Higher Education Administration Commons^™

Evaluating The Return On Investment Of Faculty Development, Timothy W. Bothell, Tom Henderson

To Improve the Academy: A Journal of Educational Development

How can the return on investment of faculty development be determined? One way to do this is through the application of a highly replicated and reported return on investment (ROI) process. This chapter reviews briefly an ROI process used by organizations throughout the world, a process that has been the basis for over 100 published studies and is the most validated and reported ROI process used for determining the monetary impact of learning. The process utilizes a five-level framework and a step-by-step ROI process model. These components are reviewed in this chapter and an example of return on investment based …

Playing Well With Others: Academic Development As A Team Sport, Nancy Van Note Chism

To Improve the Academy: A Journal of Educational Development

An important first step to attacking significant institutional problems is working across the organizational silos that encompass campus units. This chapter draws upon an experience in collaboration through which an academic development center chose to partner with a variety of campus units to address a vexing problem facing many campuses: unacceptable rates of first-year student retention. The chapter then goes beyond the case to identify the kinds of collaborations that can be created to treat other pressing academic issues and highlight characteristics of successful collaborations that academic development centers can initiate or join.

Beyond Bean Counting: Making Faculty Development Needs Assessment More Meaningful, Pamela M. Milloy, Corly Brooke

To Improve the Academy: A Journal of Educational Development

Faculty development centers face many challenges including shrinking resources while providing an increasing array of programs and services to enhance learning. Needs assessment can be seen as a valuable tool to help centers focus efforts to meet the most salient needs relevant to the institutional mission. This chapter describes a faculty development needs assessment project that was implemented at a large public institution. Data collected was used to focus programming and guide decision-making. Based upon a presentation at the 2002 POD conference, selected needs assessment findings and their programmatic implications for the center are presented.

Approaching Faculty Development Support From The Grassroots: Establishment Of An Innovative, Formal, Untenured Faculty Organization, Ellen N. Junn, Ellen Kottler, Jacqueline K. Coffman, Pamella H. Oliver, Fred Ramirez

To Improve the Academy: A Journal of Educational Development

This chapter describes an innovative faculty support program designed for untenured faculty and full-time lecturers. Working closely with members of the administration, untenured faculty and full-time lecturers established and created a voluntary, formal, cross-departmental faculty organization called the ULO (Untenured Faculty and Full-Time Lecturer Organization). The ULO has formal bylaws, elected officers and a mission that initiated activities all designed to support junior faculty and full-time lecturers within the college. Even within its initial year, this organization offered a significant variety of meaningful support activities with positive outcomes. The activities include formation of a Research Writing Workgroup, workshops on the …

The Scholarship Of Teaching And Learning: Past Lessons, Current Challenges, And Future Visions, Kathleen Mckinney

To Improve the Academy: A Journal of Educational Development

This chapter reviews the complex history of the scholarship of teaching and learning (SoTL) including SoTL as a social movement and various conceptualizations of the term. Based on extant work, I also discuss past lessons, current challenges, and future directions for SoTL. Additional theorizing and research are needed in many areas. Suggestions related to faculty and organizational development and change are imbedded in this discussion.

Is The Thrill Gone? An Investigation Of Faculty Vitality Within The Context Of The Community College, Cathie J. Peterson

To Improve the Academy: A Journal of Educational Development

This single institutional case study investigated faculty vitality within the context of the community college by answering the following research questions: What are the characteristics of vital faculty within the community college? What effect does the environment have on faculty vitality? What do the vital faculty do to maintain their vitality? Qualitative research methods were employed to study the lives of the faculty within their naturalistic setting, thereby giving voice to the vital community college faculty.

A Faculty Development Program To Promote Engaged Classroom Dialogue: The Oral Communication Institute, Kim M. Mooney, Traci Fordham, Valerie D. Lehr

To Improve the Academy: A Journal of Educational Development

The St. Lawrence University faculty development program in oral communication promotes and enhances teaching strategies and philosophies for productive and civil classroom discourse. Started in January 2002, the Oral Communication Institute (OCI) provides a sustained forum in which faculty explore the relationship among oral communication, critical thinking, and deep learning. In addition to creating discourse communities, the OCI affords participants opportunities to develop strategies for interactive, reflective student learning. This chapter addresses the essential components for developing an oral communication institute: clear teaching and learning goals, a deliberate format and curriculum, experiential pedagogy, and opportunities for faculty dialogue and reflection.

Graduate Student Mentors: Meeting The Challenges Of The Ongoing Development Of Graduate Student Instructors, Chris O'Neal, Jennifer Karlin

To Improve the Academy: A Journal of Educational Development

Training and mentoring Graduate Student Instructors (GS Instructors) at large institutions presents three challenges to instructional developers: 1) training numerous GS Instructors from multiple departments, 2) the vast array of duties GS Instructors need training in, and 3) the continual sophistication of GS Instructors. Here we describe how the College of Engineering at the University of Michigan has met these challenges through the use of Graduate Student Mentors (GS Mentors). GS Mentors are experienced GS Instructors who are trained to mentor and advise their peers. We discuss how the GS Mentors are selected, trained, and supervised, and how they have …

Security Access Management At Uc Irvine: Adding Decentralization And Ending Paper, Mark Askren, Valerie Jones, Gena Rosas

Information Technology Services: Publications

The number one request from the University of California Irvine's administrative computing client community was to dramatically speed up and simplify the process for requesting access to applications. The resulting process review resulted in the development and implementation of SAMS, the Security Access Maintenance System.

Security Access Management At Uc Irvine: Slaying The Paper Forms Dragon, Mark Askren, Valerie Jones, Jennifer Lane

Information Technology Services: Publications

The number one request from the University of California Irvine's administrative computing client community was to dramatically speed up and simplify the process for requesting access to applications. The resulting process review resulted in the development and implementation of SAMS, the Security Access Maintenance System.

Pod Network News, Winter 2004

Professional and Organizational Development Network in Higher Education: POD Network News

President's Column

President Elect

Menges Library

Diversity Commission Update

2004 POD Conference

Bright Idea Award Recipients

Bright Idea Grand Award

Bright Idea Recognition Awards

Southern Regional Faculty and Instructional Development Consortium

Note from the POD Office

New Faces and Places

Books by POD Members

Conference Announcements

Logo Poster

POD Conference Corner

Change in Membership Structure

A Reminder to HTML Subscribers

Newsletter Deadlines

Connecting with POD

Contacting the POD Office

Complete your library! To Improve the Academy Order Form

Innovations In Undergraduate Research And Honors Education: Proceedings Of The Second Schreyer National Conference, Josephine M. Cambia, Renata S. Engel

National Collegiate Honors Council Monographs

Preface

I. Making the Case for Undergraduate Research

Introduction: Unpacking the Research Encyclopedia Josephine Carubia, Renata Engel

How (Or Whether?) To Integrate Research into Classroom Teaching for All Students and All Higher Education Institutions—Alan Jenkins

Why Involve Students in Research? —Rodney A. Erickson

II. Curriculum Models that Include Undergraduate Research The Maryland Gemstone Program — William W. Destler

Creating an Undergraduate Culture of Science by Integrating Inquiry, Project- based Learning and Research into the Curriculum — Richard A. Niesenbaum

THE INSIDERS: Undergraduates Critically Examine the Pros and Cons of a Team-based Marine Research Program — Traci J. Heincelman, EdwardJ. Majzlik, …

2004-05 Unopa Executive Board Minutes

UNOPA: Minutes

No abstract provided.

2004-05 Unopa General Meeting Minutes

UNOPA: Minutes

No abstract provided.

University Of Nebraska—Lincoln: Fact Book 2003—2004

University of Nebraska-Lincoln Administration: Reports, Papers, Publications, and Presentations

Role and Mission Statement

The Role of the University of Nebraska-Lincoln

The University of Nebraska-Lincoln, chartered by the Legislature in 1869, is that part of the University of Nebraska system which serves as both the land-grant and the comprehensive public University for the State of Nebraska. Those responsible for its origins recognized the value of combining the breadth of a comprehensive University with the professional and outreach orientation of the land grant University, thus establishing a campus which has evolved to become the flagship campus of the University of Nebraska. UNL works cooperatively with the other three campuses and Central …

Unopa Notes, Volume 42, Issue 4, December 2003

UNOPA: Newsletters

No abstract provided.

Everyone A Learner, Everyone A Teacher: Report From The Transition To University Task Force, Rita Kean

University of Nebraska-Lincoln Administration: Reports, Papers, Publications, and Presentations

I. Transition to University Task Force: Purpose and Mission

The Transition to University Task Force was appointed in May 2003 by Senior Vice Chancellor for Academic Affairs Richard Edwards to review and assess the effectiveness of first-year undergraduate orientation programs and courses. This review was to result in a proposed framework or plan for coordinating and supporting these separate programs.

As a foundation for its deliberations the Task Force was instructed to review several recent reports that address the present and future state of the university. These included: A 2020 Vision, the First Year Learning Task Force Report (1999), the …

Unopa Notes, Volume 42, Issue 3, November 2003

UNOPA: Newsletters

No abstract provided.

Sola Scarab Workers Symposium 2003, Andrew Smith

University of Nebraska State Museum: Programs Information

Entomological Society of America Annual Meeting Cincinnati, Ohio. Sunday, 26 October 2003

PAPERS: Introduction. Andrew Smith, University of Nebraska-Lincoln
Scarabaeoid higher phylogeny inferred from ribosomal DNA sequence data: Strong evidence for some interesting patterns, and many more questions to pursue. Dave Hawks and John Heraty, University of California - Riverside
Molecular phylogenetics research on phytophagous scarabs: tales of paraphyletic tribes and unanticipated lineages. Andrew Smith, University of Nebraska-Lincoln
Pest scarabs of North and Central America. Ron Cave, University of Florida
Lucanid classification: history, problems, and prospects. Matt Paulsen, University of Nebraska-Lincoln
Oak barrens, pocket gophers, and the scarabaeoids who love …

Unopa Notes, Volume 42, Issue 2, October 2003

UNOPA: Newsletters

No abstract provided.

Pod Network News, Fall 2003

Professional and Organizational Development Network in Higher Education: POD Network News

President's Column

POD Grant Program Call for Proposals

POD Core Committee Self-Nominations

To Improve the Academy: Vol. 23

Accreditation Alert

Logo Request

Visions, Metaphors and Images: Preconference Sessions

Conference Corner

2003 Certificate of Special Achievement Awardees

Kudos!

Committee Activities

POD Resource Materials

International Notes

Books by POD Members

Other Conference Announcements

From the POD office

Newsletter Deadline

POD Core Committee Self-Nomination Instructions

Contacting the POD Office

Call for Proposals POD Network Grant Program 2003-2004

To Improve the Academy: Vol. 23 Reviewer Self-Nomination Form

Call For Manuscripts To Improve the Academy: Vol. 23

Toward Community: The Relationship Between Religiosity And Silence In The Works Of Søren Kierkegaard, Joseph Swanson

Journal of the National Collegiate Honors Council Online Archive

Søren Kierkegaard was a nineteenth-century Danish philosopher whose primary concerns were tied to the individual and Christianity. He felt that the ‘Christendom’ of his day was hollow, and that its hollowness led to inauthenticity among those people who might otherwise have been true individuals and authentic Christians. He was wary of the ‘crowd’, viewing it as an abstraction of modernity, and he was skeptical of any attempts to reconcile the Judeo-Christian God with reason. He firmly believed that the depths of God could not be plumbed with rationality, and that the individual’s relationship to God must correspondingly be based in …

The Myth Of An Honors Education, Joy Pehlke

Journal of the National Collegiate Honors Council Online Archive

It is my nature to come at the question of honors from an idealistic perspective. I willingly admit that from the outset. However, as a student affairs professional I strive for balance in thought and in practice. I intend, through this manuscript, to provide a comprehensive, thoughtful look at the institutional commitment to honors tracks in higher education. Hence I explore, first, the controversial questions surrounding honors admissions policies. In addition, I look at the discrepancies that exist between the privileges afforded to honors students versus non-honors students. I believe these two issues challenge all honors administrators to remain vigilant …

Journal Of The National Collegiate Honors Council -- Volume 4, No. 2 -- Complete Issue

Journal of the National Collegiate Honors Council Online Archive

CONTENTS

Call for Papers
Submission Guidelines
Dedication to Rosalie Otero

2003 PORTZ PRIZEWINNING ESSAY
Toward Community: The Relationship between Religiosity and Silence in the Works of Søren Kierkegaard -- Joseph Swanson

MULTIPERSPECTIVISM IN HONORS
The Promise, Perils, and Practices of Multiperspectivism -- Scott Huelin
The Myth of an Honors Education -- Joy Pehlke
Unity in Diversity: The Virtues of a Metadisciplinary Perspective in Liberal Arts Education -- Alexander Werth
Fostering Microenvironments for Teaching and Learning: Findings of a Study of Program Quality in Honors Programs -- Katie Huggett
Supporting the Aesthetic through Metaphorical Thinking -- Patrick Aievoli
A Multi-Perspective Class …

Fostering Microenvironments For Teaching And Learning: Findings Of A Study Of Program Quality In Honors Programs, Kathryn Dey Huggett

Journal of the National Collegiate Honors Council Online Archive

Honors education has long enjoyed a reputation for adding something unique to undergraduate education, and the advantages are touted widely, but there has been limited examination of quality in undergraduate honors education. Previous efforts have typically stopped short of considering program quality as it relates to student learning. Instead, program administrators and other researchers have examined the topic from the perspective of a single stakeholder group, focusing primarily upon student satisfaction or administrative concerns, such as enrollment management or program development. To be sure, these are important considerations—but it is becoming even more critical for stakeholders in honors education to …

Emotional Intelligence And Academic Performance Of College Honors And Non-Honors Freshmen, Malaika Castro-Johnson, Alvin Wang

Journal of the National Collegiate Honors Council Online Archive

A positive freshman year experience is critical for student persistence and longterm success in college (Tinto, 1975; Tinto & Goodsell,1993). Recently, institutions have begun to recognize that student factors beyond demographics, academic records, and standardized test scores influence the likelihood of a positive freshman year experience (Levitz & Noel, 1989). “Emotional intelligence” is one such factor which is instrumental in situations that call upon students to adjust successfully from one environment to another (Hettich, 2000). While there is some data on the personality characteristics of college Honors students (Grangaard, 2003), to our knowledge no data have been collected on their …

Editorial Matter For Volume 4, Number 2, Ada Long, Dail Mullins, Rusty Rushton

Journal of the National Collegiate Honors Council Online Archive

Editorial Policy
Contents
Call for Papers
Submission Guidelines
Dedication to Rosalie Otero
Editor's Introduction, Ada Long
About the Authors

Unity In Diversity: The Virtues Of A Metadisciplinary Perspective In Liberal Arts Education, Alexander Werth

Journal of the National Collegiate Honors Council Online Archive

Remember the story of the blind men and the elephant? Each man touches a different part of the animal (its side, trunk, tusk, leg, ear, and tail) and pronounces his find a wall, a snake, a spear, a tree, a fan, or a rope. As the poet Godfrey Saxe (1816-1997) wrote of the blind men in his retelling of this ancient Indian parable, “Though each was partly in the right, they all were in the wrong” (Galdone, 1973). This allegory quickly encapsulates the benefits, and the challenges, of seeing, or not seeing, something through multiple perspectives—in short, it illuminates the …

The Promise, Perils, And Practices Of Multiperspectivism, Scott Huelin

Journal of the National Collegiate Honors Council Online Archive

The modern university has, at best, an ambivalent relation to multiperspectivism. In the seventeenth century, when European universities finalized the break with their medieval past, a century and a half of religious wars had made multiperspectivism a pressing intellectual and social problem, one that, it was argued, could be overcome only with rigorous intellectual method (Toulmin 69-80, Stout 46-47). In our own day, the academy widely celebrates multiperspectivism as a means to achieve the legitimate ends of higher education or, in some cases, as one of those ends itself. Contemporary reflection on academic practice routinely cites notions of diversity, pluralism, …

A Multi-Perspective Class Project At Oral Roberts University, Andrew Lang, Aimee Raile, Joy Thrall

Journal of the National Collegiate Honors Council Online Archive

In 2001, Oral Roberts University launched an honors program. Unlike most honors programs, the ORU program is two-tiered, meaning that the top sixteen to eighteen students in every class are considered fellows and the rest of the students who meet the academic requirements are scholars. ORU requires both fellows and scholars to complete twenty-four hours of honors coursework through designated sections of general education classes. One unique aspect of the program is that the fellows are required to complete five of six special interdisciplinary honors seminars as part of their required twenty-four hours. These classes replace traditional general education courses …