Higher Education Administration Commons^™

Edwin Anderson Alderman (1861-1931), Mark L. Mccallon

Library Research and Publications

Edwin Anderson Alderman was a noted educator, progressive reformer, and president of the University of North Carolina, Tulane University, and the University of Virginia, where he served as the school's first president from 1904 until his death in 1931. He brought to the University of Virginia a zeal for progressive reform, having campaigned in North Carolina and Louisiana for increased spending on public education and the creation of teacher-training schools, especially for women. In Charlottesville, Alderman established the Curry Memorial School of Education in 1905 and reorganized the university to emphasize efficiency and promote professional and technical instruction. The number …

Law Review Symposium Spotlights Lincoln's Constitutionalism, Jan. 30, Chapman University Media Relations

Chapman Press Releases 2003-2011

No abstract provided.

Chapman To Present 'Green Series' Of Talks At Pacific Club, Chapman University Media Relations

Chapman Press Releases 2003-2011

No abstract provided.

Cu Hosts Big Brothers Big Sisters On Saturday, Feb. 7, Chapman University Media Relations

Chapman Press Releases 2003-2011

No abstract provided.

The Minutes Of The Marshall University Staff Council Meeting, January 2009, Marshall University Staff Council

Staff Council Minutes

No abstract provided.

20090109: Archives Office Files, 1974-2006, University Libraries

Guides to University Archives

These items include materials from the University Libraries at Marshall University from 1974-2006. Items were received in 2009 and include notable materials about the Special Collections usage of manuscript collections and university archives usage from the specified date range listed on this collection. Please download the finding aid for a full list of contents.

Graduate Programs In Higher Education Administration, Andrews University

Public Document Archive

A brochure exhibiting the various graduate degree programs in higher education administration.

Koinonia, Larry Crabb, Jesse Brown, Steven M. Conn, Michael Santarosa, Stephanie Santarosa, Steve Ivester, Kyle Lantz, Nathan Geer, Andrew D. Rowell

Koinonia

Spotlight Features
Sovereign Stumbling: My Life Journey to Date, Larry Crabb

Conversations About Racism, Jessie Brown

Anxiety: A Growing Problem in College Students, Steven M. Conn

Thinking Theologically
Teaching the Truth, Michael and Stephanie Santarosa

Book Reviews
Kingdom Triangle: Recover the Christian Mind, Renovate the Soul, Restore the Spirit's Power (by J.P. Moreland), reviewed by Steve Ivester

The Soul of a Christian University: A Field Guide for Educators (edited by Stephen T. Beers), reviewed by Kyle Lantz

The Outrageous Idea of Academic Faithfullness (by Donald Opitz and Derek Melleby), reviewed by Nathan Geer

I Once Was Lost: What Postmodern Skeptics …

Student Affairs Committee Annual Report 2009-2010, Indiana State University

Faculty Senate

No abstract provided.

General Undergraduate Catalog, 2009-2010, Marshall University

Marshall University Catalogs 2000-2009

Marshall University Undergraduate Catalog for the 2009-2010 academic year.

Graduate Catalog, Spring 2009, Marshall University

Marshall University Catalogs 2000-2009

Marshall University Graduate Catalog for the Spring 2009 academic semester.

Graduate Catalog, Fall 2009, Marshall University

Marshall University Catalogs 2000-2009

Marshall University Graduate Catalog for the Fall 2009 academic year.

Ua45/3 Registrar Statistical File, Wku Archives

WKU Archives Collection Inventories

Series contains annual reports and head count books recording statistical data such as gender, county and student status by quarter. Also contains state university enrollment comparison.

Administrative Affairs Committee Annual Report 2009-2010, Indiana State University

Faculty Senate

No abstract provided.

Student Affairs Committee Minutes 2009, Indiana State University

Faculty Senate

No abstract provided.

Executive Committee Minutes 2009-2010, Indiana State University

Faculty Senate

No abstract provided.

Community-Engaged Scholarship In Higher Education: An Expanding Experience, Judith A. Ramaley

Public Administration Faculty Publications and Presentations

Higher education in this country has always been expected to serve the public good. Sometimes, the emphasis is on preparing educated citizens or practitioners in especially critical fields and how public service can deepen and enrich learning and prepare students to lead purposeful, responsible, and creative lives. Sometimes the focus is upon institutions themselves as major intellectual and cultural resources for a community. In this paper, based on the keynote presentation at the Community -- Engaged Scholarship for Health Collaborative's invitational symposium, the author explores four levels of engagement: the individual, the academic community and its concepts of scholarship, the …

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

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)

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

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)

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

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

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

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

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

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

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

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 …

Romancing The Muse: Faculty Writing Institutes As Professional Development, Elizabeth Ambos, Mark Wiley, Terre H. Allen

To Improve the Academy: A Journal of Educational Development

Conclusion
Given the tremendous success of the SWIs, we intend to continue to offer them for the foreseeable future, maintaining the features that faculty value most: space, sustenance, and editorial, statistical, and coaching assistance. But we will also make changes based on faculty feedback gathered during the final day’s luncheon debriefing and from the written evaluations. In addition, we intend to conduct formal research on the Institutes’ long-term effects on faculty productivity, satisfaction with scholarly work, and faculty retention. Important questions remain. For example, what is the return on investment in these Institutes, in terms of faculty productivity, career advancement, …