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Articles 1501 - 1530 of 2334
Full-Text Articles in Higher Education Administration
June Agenda, Wku Graduate Council
Meeting Minutes, Wku Graduate Council
May Agenda, Wku Graduate Council
Meeting Minutes, Wku Graduate Council
Does A Co-Learner Delivery Model In Professional Development Affect Teachers’ Self-Efficacy In Teaching Mathematics, John J. Ribeiro, Denise Demagistris
Does A Co-Learner Delivery Model In Professional Development Affect Teachers’ Self-Efficacy In Teaching Mathematics, John J. Ribeiro, Denise Demagistris
Teacher Education
A mixed method study is reported examining teacher efficacy regarding professional development in mathematics instruction for two groups of teachers: in building with peers (N=17) and MAT student co-learners in the classroom (N=14). An end-of-course survey, focus group interviews and pre-post data for the Teacher Self Efficacy Scale were used to investigate:1. What is the difference in teachers’ efficacy regarding mathematics instruction based on the professional development delivery system they experienced? 2. What are teachers’ perceptions of their professional development with peers conducted onsite in district compared with professional development with peers and preservice teachers at a university setting? Descriptive …
Expectations For Career And Social Support By Mentors And Mentees Participating In Formal Elementary And Secondary School Mentoring Programs, Monique Jacob, Robert K. Gable
Expectations For Career And Social Support By Mentors And Mentees Participating In Formal Elementary And Secondary School Mentoring Programs, Monique Jacob, Robert K. Gable
Teacher Education
Teacher shortages are a nationwide concern, attributable primarily to high attrition rates among new teachers (Ingersoll, 2003; Ingersoll & Kralik, 2004; Ingersol & Smith, 2004). Ingersoll and Kralik (2004) claimed that an estimated 50% of new teachers left the profession within their first 5 years. Reasons for leaving include: isolating and non-supportive teaching environments, poor working conditions and overwhelming teaching assignments (Alliance for Excellent Education, 2005). To support beginning teachers, Rhode Island passed legislation requiring districts to develop a mentoring process (Law 16-7.1-2 Accountability for Student Performance). One variable measuring mentoring success is how closely participants’ expectations for the relationship …
Are Developmental Math Courses Being Offered At The Appropriate Time Of Day To Optimize Student Success?, Ralph Cox
Mathematics Graduate Theses
This research paper will identify if a relationship exists between success in pre-requisite developmental math courses and the time of day that the course is offered for students enrolled at a rural community and technical college in northwestern Minnesota. The ACCUPLACER Arithmetic test was administered originally during new student orientation and then, again, at the completion of pre-requisite developmental Math Foundations courses. Paired Pre- and Post- Test data was gathered over seven years, from 2002 to 2009, for a total of 268 students (n=268). The data was then evaluated using one-tail two-sample T-tests assuming unequal variances to determine if a …
Meeting Minutes, Wku Graduate Council
April Agenda, Wku Graduate Council
March Agenda, Wku Graduate Council
Meeting Minutes, Wku Graduate Council
Meeting Minutes, Wku Graduate Council
February Agenda, Wku Graduate Council
January Agenda, Wku Graduate Council
Meeting Minutes, Wku Graduate Council
Ua45/1/1 Registrar Publications Undergraduate Catalogs, Wku Archives
Ua45/1/1 Registrar Publications Undergraduate Catalogs, Wku Archives
WKU Archives Collection Inventories
Undergraduate catalogs published by the Registrar's Office. Most recent catalogs are available online through the Undergraduate Catalogs. This series includes some registration announcement memos as well.
Bridgewater State College Undergraduate/Graduate Catalog 2009-2010, Bridgewater State College
Bridgewater State College Undergraduate/Graduate Catalog 2009-2010, Bridgewater State College
Bridgewater State College Catalogs, 1960-2009
No abstract provided.
Disciplining Queer, Ian Barnard
Disciplining Queer, Ian Barnard
English Faculty Articles and Research
This article analyzes a particular set of disciplinings by students and colleagues that coalesced around my teaching of a university course in ‘Queer Theory.’ I use these regulatory discourses and practices as a springboard to investigate how academic and other disciplines (English, in particular) enable and reproduce certain stylizations, epistemologies, and methodologies, and what they implicitly and violently conceal and demonize; how style functions as politics and what the politics of style are; how queerness—queer inquiry and intervention, queer methodologies and epistemologies, queer activisms and insubordinations—might activate, exacerbate, and expose some of these questions and mechanisms. The form of the …
Preface, Volume 27 (2009), Linda B. Nilson
Preface, Volume 27 (2009), Linda B. Nilson
To Improve the Academy: A Journal of Educational Development
Preface to volume 27 (2009) of To Improve the Academy: A Journal of Educational Development, by Linda B. Nilson of Clemson University.
Essential Faculty Development Programs For Teaching And Learning Centers In Research–Extensive Universities, Larissa Pchenitchnaia, Bryan R. Cole
Essential Faculty Development Programs For Teaching And Learning Centers In Research–Extensive Universities, Larissa Pchenitchnaia, Bryan R. Cole
To Improve the Academy: A Journal of Educational Development
This research highlights the imperative nature of designing programs to address the full range of faculty develapment needs. It presents a framework for essential faculty development programs for teaching and learning centers in research-extensive universities for introducing, enhancing, and improving faculty develapment offerings. The nationwide Delphi study of faculty development programs identified eighteen currently essential and twenty-eight future essential faculty development programs for teaching and learning centers in research-extensive universities. This list of programs may serve as a baseline for evaluating existing faculty development programming and guiding the expansion of established programs and the planning of new ones.
Bibliography, Volume 27 (2009)
Bibliography, Volume 27 (2009)
To Improve the Academy: A Journal of Educational Development
Bibliography for volume 27 (2009) of To Improve the Academy: A Journal of Educational Development.
Ethical Guidelines For Educational Developers
Ethical Guidelines For Educational Developers
To Improve the Academy: A Journal of Educational Development
Ethical guidelines for educational developers, prepared by Mintz, Smith, and Warren, January 1999. Revised March 1999, September 1999, and March 2000.
About The Authors, Volume 27 (2009)
About The Authors, Volume 27 (2009)
To Improve the Academy: A Journal of Educational Development
About the editors and authors of volume 27 (2009) of To Improve the Academy: A Journal of Educational Development.
Acknowledgments, Volume 27 (2009), Linda B. Nilson
Acknowledgments, Volume 27 (2009), Linda B. Nilson
To Improve the Academy: A Journal of Educational Development
Acknowledgments for volume 27 (2009) of To Improve the Academy: A Journal of Educational Development, by Linda B. Nilson of Clemson University.
Editor's Introduction: The Educational Developer As Magician, Linda B. Nilson
Editor's Introduction: The Educational Developer As Magician, Linda B. Nilson
To Improve the Academy: A Journal of Educational Development
After so many changes in the academy, faculty and educational developers face challenges that require magic to meet. Faculty members are supposed to perform the magic, and we educational developers are expected to teach them how. The trick is to teach more in the same amount of time to disinterested and unprepared students, under the conditions of larger classes, less authority, and lower rewards. College and university faculty are under attack for failing short, and educational developers are next in line to feel the heat. Perhaps we should start defending our faculties, explaining our challenges, and publicizing our efforts and …
Experiential Lessons In The Practice Of Faculty Development, Ed Neal, Iola Peed-Neal
Experiential Lessons In The Practice Of Faculty Development, Ed Neal, Iola Peed-Neal
To Improve the Academy: A Journal of Educational Development
The practice of faculty development, as distinct from its theoretical and empirical principles, must largely be learned experientially, through an often painful process of trial and error. In this chapter, we offer some of the lessons we have learned in our combined total of sixty-four years as faculty developers, in hopes that others might benefit from our experience.
Maturation Of Organizational Development In Higher Education, Gail F. Latta
Maturation Of Organizational Development In Higher Education, Gail F. Latta
To Improve the Academy: A Journal of Educational Development
Organizational development (OD) is fundamentally about increasing institutional capacity for change. Organizational culture is a pivotal variable mediating the success of institutional change initiatives. Faculty and OD professionals are poised to address the need for increased understanding of organizational culture and change in higher education institutions. This chapter presents a conceptual guide to theories of change and cultural analysis that inform OD practice. Distinctions between content and process theories of change, as well as normative and idiomatic approaches to cultural analysis, are reviewed with respect to their utility for facilitating change in the academy. Implications for the maturation of OD …
Ten Ways To Use A Relational Database At A Faculty Development Center, A. Jane Birch, Tara Gray
Ten Ways To Use A Relational Database At A Faculty Development Center, A. Jane Birch, Tara Gray
To Improve the Academy: A Journal of Educational Development
Providing quality support to faculty requires attention to administrative details and event logistics. As professionals, we must also assess the impact of our work and be prepared to report to those who will judge its worth and allocate resources. To do this we need current, accurate data that are easy to access and easy to use. We also need a simple way to manage faculty development activities and evaluate the outcomes. The best technology for achieving these goals is a relational database. This chapter describes ten ways a relational database can be used to support faculty developers in their various …
Magicians Of The Golden State: The Csu Center Director Disappearing Acts, Cynthia Desrochers
Magicians Of The Golden State: The Csu Center Director Disappearing Acts, Cynthia Desrochers
To Improve the Academy: A Journal of Educational Development
The California State University (CSU) Teaching and Learning Center directors perform daily feats of magic, often culminating in one particularly dramatic trick at the end of the academic year—their own disappearing acts. This chapter traces the history of the center director position in the CSU system, reports where directors go when they leave the position after only a few years, and proposes how frequent turnover might be reversed through organizational factors aimed at promoting retention of these Magicians of the Golden State.
Practical Tools To Help Faculty Use Learner–Centered Approaches, Phyllis Blumberg
Practical Tools To Help Faculty Use Learner–Centered Approaches, Phyllis Blumberg
To Improve the Academy: A Journal of Educational Development
Instructors often resist dramatic changes in their teaching, and learner-centered approaches are not intuitive for most instructors. They need tools to help them adopt these approaches. This chapter describes four tools—1) a list of components of Weimer’s five practices of learner-centered teaching, 2) reflection questions to prepare instructors to determine the learner-centered status of their courses, 3) self-assessment rubrics, and 4) a Planning for Transformation form—to help instructors change their teaching. Taken together, these tools form a comprehensive system with which to plan for change. This system encourages and assists instructors to make incremental changes toward using learner-centered approaches in …