Higher Education Administration Commons^™

Learning In A Clinical Setting, Luann Wilkerson

To Improve the Academy: A Journal of Educational Development

Modeling

Active, Appropriate Practice

Pleasant Conditions

Clarity

Feedback

Conclusion

References

Improving Classroom Climate For Women: The Faculty Developer's Role, Delivee L. Wright

To Improve the Academy: A Journal of Educational Development

Introduction

Institutional Context

What Has Been Done?

Types of Inequities for Women Students

Role of the Faculty Developer

Faculty Development Activities

Programs Tried at the University of Nebraska-Lincoln (UNL)

Conclusions

Appendix Self-Check Quiz

References

Micro Computer Network Newsletter

Professional and Organizational Development Network in Higher Education: Conference Materials

Welcome

Available in the Resource Room

Equipment

Software Category / Type of Machine

Luncheon Round Table

Share Your Resources at the Conference

Interactive Video Project

Dabbler's Corner

Dabbler's Corner (con't)

User Groups

Thanks

Future Newsletters

Networking

Pod Network News, January 31, 1984, Michele S. Fisher

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

1. Results of the Core Committee elections

2. Call for Sessions, 1984 Conference

3. POD Summer Institute

4. POD's Program and Reception at AAHE

5. POD Membersip List ... Membership Directory

6. Book of Readings ... Under New Editorship

Pod Network News, 1984

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

THANKS TO MICHELE

MEMBERSHIP DIRECTORY

CORE COMMITTEE MEETING, March 17, 1984

1984 POD CONFERENCE

TO IMPROVE THE ACADEMY, 1984

1984 SUMMER TRAINING INSTITUTE

OTHER TRAINING RESOURCES

1985 POD CONFERENCE

Pod Network News, 1984, Luann Wilkerson

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

1. 1984 CONFERENCE

2. POD MEMBERSHIP DIRECTORY--SPECIAL EDITION

3. MEMBERSHIP RENEWAL FOR 1984-1985

4. SUMMER TRAINING INSTITUTE

5. SURVEY OF POD-TYPE CENTERS AND PROGRAMS

6. CORE COMMITTEE ELECTIONS

7. 1985 POD CONFERENCE

8. RESOURCES AND ANNOUNCEMENTS: POSITION ANNOUNCEMENT, BOOK, PROJECT DESCRIPTION, BOOK, BOOK, BOOKS AND ARTICLES, VIDEOTAPE, MICROCOMPUTER MATERIAL, JOURNAL, ORGANIZATION

Call For Sessions

Professional and Organizational Development Network in Higher Education: Conference Materials

Program Proposal Form for the Ninth National POD Conference, October 25-28, 1984, Asilomar, California

Pod Conference Attendees

Professional and Organizational Development Network in Higher Education: Conference Materials

No abstract provided.

Pod Conference Evaluation, Joyce Povlacs, Dan Wheeler

Professional and Organizational Development Network in Higher Education: Conference Materials

Expectations

In Medias Res

Evaluation

Pod Asilomar Conference Program

Professional and Organizational Development Network in Higher Education: Conference Materials

Schedule Overview

You're here. This is Asllomar. Welcome to the 1984 conference.

Conference Committee

Asilomar and The Neighborhood

Opening

Assessment

Things You Can Get Up Front

Health & Fitness & Getting Outdoors

Monarchs Only

Business First

Everyperson's Computer Resource Room

A Clean Well-Lighted Space To Read

Spontaneously Generated Meetings

Connections

Survival Notes

Saturday Evening-Classical & Jazz

Session Schedule

Ocean, Beach, Tidepool Walk

Runners Route

Walk with the Butterflies (Park/Forest Trek)

Conference Planner

Program Highlights

Preliminary Sessions List

The Micro Network, Ron Boyer, Barb Florini

Professional and Organizational Development Network in Higher Education: Conference Materials

Questions of Micro Network Members of POD, by Ron Boyer

Micro Computer Network Newsletter, volume 1, number 1, October 1984, editors: Ron Boyer & Barb Florini

Registration Information

Professional and Organizational Development Network in Higher Education: Conference Materials

1984 POD Conference

Registration Form

Letter, June 15, 1984, by Jan Buckwald-Scholl and Steve Scholl-Buckwald

Letter, August 24, 1984, by Jan Buckwald-Scholl, Steve Scholl-Buckwald, and Wini Anderson

Letter, October 10, 1984, by the Coordinating Committee

Asilomar Conference Center

Welcome to Asilomar

Join The Pod Network

Professional and Organizational Development Network in Higher Education: Conference Materials

What is the POD Network?

What makes POD unique?

How does POD serve Its members?

The Annual Fall Conference

Publications

1983-84 Core Committee

An open invitation to participate

Membership Application

Editorial Matter 1984

To Improve the Academy: A Journal of Educational Development

Foreword

Contents

About POD

Writing For Learning: The Student/Content Connection, Lois Barry

To Improve the Academy: A Journal of Educational Development

The Restricted Role of Writing in the Schools

Writing as a Means of Thinking

Writing as an Active Form of Learning

Table 1

''What Kinds of Writing Have Been Helpful in What Ways" EOSC Students Answer

Using Ungraded Writing to Improve Students' Learning

As an Aid to Class Discussions

As Feedback to Students on the Clarity of their Thinking

As a Way to Prepare Students to Listen and Observe Critically

As a Source of Feedback on Content Needing Further Attention

A Note of Using Journals

Broadening the Audience

Implications for Instruction

References

Cognitive Growth Through Expressive Writing All That Jazz, Christopher C. Burnham

To Improve the Academy: A Journal of Educational Development

I want to develop jazz as a metaphor for growth. Jazz, generally considered, signals incongruity in music. Something happens where it was not originally to happen or where nothing was scheduled to happen-and nobody minds. In fact, the surprise-the incongruity-is the energy of jazz. In more formal terms, the creative impulse of the musician assumes power. He or she improvises between set notes, or in a void the composer leaves for such improvisational purposes. The musician is free to play, literally and figuratively. Each influences the other; they enlarge each other and expand potentialities.

Instructional Support Centers And The Art Of Surviving: Some Practical Suggestions, Robert M. Diamond

To Improve the Academy: A Journal of Educational Development

Steps to Survival

1. Identify the priorities of your institution

2. Identify the key decision-makers

3. Identify the criteria the decision-makers will use to judge the agency

4. Develop goals that are clearly defined

5. Select your projects with care

6. Those who need to know must know

In Summary

Table I

Project Selection: Some Factors to Consider

Options

References

Note

Year-Long Faculty Discussion Groups: A Solution To Several Instructional Development Problems, L. Dee Fink

To Improve the Academy: A Journal of Educational Development

People trying to establish an instructional development program on a college or university campus frequently face two major problems. One of these is simply the difficulty of acquainting the faculty with and interesting them in an activity that is generally not familiar to them. Compounding this problem is the not uncommon belief among faculty members that participating in something called instructional development is tantamount to admitting that they have a problem with their teaching, i.e., a "professional disease" that they cannot solve by themselves.

The Evaluation Of College Teaching, L. Dee Fink

To Improve the Academy: A Journal of Educational Development

There are few tasks at a university more important than the evaluation of teaching. Without it, professors themselves are unable to determine the direction of needed improvement and thereby become vulnerable to the process of stagnation. Without it, academic units are unable to identify and encourage professors who truly are effective in the classroom with their students.

Stages In The Development Of Analytic/ Argumentative Writing Abilities During The College Years, Janice N. Hays

To Improve the Academy: A Journal of Educational Development

For over a decade now, we have been bombarded with public reports about the wretched state of high school and college students' writing skills. In response to such publicity, the general public has called for a "return to the basics" in writing instruction, by which most people seem to mean return to an emphasis on grammar, usage, and spelling. In response to such pressures, the competency-testing movement appears to be focusing upon sentence-level "correctness" as the criterion of competency in writing.

Stages 1-6

Notes

Appendix

Topic B

Writing About Tougher Drunk Driving Laws for a Hostile Audience

Background

Essay Assignment …

Faculty Development As An Organizational Process, C. Edward Kaylor Jr., J. William Smith

To Improve the Academy: A Journal of Educational Development

Background

Two Forms of Faculty Development

Management, Leadership, and Missions

Faculty Involvement as Development

Planning for Excellence Through Participation

Incentives and Personal Recognition

Conclusion

References

Staff Development In A Climate Of Retrenchment, Christopher K. Knapper

To Improve the Academy: A Journal of Educational Development

The Crisis Facing Higher Education

The Impact of Staff Development

The Promise of Instructional Technology

The Concept of Lifelong Education

Learning to Learn

Some Possible Solutions

Notes

References

Developmental Perspectives On Writing And Intellectual Growth In College, Joanne Kurfiss

To Improve the Academy: A Journal of Educational Development

Piaget's Theory of Cognitive Development

Kohlberg's Theory of Moral Development and Gilligan's Critique

Perry's Theory Of Epistemological Development

Developmental Process

The Interdependence of Writing and Intellectual Development

Bibliography

Hidden Opportunities For Faculty Development And Curricular Change, Russell Lee, Michael Field

To Improve the Academy: A Journal of Educational Development

Introduction

Development Benefits of Team-Teaching

Research and Curricular Development

Conclusions

References

Motivating Faculty To Pursue Excellence In Teaching, Dean N. Osterman

To Improve the Academy: A Journal of Educational Development

Introduction

Patience

Getting a Start, Curriculum of Seminars, Advisory Committee, Networking Campus Resources, Innovative Funds, Establishing Ownership of a Program, Using Student Assistant/Volunteers, Individual Consultation

Priorities

Two Approaches at Innovation, Faculty Day Orientation and Departmental Presentations, Faculty Recognition for Quality Teaching, Establishing Visibility, Gaining Support from Administration, Faculty, and Students, Serving on Committees, Developing Materials and Using Micro-Computers, Teaching Courses on Campus, GTA Workshop, Evaluating Faculty, Informal Involvement with Faculty, Writing with Faculty

Polish

Keeping Innovation Alive

References

Footnotes

Reading Students' Written Comments On Evaluations Of Teaching, Joyce T. Povlacs

To Improve the Academy: A Journal of Educational Development

College teachers who make use of student surveys evaluating instruction frequently invite written comments, too. These remarks can clarify data gathered by use of a standard set of objective questions. Sometimes, however, the students' comments present a wide diversity of opinions. Statements in one class might range from "the material is interesting and very applicable" to a flat "the poorest teacher I have ever had." Instructors who venture to invite students to comment express frustration over seeming contradiction and consequently are tempted to dismiss the importance of written comments. Yet written comments can provide valuable insights leading to the improvement …

Being Professional Academically, R. Eugene Rice

To Improve the Academy: A Journal of Educational Development

Over the past decade we have learned a great deal about faculty lives. New programs to address a wide-range of needs have been initiated and assessed, and research on faculty has moved ahead significantly. Much of the activity and concern with faculty development has come to focus on the academic career itself-the structure and meaning of academic work.

The Development Of Faculty As Teachers: A Multi-Faceted Approach To Change, Alton O. Roberts, John H. Clarke, David Holmes

To Improve the Academy: A Journal of Educational Development

The Problem

Toward a Theory of Change

Figure 1: A Force Field Analysis of Influence on Faculty Self Improvement Efforts

The Vermont Program

Figure 2: Intended Impact of Programs on Forces for Change Driving Forces

A Scenario of Development

Conclusion

Figure 3: Interaction of one Professor with Development Options over Four Years

References

Section I: The Keynote Address To The 1983 Annual Conference, Lance C. Buhl

To Improve the Academy: A Journal of Educational Development

It is a special thing to introduce Gene Rice and the substance of remarks he made to POD'ers gathered last October at Arlie House. Gene is a special person. He models the best qualities of the academic humanist: the personal presence of a Friend, the sensibility of a Jeffersonian, the rigor of a Talmudic scholar, and the vision of an ethnicist. And all of this is a contemporary twentieth century person. He's been with and of POD since the network's first days. And across that span, Gene's wisdom, bred equally of careful research, hands-on professional development experience and a lively …

Section Ii: Renewing Centers For Professional Development, Lance C. Buhl

To Improve the Academy: A Journal of Educational Development

What do we know about infusing life into professional development programs? This is something we have struggled with throughout the fifteen (+3) year history of the contemporary professional development movement in postsecondary education. The question is especially pertinent during a time when "retrenchment" has lost its shock value and has become a tired, but accurate, descriptor of what most POD members live with daily. Is there programmatic life after retrenchment? If so, what can be done to ensure it and give it meaning?