Higher Education Administration Commons^™

Effective Programming For Ta Development, Lavon Gappa

To Improve the Academy: A Journal of Educational Development

The Teaching Associate Appointment

Departmental Programs

University-Wide Programs

Designing and Conducting University-Wide Orientation Sessions

Designing and Participating in University-Wide Workshops

Ongoing Instructional Support as Models and Mentors

Conclusion

References

Appendix A: Department Programs

Conducting Discussions In The Diverse Classroom, Andrew S. Knoedler, Mary Ann Shea

To Improve the Academy: A Journal of Educational Development

Cognitive Frameworks

Felder and Silverman-Learning Styles

Perry and Cognitive Development

Belenky et al. and Women's Ways of Knowing

Additional Strategies for Facilitating Discussion in the Diverse Classroom

Flick-Inclusive Teaching

Collett-Teaching in the Culturally Diverse Classroom

Billingsley-Fostering Diversity Through Discussion

Conclusion

References

Team Learning: A Comprehensive Approach For Harnessing The Power Of Small Groups In Higher Education, Larry K. Michaelsen

To Improve the Academy: A Journal of Educational Development

Team Learning Defined

Guidelines for Using Team Learning

Answering Key Design Questions

Forming Team Learning Groups

Establishing a Grading System

Using Minitests to ''Cover" Content Without Lectures

Developing Group Assignments and Activities

Ensuring the Development of Performance-Oriented Group Norms

Benefits of Using Comprehensive Group-Based Instruction

Using Instructional Resources Efficiently

Providing Social Support for Students

Developing Interpersonal Skills

Building and Maintaining Instructor Enthusiasm for Teaching

References

Conducting Effective Peer Classroom Observations, Barbara J. Millis

To Improve the Academy: A Journal of Educational Development

The Case for Peer Classroom Observations

Conducting Peer Observations

Conclusion

References

Appendix A: Classroom Visit Instrument (Consolidated)

Appendix B: Self-Assessment Instrument For General Teaching (Consolidated), Faculty Self-Assessment Questionnaire

Appendix C: Self-Assessment Instrument For Specific Session (Consolidated), Classroom Session Self-Appraisal, by Barbara J. Millis

Appendix D

Interviews With Exiting Faculty: Why Do They Leave?, Deborah Olsen

To Improve the Academy: A Journal of Educational Development

Method

Sample

Measures

Results

Work Environment - Support and Resources

Teaching and Research

Review Procedures and Participation in Decision-Making

Salary

Job Satisfaction

Places for Relocation and Reasons for Choices

Summary and Recommendations

Rewards for Teaching

Communication of Expectations

Conflict Between Teaching and Research

Salary

Conclusion

References

Building Motivation And Cognition Research Into Workshops On Lecturing, Michael B. Paulsen

To Improve the Academy: A Journal of Educational Development

Connecting Motivation, Cognition and Lecturing

Motivation

Cognition

Preparing for and Conducting the Live Mini-Lecture

Role of the Confederate Lecturer

Role of the Workshop Participants

Reporting and Discussing Participant Observations and Evaluations

Conclusion

References

Appendix: Motivation Strategies, Cognition Strategies

Section I: The Context For Faculty, Instructional, And Organizational Development

To Improve the Academy: A Journal of Educational Development

Because faculty, instructional and organizational development is still a relatively new area, it has undergone dramatic changes not only in the last fifteen years but even in the last two or three years. As the focus on undergraduate education becomes more prevalent, as budgets wax and wane, and as the demographics of the academic population change, it is important that we stay abreast of the latest research, discussion, and information in the field. Thus, it is appropriate that the volume begins with a focus on the context in which we do our work. What is happening in faculty development? What …

Section Ii: Strategies For Enhancing Teaching And Learning

To Improve the Academy: A Journal of Educational Development

The teaching success of faculty is partly dependent on their having a broad repertoire of instructional strategies to use in various situations. The three articles in this section of the volume focus on some of those strategies as possible ways of enhancing teaching and learning.

Section Iii: Strategies For Enhancing Faculty /Instructional Development Programs

To Improve the Academy: A Journal of Educational Development

This section focuses on strategies that can be used in the faculty development process.

Section Iv: Teaching Cases For Use In Faculty / Instructional Development

To Improve the Academy: A Journal of Educational Development

As LuAnn Wilkerson and John Boehrer have indicated in the preceding article, teaching cases can be extremely useful in faculty/instructional development. Because of increased interest in the use of cases and because of feedback that suggests that To Improve the Academy should continue to provide some practical materials that can be reproduced simply and used, we have included some teaching cases.

The Case Of Edwina Armstrong, Rita Silverman, William M. Welty

To Improve the Academy: A Journal of Educational Development

Edwina Annstrong, assistant professor of psychology, pushed her glasses up into her hair and massaged the bridge of her nose as she listened to Shirlee Jasper's complaints.

Use of the Case entitled "Edwina Armstrong"

Gender Differences In Faculty Perceptions Of Factors That Enhance And Inhibit Academic Career Growth, Edwin L. Simpson

To Improve the Academy: A Journal of Educational Development

Method

Results

Influences on Career Choice

Fulfillment in the Job

The Mentoring Role

Career Satisfaction

Implications

Conclusion

References

Cosmopolitan Communities For Faculty Developers, Myrna J. Smith, Steve Golin, Enid Friedman

To Improve the Academy: A Journal of Educational Development

Partners in Learning Coordinators' Meetings

Partners in Learning Program

History and Development of the Coordinators' Meetings

Faculty Development Network

History and Evolution of FDN

The Annual Meeting

Networking

Conclusion

References

Instructional Needs Of Part-Time Faculty: Implications For Faculty Development, Christine A. Stanley, Terrence D. Lumpkins

To Improve the Academy: A Journal of Educational Development

Definition of Part-Time Faculty

Issues Related to Use of Part-Time Faculty

Isolation

Professional and Instructional Development

Implications for Faculty/lnstructional Development

Orientations for Part-Time Faculty

Ongoing Development Activities for Part-Time Faculty

Collaboration for Part-Time Faculty

Conclusion

References

Just Tell Us What You Want, Marilla Svinicki

To Improve the Academy: A Journal of Educational Development

Mike Smith was assigned a history section of one of those writing across the curriculum courses, the kind where he was supposed to introduce students to the joy of writing as a learning experience. On top of that, it was a required state history course the contents of which most students had in high school. So he was pretty sure students would be coming into the course with bad attitudes right off the bat. But he loved his subject and knew how exciting it could be once you understood the mysteries and problem-solving aspects of history instead of just concentrating …

Inclusive Teaching: A Workshop On Cultural Diversity, Emily C. Wadsworth

To Improve the Academy: A Journal of Educational Development

Setting Workshop Goals

Opening the Workshop

Developing a Culturally Sensitive Perspective

Explaining Theories of Cultural Variability

Comparing U.S. Values with Collectivist/High Context Values

Creating an Inclusive Classroom

Applying Cultural Knowledge

Conclusion

References

Appendix

The Case of the Irate Students

The Case of the Silent Students

The Case Of The Missed Exam, Emily C. Wadsworth

To Improve the Academy: A Journal of Educational Development

Professor Oliver W. Holmes has taught for many years and has come to the conclusion that the students in his American Government general education course do their best work if he is very precise about his expectations of them. In line with this philosophy, Professor Holmes requires that everyone take the final examination on the day that it is scheduled. The only excuse for missing the examination is an illness that requires a trip to the doctor. Thus, he will give a make-up final exam only if the student brings in a doctor's excuse.

Use of the Case entitled ''Missed …

What Tenure Files Can Reveal To Us About Evaluation Of Teaching Practices: Implications For Instructional/Faculty Developers, David Way

To Improve the Academy: A Journal of Educational Development

This article describes a study that examined the way teaching is evaluated for tenure and promotion at Cornell University. After reviewing tenure files from several different colleges in the university and interviewing deans in the colleges, the author reported great variation among colleges in the kind of information that is collected and retained in tenure files. In addition to providing the results of the analysis of the files, the author identifies recommendations that were made based on the findings and discusses the role of instructional/faculty developers in assisting faculty in the documentation of their teaching.

Improving Higher Education: Issues And Perspectives On Teaching And Learning, Maryellen Weimer

To Improve the Academy: A Journal of Educational Development

To Faculty Belongs the Ultimate Instructional Prerogative

Instruction Can Be Improved

Instructional Tips, Tricks, and Techniques Bless and Curse Improvement

Instructional Improvement is a Difficult Process

Faculty Want to Improve

Conclusion

References

Using Cases About Teaching For Faculty Development, Luann Wilkerson, John Boehrer

To Improve the Academy: A Journal of Educational Development

Creating and Collecting Cases

Setting Up Case-Based Workshops

Facilitating Case Discussions

Setting Clear Expectations

Managing Time

Asking and Encouraging Questions

Listening

Organizing and Structuring

Avoiding Common Problems

Conclusion

References

Other Resources

How Can I Be Heard?, Luann Wilkerson

To Improve the Academy: A Journal of Educational Development

Today is the second day of five one-hour tutorials on The Case of the Fainting Soccer Player. The six first-year medical students have been struggling to explain the sequence of events experienced by the 17 year old woman in the case who collapses while playing soccer with subsequent ventricular fibrillation and coma. An older female student, Pat, had spoken little during the first 15 minutes of discussion as the group alternately considered the role of brain and heart in the patient's collapse. Finally, Pat quietly commented.

Using Focus Groups To Obtain Students' Perceptions Of General Education, Sheila P. Wright, Anne Hendershott

To Improve the Academy: A Journal of Educational Development

Description of the Interdisciplinary Program

Method

Procedure

Data Analysis

Results

Reactions to Content

Instructor-Content Interaction

Impact of Courses

Implications

Teaching

Further Research

Use of Focus Groups

Conclusion

References

Appendix A

Appendix B

Breaking Barriers: Mentoring Junior Faculty Women For Professional Development And Retention, Marie A. Wunsch, Linda K. Johnsrud

To Improve the Academy: A Journal of Educational Development

This paper describes a successful two-year pilot program on mentoring new junior faculty women. The program emphasizes individual professional development and retention issues and includes colleague-pairing, mentor training, the use of a mentoring agreement, and a multi-leveled series of development workshops, seminars, and networking activities. The assessment and research component includes a needs assessment, pre-and postparticipation perception studies, assessment interviews, and a proposed longitudinal study of mentees from entrance to tenure.

The Return Of Bill Jasper, Kenneth J. Zahorski

To Improve the Academy: A Journal of Educational Development

As Bill Jasper left his office and walked down the hall toward his classroom, he found it hard to believe that only a few months earlier he had begun teaching his first class at University College. A wistful smile played at the comers of his mouth as he thought back to that enlightening, but somewhat unsettling, experience. "I was greener than a spring apple," he muttered. "I wish I had known then what I know now."

Reflection on the Use of "The Return of Bill Jasper," by The Editors

1992-93 Unopa Executive Board Minutes, January

UNOPA: Minutes

No abstract provided.

Pod Network News, November 1991, Ronald Smith

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

Other News

Upcoming conferences

Positions Available

Things for you to do

POD Core Committee, 1992-1995 Self-Nomination Form

Call for Papers for the 1992 Edition of To lmprove the Academy

Subscription Information

Pod Network News, May 1991, Ronald Smith

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

CORE Committee News

Upcoming Conferences

Job Openings

Recent Publications

1991 POD Conference Information

Pod Network News, February 1991, Delivee L. Wright

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

New CORE Committee

Executive Directors

POD Executive Office

AAHE and the POD Sampler

1991 Conference

1991-92 Dues

1991-92 Unopa Executive Board Minutes

UNOPA: Minutes

No abstract provided.

1991-92 Unopa General Meeting Minutes

UNOPA: Minutes

No abstract provided.