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Articles 1471 - 1500 of 2880
Full-Text Articles in Higher Education Administration
About The Authors, Volume 25 (2007)
About The Authors, Volume 25 (2007)
To Improve the Academy: A Journal of Educational Development
About the editors and authors/contributors of volume 25 (2007) of To Improve the Academy: A Journal of Educational Development.
Preface, Volume 25 (2007), Douglas Reimondo Robertson
Preface, Volume 25 (2007), Douglas Reimondo Robertson
To Improve the Academy: A Journal of Educational Development
Preface to volume 25 (2007) of To Improve the Academy: A Journal of Educational Development, by Douglas Reimondo Robertson of Highland Heights, Kentucky.
Introduction, Volume 25 (2007), Douglas Reimondo Robertson
Introduction, Volume 25 (2007), Douglas Reimondo Robertson
To Improve the Academy: A Journal of Educational Development
Introduction to volume 25 (2007) of To Improve the Academy: A Journal of Educational Development, by Douglas Reimondo Robertson of Highland Heights, Kentucky.
Ethical Guidelines For Educational Developers
Ethical Guidelines For Educational Developers
To Improve the Academy: A Journal of Educational Development
Ethical guidelines for educational developers brepared by Mintz, Smith, and Warren, January 1999. Revised March 1999, September 1999, and March 2000.
It All Started In The Sixties: Movements For Change Across The Decades—A Personal Journey, R. Eugene Rice
It All Started In The Sixties: Movements For Change Across The Decades—A Personal Journey, R. Eugene Rice
To Improve the Academy: A Journal of Educational Development
A combination of memoir and social commentary, this chapter explores changes in higher education throughout five decades—1960s: utopian quest for learning communities; 1970s: faculty development movement; 1980s: focus on the academic workplace; 1990s: broadening the understanding of scholarship; and 2000s: new pathways and the engaged campus. This chapter provides a context for the careers and work of faculty, academic administrators, and faculty development specialists (both new and experienced) as well as for the Professional and Organizational Development Network in Higher Education (POD).
Living Engagement, Bell Hooks, Douglas Reimondo Robertson
Living Engagement, Bell Hooks, Douglas Reimondo Robertson
To Improve the Academy: A Journal of Educational Development
In this “talking chapter” bell hooks reveals, through dialogue about her thoughts and experiences related to college teaching and learning, a profound and robust perspective on what could be called “deep” faculty development. Topics include engaged pedagogy, therapeutic conversations, spiritual practice, difference, conflict, and love.
Surviving To Tenure, James M. Lang
Surviving To Tenure, James M. Lang
To Improve the Academy: A Journal of Educational Development
For most new faculty, anxiousness about the tenure application begins from the first day on the job. Surviving the six intervening years on the tenure track requires a range of time- and career-management skills that new faculty may only learn piecemeal along the way. New faculty need help in five specific areas in order to survive their path down the tenure track: 1) developing teaching strategies that will fit their personalities and reach as many students as possible, 2) managing their time to allow for research and publication, 3) determining what and how many service commitments to make, 4) existing …
The Abcs Of Fractal Thinking In Higher Education, Edward Nuhfer
The Abcs Of Fractal Thinking In Higher Education, Edward Nuhfer
To Improve the Academy: A Journal of Educational Development
All learning establishes and often stabilizes neural networks in the brain. These carry both cognitive and affective attributes and have fractal form. Fractal networks produce many actions and products that exhibit fractal qualities. Awareness of such qualities provides a unifying key to understanding and applying educational knowledge. It represents a marked shift in perception that differs from thinking customarily employed in considering information as a specialist. This alternate perspective helps professionals in higher education draw on diverse information from specialty research and apply it more effectively.
Toward A Scholarship Of Teaching And Learning In Educational Development, Peter Felten, Alan Kalish, Allison Pingree, Kathryn M. Plank
Toward A Scholarship Of Teaching And Learning In Educational Development, Peter Felten, Alan Kalish, Allison Pingree, Kathryn M. Plank
To Improve the Academy: A Journal of Educational Development
Educational development traditionally has been a practice-based field. We propose that as a profession we adopt the methods of the scholarship of teaching and learning (SoTL), so often shared with our clients, in order to look through a scholarly lens at the outcomes of our own practice. Using SoTL approaches in our work would deepen the research literature in our field and improve the effectiveness of decisions we make about where to spend limited time and resources. In this chapter, we explore what it might mean for individual developers, and for our professional community, to apply SoTL methods to our …
Faculty Development Through Student Learning Initiatives: Lessons Learned, Nancy Simpson, Jean Layne, Adalet Baris Gunersel, Blake Godkin, Fred Froyd
Faculty Development Through Student Learning Initiatives: Lessons Learned, Nancy Simpson, Jean Layne, Adalet Baris Gunersel, Blake Godkin, Fred Froyd
To Improve the Academy: A Journal of Educational Development
A project aimed at improving student learning while facilitating the professional development of faculty participants in the area of teaching has yielded a rich collection of data. In addition to providing critical information about how faculty members think, the project has broadened our thinking regarding the link between student learning initiatives and faculty development. The project has also increased our understanding of the interests of faculty members who are not typically clients of faculty development centers and motivated thinking on how to serve the professional development goals of this group.
Action Research For Instructional Improvement: Using Data To Enhance Student Learning At Your Institution, Constance E. Cook, Mary Wright, Christopher O'Neal
Action Research For Instructional Improvement: Using Data To Enhance Student Learning At Your Institution, Constance E. Cook, Mary Wright, Christopher O'Neal
To Improve the Academy: A Journal of Educational Development
Action research is a powerful tool that can be used by teaching centers to improve teaching and learning. This chapter describes an action research project conducted at the Center for Research on Learning and Teaching at the University of Michigan. The project concerns retention and attrition in science gateway courses, with particular attention given to the role of the teaching assistant. This chapter concludes with a discussion of six principles for teaching center staff who wish to conduct their own action research projects.
Moving From The Scholarship Of Teaching And Learning To Educational Research: An Example From Engineering, Ruth A. Streveler, Maura Borrego, Karl A. Smith
Moving From The Scholarship Of Teaching And Learning To Educational Research: An Example From Engineering, Ruth A. Streveler, Maura Borrego, Karl A. Smith
To Improve the Academy: A Journal of Educational Development
In The Advancement of Learning , Huber and Hutchings (2005) state that the “scholarship of teaching and learning . . . is about producing knowledge that is available for others to use and build on” (p. 27). Can viewing the scholarship of teaching and learning (SoTL) as an educational research activity help make SoTL findings more available and easier to build on? This chapter describes a program that prepared engineering faculty to conduct rigorous research in engineering education. Project evaluation revealed that engineering faculty had difficulty making some of the paradigm shifts that were presented in the project.
Structuring Complex Cooperative Learning Activities In 50–Minute Classes, Barbara J. Millis
Structuring Complex Cooperative Learning Activities In 50–Minute Classes, Barbara J. Millis
To Improve the Academy: A Journal of Educational Development
Given the power of learning-centered teaching, faculty can be coached to structure cooperative activities wisely and well, even within 50-minute class periods where there is a perception that complex group work is difficult. In addition to giving some basic advice on team formation and classroom management, this chapter provides examples of five complex cooperative learning structures—Jigsaw, Send-a-Problem, Cooperative Debates, Guided Reciprocal Peer Questioning, and Bingo—that can be conducted within 50-minute classes. The specific literature-based examples are complemented by examples in a variety of other disciplines, making them seem doable to more faculty.
“Heritage Rocks”: Principles And Best Practices Of Effective Intercultural Teaching And Learning, Peter Frederick, Mary James
“Heritage Rocks”: Principles And Best Practices Of Effective Intercultural Teaching And Learning, Peter Frederick, Mary James
To Improve the Academy: A Journal of Educational Development
This portrayal of the intercultural teaching/learning culture and classroom stories at one fully multicultural institution, Heritage University, itself reflecting many diverse “heritages,” provides a glimpse into the faces of the future of higher education in America. We offer several examples and a synthesis of the principles and best practices of effective intercultural teaching and learning, with the intention of helping other institutions move intercultural education from the margins to the “center,” thereby preparing both teachers and learners for effective intercultural learning and living in the 21st century.
How Do You Handle This Situation? Responses By Faculty In Great Britain And The United States To Workshops On The Ethics Of Teaching, Miriam Rosalyn Diamond
How Do You Handle This Situation? Responses By Faculty In Great Britain And The United States To Workshops On The Ethics Of Teaching, Miriam Rosalyn Diamond
To Improve the Academy: A Journal of Educational Development
Faculty in the United States and Great Britain took part in workshops exploring educational ethics. Participants articulated concerns about balancing approachability with fairness, cross-cultural communication, conveying standards to students, and academic integrity. Responses to the session were positive, and both groups indicated an interest in continuing discourse on the topic. The groups differed on specific issues of interest, as well as feedback on the session. Some of these appear to be culturally influenced. Overall, this workshop presents a model for providing faculty with the opportunity to examine and formulate direction when dealing with ethical issues related to teaching.
In The Eye Of The Storm: Students' Perceptions Of Helpful Faculty Actions Following A Collective Tragedy, Therese A. Huston, Michele Dipietro
In The Eye Of The Storm: Students' Perceptions Of Helpful Faculty Actions Following A Collective Tragedy, Therese A. Huston, Michele Dipietro
To Improve the Academy: A Journal of Educational Development
On occasion, our campus communities are shaken by national tragedies such as Hurricane Katrina and the terrorist attacks of September 11, 2001, or by local tragedies such as the murder of a faculty member or student. Because these are unusual circumstances, faculty are often initially confused about how to respond, and later have little or no sense of how effective their actions have been (DiPietro, 2003). This chapter investigates the most common instructor responses following a tragedy and which of those responses students find most helpful. Implications for faculty and faculty developers are discussed.
Sustaining The Undergraduate Seminar: On The Importance Of Modeling And Giving Guidelines, Shelley Z. Reuter
Sustaining The Undergraduate Seminar: On The Importance Of Modeling And Giving Guidelines, Shelley Z. Reuter
To Improve the Academy: A Journal of Educational Development
Student-led discussion is a valuable means of involving students in the collaborative creation of knowledge. This activity becomes especially important in the seminar course where, either individually or in small groups, students lead their peers through a set of readings. Unfortunately, student-led discussions often focus more on summary than critical analysis, largely because seminar leaders, left to their own devices, do not know what a seminar should look like or how to lead one effectively. This chapter demonstrates tliat undergraduates can learn seminar leadership when provided with guidelines and opportunities to see the skill modeled.
Teaching Business By Doing Business: An Interdisciplinary Faculty–Friendly Approach, Larry K. Michaelson, Mary Mccord
Teaching Business By Doing Business: An Interdisciplinary Faculty–Friendly Approach, Larry K. Michaelson, Mary Mccord
To Improve the Academy: A Journal of Educational Development
This chapter describes the implementation of an interdisciplinary undergraduate curricular innovation in two different university settings. The Integrative Business Experience (IBE) requires students to enroll concurrently in three required core business courses and a practicum course in which they develop and operate a startup business (based on a real-money loan of up to $5,000) and carry out a hands-on community service project. This chapter also reports outcomes for students (including data from an assessment), examines the variables that minimize the difficulty of achieving cross-disciplinary integration in IBE, and suggests keys to enabling faculty-friendly integrative course designs in other settings.
The Scholarship Of Civic Engagement: Defining, Documenting, And Evaluating Faculty Work, Robert G. Bringle, Julie A. Hatcher, Patti H. Clayton
The Scholarship Of Civic Engagement: Defining, Documenting, And Evaluating Faculty Work, Robert G. Bringle, Julie A. Hatcher, Patti H. Clayton
To Improve the Academy: A Journal of Educational Development
Civic engagement, which is presented as teaching, research, and service in and with the community, presents new challenges for evaluating faculty work as part of the reappointment, promotion, and tenure process. The nature of service-learning, professional service, and participatory action research are examined as faculty work that can be scholarly (i.e., well informed) and the basis of scholarship (i.e., contributing to a knowledge base). As such, examples of evidence for documenting the work and issues associated with evaluating dossiers are presented.
Faculty Development In Student Learning Communities: Exploring The Vitality Of Mid–Career Faculty Participants, Shari Ellertson, John H. Schuh
Faculty Development In Student Learning Communities: Exploring The Vitality Of Mid–Career Faculty Participants, Shari Ellertson, John H. Schuh
To Improve the Academy: A Journal of Educational Development
Student learning communities result in numerous benefits for students and institutions, but less is known about the influence of learning community participation on faculty renewal and development. This qualitative study examines mid-career faculty members’ involvement in student learning communiities to explore the degree to which the construct of vitality appropriately describes and illuminates their experiences. Findings suggest that learning communities foster vitality by serving as a boundary-spanning activity where faculty can merge various work interests, allowing them to engage in purposeful production and providing them with experiences that help generate feelings of energy, excitement, and engagement with their work.
Making Meaning Of A Life In Teaching: A Memoir–Writing Project For Seasoned Faculty, Kathleen F. O'Donovan, Steve R. Simmons
Making Meaning Of A Life In Teaching: A Memoir–Writing Project For Seasoned Faculty, Kathleen F. O'Donovan, Steve R. Simmons
To Improve the Academy: A Journal of Educational Development
The University of Minnesota’s faculty development project, “Making Meaning of a Life in Teaching,” promotes collegiality and enhances self-reflection for those who are cxperienced classroom instructors. Started in October. 2003, this project provides a forum that invites participants to examine specific memories from their teaching lives and to transform those recollections into a written memoir. This chapter explores the use of memoir as an effective tool for faculty development, describes the project’s structure and components, and presents both co-facilitator and participant perspectives on the process and the memoir product.
Transforming A Teaching Culture Through Peer Mentoring: Connecticut College's Johnson Teaching Seminar For Incoming Faculty, Michael Reder, Eugene V. Gallagher
Transforming A Teaching Culture Through Peer Mentoring: Connecticut College's Johnson Teaching Seminar For Incoming Faculty, Michael Reder, Eugene V. Gallagher
To Improve the Academy: A Journal of Educational Development
This chapter describes a yearlong seminar focused on teaching that is offered to all incoming tenure-track faculty at Connecticut College, a small residential liberal arts college. This seminar is distinctive because it is facilitated by second- and third-year faculty. We argue that this peer-mentoring model has three distinct benefits. First, it avoids many of the pitfalls identified with traditional one-on-one mentoring. Second, it addresses the distinctive challenges that faculty face at small colleges. Third, it provides a strong base for faculty to pursue the scholarship of teaching and learning (SoTL). We believe that our peer-mentoring model may well be adaptable …
Bibliography, Volume 25 (2007)
Bibliography, Volume 25 (2007)
To Improve the Academy: A Journal of Educational Development
Bibliography for volume 25 (2007) of To Improve the Academy: A Journal of Educational Development.
The Literature And Cinema Of Revenge: Honors 493 And English 492, Rusty Rushton, Michael Sloane
The Literature And Cinema Of Revenge: Honors 493 And English 492, Rusty Rushton, Michael Sloane
Honors in Practice Online Archive
This course explores the moral and aesthetic tenets of revenge passion as represented in Western literature and film. In addition to viewing such cinematic works as The Godfather and Dead Man Walking, we read Greek and Renaissance drama, passages from The Bible, Romantic poetry and philosophy, and essays concerned with contemporary instances of revenge. We are particularly interested in the historical shift from family- and clan-oriented societies to those based on national judicial systems, as well as in the emotional price we continue to pay in moving from the one type of satisfaction to the other.
Teaching Arts And Honors: Four Successful Syllabi, P. Brent Register, Robert Bullington, Joe Thomas
Teaching Arts And Honors: Four Successful Syllabi, P. Brent Register, Robert Bullington, Joe Thomas
Honors in Practice Online Archive
My initial experience with honors in academia occurred several years ago when I was approached to teach a 3-credit course as the humanities component of the honors curriculum at Clarion University. Being a musician, I was not quite certain what I could offer these students. The majority of them could not read music, much less play a musical instrument, and I knew that I wanted the course to be more than a typical general education survey course. Several years later, and through participation at National Collegiate Honors Council conferences, I have learned that dilemma is typical in honors programs. I …
Service Learning In The Honors Composition Classroom: What Difference Does It Make?, Ann Parker
Service Learning In The Honors Composition Classroom: What Difference Does It Make?, Ann Parker
Honors in Practice Online Archive
I grew up in a family where helping others was a given. My parents have always been generous with their time, their money, and their tangible donations. I can remember many occasions when we took food, clothes, or household items to families in our community who were in desperate need of such basic necessities.
As a fitting result, I now encourage my own children, ages twelve and fourteen, to volunteer. We assist families during the holidays, make and deliver lunches to children for a local ministry’s summer lunch program, and work with a local pet adoption facility to help homeless …
Where Are The Education Majors And Faculty?, Lynne Steyer Noble
Where Are The Education Majors And Faculty?, Lynne Steyer Noble
Honors in Practice Online Archive
As an Associate Professor of Education, I (Lynne Steyer Noble) became involved in the Columbia College Honors Program because I designed and taught an honors seminar based on my experiences living in Northern Ireland, not because of my education background. In 2004, on the way to present at the National Conference in New Orleans, I happened to look around the airplane and notice that there were very few education majors in the fairly large contingent of Columbia College Honors students. In conference workshops, as participants introduced themselves I noted that there were no other education professors in any of the …
More Than An Id Number Or A Gpa: Developmental Advising In Honors, Jacqueline Klein, Lisa French, Pamela Degotardi
More Than An Id Number Or A Gpa: Developmental Advising In Honors, Jacqueline Klein, Lisa French, Pamela Degotardi
Honors in Practice Online Archive
Developmental advising is a common form of advisement used with students in honors programs; it is defined as a “special advising relationship with students that both stimulates and supports their quest for an enriched educational experience” (Ender, 1997, p. 171). In a developmental advising relationship, students continuously interact with the advisor to achieve personal and educational goals. The relationship goes beyond typical advising issues such as registration and class scheduling, tapping into academic competence, personal involvement, and developing life goals (Ender). According to Ender and Wilkie (2000), developmental advising is challenging yet supportive, thereby allowing students to learn from their …
Social Systems And Issues: Food & Culture: Honors Breadth Social Sciences Hnr 1340 (Freshman), Sarah Gordon
Social Systems And Issues: Food & Culture: Honors Breadth Social Sciences Hnr 1340 (Freshman), Sarah Gordon
Honors in Practice Online Archive
This interdisciplinary course explores the complex roles of food and consumption in western and non-western cultures from pre-history to the present day, using socio-historical, developmental, and comparative approaches. Food and foodways are universal aspects of the human experience across time and geographical boundaries. This class investigates the relation of food to changing and static cultural values, beliefs, attitudes, rituals, and practices. We eat and consider how foods such as chocolate, sugar, potatoes, and insects have had an impact on different societies and cultures. We discuss current world events and issues related to food and hunger, health and disease.
The Fessenden Honors In Engineering Program, Michael Giazzoni
The Fessenden Honors In Engineering Program, Michael Giazzoni
Honors in Practice Online Archive
Developing honors opportunities for students in engineering programs can be difficult, and the experience at the University of Pittsburgh is no exception. Often these students’ degree requirements are so demanding that their opportunities for participating in honors experiences are severely limited. In each of the two semesters of their freshman year, freshman engineers at the University of Pittsburgh take the same courses: physics, chemistry, calculus, engineering computing, one elective, and a zero-credit, required engineering seminar that introduces them to their major choices. They enter their engineering majors in their sophomore year.