institute for New Faculty Developers

Themes Across the Case Studies

Conclusion

References

Bill Jasper's First Night, Nick Brockunier, Alan G. Heffner, Barbara Millis (Editor)

To Improve the Academy: A Journal of Educational Development

Bill Jasper's First Night Exhibit 1: Syllabus

Bill Jasper's First Night Exhibit 2: Lecture Outline

Use of the Case entitled "Bill Jasper's First Night"

Appendix A

Hard Times Signal Challenges For Faculty Developers, Elizabeth Fideler, Mary Deane Sorcinelli

To Improve the Academy: A Journal of Educational Development

Articulation of the Problems

Creative Solutions

Involving Faculty in Program Initiatives

Seeking Administrative Leadership

Encouraging Collegiality

Creating Systems of "Outside" Support

Providing Rewards and Recognition

Conclusion

References

See You On Wednesday!, Elizabeth Fideler, Deanna Yameen

To Improve the Academy: A Journal of Educational Development

The first class meeting seemed to go smoothly enough. I went in, introduced myself, and ran through the course syllabus and calendar. The students seemed pretty much like the students I taught at State U--maybe a little older. They asked the same questions about how long the papers should be and which books to buy. They made no comments about the journal assignment for the next class. They filled out my survey readily enough. In fact, the class ended twenty minutes early.

In my eight years of teaching at State U, I never saw anything like the survey responses I …

Not Another Inventory, Rather A Catalyst For Reflection, Neil D. Fleming, Colleen Mills

To Improve the Academy: A Journal of Educational Development

Developing a Technique

The Catalyst

A Pattern for Discussion

Help Sheets

Using the Technique

Discussion

Conclusion

References

Appendix A: How Do I Learn Best

Appendix B

Effective Programming For Ta Development, Lavon Gappa

To Improve the Academy: A Journal of Educational Development

The Teaching Associate Appointment

Departmental Programs

University-Wide Programs

Designing and Conducting University-Wide Orientation Sessions

Designing and Participating in University-Wide Workshops

Ongoing Instructional Support as Models and Mentors

Conclusion

References

Appendix A: Department Programs

Conducting Discussions In The Diverse Classroom, Andrew S. Knoedler, Mary Ann Shea

To Improve the Academy: A Journal of Educational Development

Cognitive Frameworks

Felder and Silverman-Learning Styles

Perry and Cognitive Development

Belenky et al. and Women's Ways of Knowing

Additional Strategies for Facilitating Discussion in the Diverse Classroom

Flick-Inclusive Teaching

Collett-Teaching in the Culturally Diverse Classroom

Billingsley-Fostering Diversity Through Discussion

Conclusion

References

Team Learning: A Comprehensive Approach For Harnessing The Power Of Small Groups In Higher Education, Larry K. Michaelsen

To Improve the Academy: A Journal of Educational Development

Team Learning Defined

Guidelines for Using Team Learning

Answering Key Design Questions

Forming Team Learning Groups

Establishing a Grading System

Using Minitests to ''Cover" Content Without Lectures

Developing Group Assignments and Activities

Ensuring the Development of Performance-Oriented Group Norms

Benefits of Using Comprehensive Group-Based Instruction

Using Instructional Resources Efficiently

Providing Social Support for Students

Developing Interpersonal Skills

Building and Maintaining Instructor Enthusiasm for Teaching

References

Conducting Effective Peer Classroom Observations, Barbara J. Millis

To Improve the Academy: A Journal of Educational Development

The Case for Peer Classroom Observations

Conducting Peer Observations

Conclusion

References

Appendix A: Classroom Visit Instrument (Consolidated)

Appendix B: Self-Assessment Instrument For General Teaching (Consolidated), Faculty Self-Assessment Questionnaire

Appendix C: Self-Assessment Instrument For Specific Session (Consolidated), Classroom Session Self-Appraisal, by Barbara J. Millis

Appendix D

Interviews With Exiting Faculty: Why Do They Leave?, Deborah Olsen

To Improve the Academy: A Journal of Educational Development

Method

Sample

Measures

Results

Work Environment - Support and Resources

Teaching and Research

Review Procedures and Participation in Decision-Making

Salary

Job Satisfaction

Places for Relocation and Reasons for Choices

Summary and Recommendations

Rewards for Teaching

Communication of Expectations

Conflict Between Teaching and Research

Salary

Conclusion

References

Building Motivation And Cognition Research Into Workshops On Lecturing, Michael B. Paulsen

To Improve the Academy: A Journal of Educational Development

Connecting Motivation, Cognition and Lecturing

Motivation

Cognition

Preparing for and Conducting the Live Mini-Lecture

Role of the Confederate Lecturer

Role of the Workshop Participants

Reporting and Discussing Participant Observations and Evaluations

Conclusion

References

Appendix: Motivation Strategies, Cognition Strategies

Section I: The Context For Faculty, Instructional, And Organizational Development

To Improve the Academy: A Journal of Educational Development

Because faculty, instructional and organizational development is still a relatively new area, it has undergone dramatic changes not only in the last fifteen years but even in the last two or three years. As the focus on undergraduate education becomes more prevalent, as budgets wax and wane, and as the demographics of the academic population change, it is important that we stay abreast of the latest research, discussion, and information in the field. Thus, it is appropriate that the volume begins with a focus on the context in which we do our work. What is happening in faculty development? What …

Section Ii: Strategies For Enhancing Teaching And Learning

To Improve the Academy: A Journal of Educational Development

The teaching success of faculty is partly dependent on their having a broad repertoire of instructional strategies to use in various situations. The three articles in this section of the volume focus on some of those strategies as possible ways of enhancing teaching and learning.

Section Iii: Strategies For Enhancing Faculty /Instructional Development Programs

To Improve the Academy: A Journal of Educational Development

This section focuses on strategies that can be used in the faculty development process.

Section Iv: Teaching Cases For Use In Faculty / Instructional Development

To Improve the Academy: A Journal of Educational Development

As LuAnn Wilkerson and John Boehrer have indicated in the preceding article, teaching cases can be extremely useful in faculty/instructional development. Because of increased interest in the use of cases and because of feedback that suggests that To Improve the Academy should continue to provide some practical materials that can be reproduced simply and used, we have included some teaching cases.

The Case Of Edwina Armstrong, Rita Silverman, William M. Welty

To Improve the Academy: A Journal of Educational Development

Edwina Annstrong, assistant professor of psychology, pushed her glasses up into her hair and massaged the bridge of her nose as she listened to Shirlee Jasper's complaints.

Use of the Case entitled "Edwina Armstrong"

Gender Differences In Faculty Perceptions Of Factors That Enhance And Inhibit Academic Career Growth, Edwin L. Simpson

To Improve the Academy: A Journal of Educational Development

Method

Results

Influences on Career Choice

Fulfillment in the Job

The Mentoring Role

Career Satisfaction

Implications

Conclusion

References