Higher Education Administration Commons^™

Pod Network News, June 1993

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

1993 POD Conference in Rochester

CORE Meeting in Washington D.C.

Thanks to Ron and Dan

Standing Committees

POD Activities at AAHE

1993 To Improve the Academy

POD Grants

Future POD Conferences

POD Memberships for 1993-1994

Enclosures

POD Mailing List

Announcements

Thoughts from the New POD President

Pod Network News, February 1993

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

Our New Look!

CORE Committee Elections

Thank you and a tip of the hat to ...

Spring CORE Committee Meeting

POD Conference at Rochester, Mn, October 14-17, 1993

Regional Faculty Development Groups/Consortia

Summer Workshop for Long-Term Faculty Developers

A Few Reflections of An Outgoing Executive Director

Upcoming Professional Opportunities

Among Us

Resources of Interest

Enclosures

To Do List

1993-94 Unopa Executive Board Minutes

UNOPA: Minutes

No abstract provided.

1975-93 Unopa Certificates Of Affiliation

UNOPA: Documents and Publications

No abstract provided.

Call For Proposals, 18th Annual Conference, 1993

Professional and Organizational Development Network in Higher Education: Conference Materials

Exploring the Conference Theme

Possible Topics for Conference or Pre-Conference Sessions

Criteria for Selecting Conference Programs

Instructions for Submitting a Proposal

Program Proposal Cover Sheet

Program Session Proposal Form

1993 Bright Idea Award Entry Form

Professional and Organizational Development Network in Higher Education: Conference Materials

No abstract provided.

Teleconference: Progress And Pitfalls: Making A Difference In The Reward System

Professional and Organizational Development Network in Higher Education: Conference Materials

Conference Segments

FAX Question Transmission Form

1993 Pod Network Conference Attendees

Professional and Organizational Development Network in Higher Education: Conference Materials

No abstract provided.

18th Annual Conference Program

Professional and Organizational Development Network in Higher Education: Conference Materials

Letter, by Kay Herr and Linda Hilsen, Conference Co-Chairs

POD Executive Directors

1993-94 CORE Committee Members

Acknowledgements

Conference Information and Resources

Conference Overview

Preconference Workshops

Conference Schedule

The Kahler Hotel / Kahler Plaza Hotel Meeting Room Map

18th Annual Conference Advance Program And Registration Materials

Professional and Organizational Development Network in Higher Education: Conference Materials

Welcome, by Kay Herr and Linda Hilsen

Exploring the Conference Theme

Preliminary Conference Schedule

About our speakers ...

Preconference Workshops

The Concurrent Sessions: An Array of Valuable and Value-Laden Topics

Materials and Resource Fair

Educational Expeditions

Registration Form

POD Network Institutional Membership List

Workshop For New Developers, Larry K. Quinsland

Professional and Organizational Development Network in Higher Education: Conference Materials

Notes and Nuances: Programming for New Faculty

Programming for Teaching Faculty and Staff

Characteristics of New Faculty and Staff

Notes and Nuances: Reflections on Getting Old

Call For Papers For The 1993 Edition Of To Improve The Academy

Professional and Organizational Development Network in Higher Education: Conference Materials

Deadline for submission: February 1st, 1993.

POD invites submissions for the 1993 edition of To Improve The Academy.

To Improve The Academy is the journal of the Professional and Organizational Development (POD) Network in Higher Education which is published annually. It is a collection of essays written by POD's members and supporters. Since its inception in 1982, To Improve The Academy has provided a forum for articles on improving higher education through instructional, faculty, and organizational development.

Prehistoric Chipped Stone Tools Of Nebraska, Thomas P. Myers

University of Nebraska State Museum: Programs Information

Prehistoric Nebraskans used stone, bone, or even wooden tools for most tasks of everyday life that ranged from cutting a tree to making weapons to preparing foods . Bone and wooden tools are seldom found, but debris from the manufacture and maintenance of chipped stone tools is the most cornman evidence of human activity at prehistoric villages and camp sites. Some kinds of stone tools, such as end scrapers and bifacial knives, were perfected more than 10,000 years ago. Others, notably projectile points, were subject to continual refinements as revealed by changes in shape and size.

To understand the evidence …

Editorial Matter 1993

To Improve the Academy: A Journal of Educational Development

Ordering Information

Permission to Copy

Instructions to Contributors for the 1994 Volume

Foreword

Mission Statement

Membership

Conference and Programs

Contents

List of Contributors

About POD

The "Bob Pierleoni Spirit Of Pod Award"

To Improve the Academy: A Journal of Educational Development

In 1990, a great many POD Network members were saddened by the news that a colleague, friend, and long-time POD member, Robert Pierleoni, (Bob to most of us) had suffered a fatal heart attack. While Bob had served on the CORE Committee two terms, and had been Co-chair of the Delavan, Wisconsin, conference at Lake Lawn Lodge in 1985, and had been a loyal member from early years, the loss of his presence in POD was one felt keenly as a result of something that many of his friends referred to as his "spirit" of being a "POD'er". He was …

The Spirit Of Pod: A Network For Development, Marilla D. Svinicki

To Improve the Academy: A Journal of Educational Development

The Concept of Network

A Dedication to Development

The Spirit of POD: The Next Twenty Years

The New Faculty Developer And The Challenge Of Change, Mary Ann Bowman

To Improve the Academy: A Journal of Educational Development

This article describes strategies to help novice faculty developers successfully adjust to their new profession and be effective in what they do. These approaches suggest that new developers may be better informed than they think they are, but will need to be prepared to make choices about what they do; deal with the challenge of limited resources; anticipate the unexpected; and recognize that their office may be perceived by faculty members as a safe place. Differences between the roles of faculty member and faculty developer are indicated. Additional suggested strategies include using publications, making the faculty development office visible, keeping …

Developing Faculty Multicultural Awareness: An Examination Of Life Roles And Their Cultural Components, Joanne E. Cooper, Virgie Chattergy

To Improve the Academy: A Journal of Educational Development

This article describes the use of narrative to develop multicultural awareness. Faculty were asked to examine their own "internal multiculturalism ": how their various roles and statuses reflect differing and sometimes conflicting cultural imperatives. Findings explore points of connection and conflict experienced by faculty within the university culture and foster the negotiation and understanding of various cultures in all member of the academy.

Integrating Part-Time Faculty Into The Academic Community, George Drops

To Improve the Academy: A Journal of Educational Development

This article presents seven ideas on how to integrate part-time faculty into the academic community and help them deal with their feelings of isolation and loneliness. The key role of faculty development program directors is identified as well as specific strategies for working with part-time faculty. These ideas are based upon the author's experience as both a part-time and full-time faculty member, as well as a director of faculty development programs, and upon several surveys conducted among part-time faculty.

Enhancing Gta Training In Academic Departments: Some Self-Assessment Guidelines, James Eison, Marsha Vanderford

To Improve the Academy: A Journal of Educational Development

Faculty developers can assist supervisors of graduate teaching assistants (GTAs) and department chairpersons in examining the quality and comprehensiveness of their GTA training program. Five general guidelines and a series of 30 specific self-assessment questions are described to assist in this process. In addition, the use of these self-study procedures by a Department of Communication at a large urban university is illustrated.

Faculty Development's Role In Promoting An Inclusive Community: Addressing Sexual Orientation, Ann S. Ferren, William W. Geller

To Improve the Academy: A Journal of Educational Development

Faculty development programs have been at the forefront for the last decade in confronting new issues related to teaching and learning. These collective efforts have encouraged faculty to engage more directly and more deeply with students and ideas. Central to each of these efforts has been self-reflection and thoughtful analysis of the issues. Sexual orientation has not been a significant part of that personal study or dialogue. For those of us committed to strengthening our academic communities, recognizing this exclusion of the gay, lesbian, and bisexual community demands that we work to reduce the barriers. This will mean a renewed …

Faculty Developers As Change Facilitators: The Concerns-Based Adoption Model, Lynn Evans, Sheila Chauvin

To Improve the Academy: A Journal of Educational Development

Faculty members involved in efforts to improve their teaching, as well as the faculty developers who work with them, progress through natural, predictable stages of concern which, if understood, can form the basis of appropriate interventions. In this article the authors examine a framework that faculty developers and leaders of change efforts can use in their roles as change facilitators. This framework for understanding and planning educational change is part of the Concerns-Based Adoption Model (CBAM) developed by Hall, Hord, and others at the University of Texas at Austin Research and Development Center.

New Trends In Assuring And Assessing The Quality Of Educational Provision In British Universities, George Gordon

To Improve the Academy: A Journal of Educational Development

This article describes recent initiatives designed to audit and assess the quality of education in British universities. Such concerns are not new and have been addressed in various ways, including the accreditation of programs by professional bodies and of programs and institutions by regional accreditation/validation bodies. In essence these initiatives, old and new, seek to provide assurance, to the academy and to the public, that standards are appropriate, satisfactory, compatible with objectives, and broadly comparable between similar programs or institutions. At present, there is a gathering international movement toward requiring universities to produce evidence about their systems of quality assurance …

Faculty Development Programs: A Perspective, Sandra Hellyer, Erwin Boschmann

To Improve the Academy: A Journal of Educational Development

This article describes a study which reviewed information on faculty development programs gathered from 94 institutions of higher learning. The authors collected information to identify common practices of faculty development programs. Elements reportedly used most frequently by institutions include workshops, individual consultations, and resource centers. The authors conclude by mentioning some innovative approaches to faculty development, as well as some new initiatives undertaken at their own institution as a result of their findings.

Better Teaching Through Better Evaluation: A Guide For Faculty And Institutions, Susan Kahn

To Improve the Academy: A Journal of Educational Development

This paper surveys current literature and thinking on teaching evaluation in higher education. It is intended to help faculty, administrators, departments and institutions think through the main issues that need to be considered in developing a teaching evaluation plan. It is organized around these issues, which include definitions of good teaching, formative and summative evaluation of teaching, sources of evaluation information, use of evaluation to improve teaching, and features of effective evaluation programs. Along with discussion of these issues, it provides examples and models of successful evaluation approaches and includes a list of suggested readings for readers interested in learning …

The Teaching Consultants' Workshop, Michael A. Kerwin, Judith Rhoads

To Improve the Academy: A Journal of Educational Development

This paper describes the Teaching Consultants' Workshop offered in the Teaching Consultation Program in the University of Kentucky Community College System. Faculty members from different campuses, who have been recognized by their colleagues as outstanding teachers and who have attended a training workshop, serve as consultants. The consultants attend the workshop after completing the information collection phase in work with individual clients. Consultants present their clients to each other through collected data and videotape, and discuss alternative teaching strategies that might be used in each case.

Challenges For Faculty Developers And Department Chairs: When Faculty Arrive From Professional Settings, Eric W. Kristensen, David R. Moulton

To Improve the Academy: A Journal of Educational Development

This paper discusses problems encountered by new faculty coming from professional backgrounds to teach in subjects areas that have no academic traditions. Using the case of Bill, the paper describes difficulties these faculty members encounter and intervention techniques appropriate to them. Finally, the paper discusses how these problems are related to similar problems faced by all faculty.

A "Community Of Scholars?": Conversations Among Mid-Career Faculty At A Public Research University, Julia Lamber, Tony Ardizzone, Terry Dworkin, Sam Guskin, Deborah Olsen, Phil Parnell, David Thelen

To Improve the Academy: A Journal of Educational Development

This article reports on a study of issues of faculty isolation and morale in mid-career faculty. Interview questions probed the dynamics of individual careers and asked about the quality of work life in the department and university, and changes in work life over the course of careers. Findings suggest that a majority of faculty, regardless of professional interests or scholarly prestige, would like greater interaction with departmental colleagues, more recognition from their department and university, a reward system based less on outside offers, and more fluid communications with upper-level administrators. Faculty comments clearly illustrate the advantages of an academic career: …

Beyond Groups And Cooperation: Building High Performance Learning Teams, Larry K. Michaelsen, Cynthia Firestone Jones, Warren E. Watson

To Improve the Academy: A Journal of Educational Development

This article examines potential parallels between using teams in the workplace and in the classroom and is based on the assumption that educators may be able to learn a great deal from industry's successes using high-performing teams. This article (1) outlines the key attributes of groups affecting their ability to engage in productive work, (2) identifies management practices that have consistently resulted in high performance teams in the workplace, (3) compares these practices with the prescriptions of three widely used but different instructional approaches to group-based learning: incorporating a group assignment as a supplement to a predominantly lecture-based course, Cooperative …

Creating A "Tqm" Classroom Through Cooperative Learning, Barbara Millis

To Improve the Academy: A Journal of Educational Development

Two important trends in higher education-Total Quality Management and Cooperative Learning-happily result in compatible and creative classroom approaches. In fact, much of the TQM theory is predicated on the noncompetitive teamsork that forms the heart of the cooperative learning movement. This paper discusses how instructors using cooperative learning activities simultaneously create a TQM classroom.