Higher Education Administration Commons^™

Section I: Approaches To Teaching, Sandra C. Inglis

To Improve the Academy: A Journal of Educational Development

Preparing a book of readings from our POD members requires us to take time to fully appreciate the talents of our colleagues. This short chapter on approaches to teaching is a fine example. Each of the contributors presents his or her own motivation in re-thinking the classroom experience - one saw the light while watching a football game; another finally tired of "the same old thing."

Section Ii: Promoting Adaptability In Higher Education, Michael Davis

To Improve the Academy: A Journal of Educational Development

The current decade has been a period of reduced resources, tight competition for students, uneven demand for faculty from various specialties, and a more stable and mature professoriate. Colleges and universities are searching for models and programs to enable them to turn threatening conditions into opportunities for change and progress. The resistance to change is sometimes strong, and new perspectives and ideas can be helpful in breaking the log jam of resistance. The four papers in this section present perspectives that can be valuable in promoting individual and organizational vigor. Each perspective has roots in human development or organizational development …

Section Iii: Faculty Development And Institutional Planning, Michelle Fisher

To Improve the Academy: A Journal of Educational Development

All the papers in this section share a now frequently heard concern for the stagnant, trapped, and even resentful faculties that the financial stringencies of the 1980s are creating at many colleges and universities. Yet the solution of all of these authors is not simply the standard fare of faculty development - consultation, workshop, handbooks, etc. - at least not as these are offered to individual faculty members. Instead, the authors' plea is to set faculty development in a larger context, to apply it to entire departments at a minimum and to the whole institution, especially as research reveals that …

Section Iv: Heads Open, Hands On!, Stephen Scholl

To Improve the Academy: A Journal of Educational Development

One of the hallmarks of the annual POD Conference is that all "presenters" are required to design active sessions, to involve participants, to attempt to model effective practice in teaching and learning. One of the assumptions in putting together a collection of resources for people engaged in faculty and organizational development work in higher education is that we include pieces that describe learning activities, that can be used as aids in stimulating teachers and collegiate staff to rethink their goals and build new skills. Hence this section of "hands on" materials.

A Theory Of Action Perspective On Faculty Development, Ronald Smith

To Improve the Academy: A Journal of Educational Development

Why A Theory of Action Perspective?

Theories of Action

Implications for Developers

Model I Theories-in-Use

The X-Y Case

Background

Model II Theories-in-Use

But It's So Hard to Change

Conclusions

Figure 1 Model I Theory-in-Use

Figure 1 Model II Theory-in-Use

Bibliography

An Individualized Teaching Approach: "Audio-Tutorial", Robert K. Snortland

To Improve the Academy: A Journal of Educational Development

Background

L-L Graphics and A-T Graphics Compared

Results

Economic Analysis

Conclusions

Equity And Collaboration: The Move From Women's Issues Toward Gender Issues In Higher Education, Susanne W. Whitcomb, David B. Whitcomb

To Improve the Academy: A Journal of Educational Development

Women's Issues in Retrospect

Barriers to Equity

Progress Toward Equity and Collaboration

The Next Step

Conclusion

Bibliography

Intervention: Moving University Units Toward Organizational Effectiveness, David B. Whitcomb, Susanne W. Whitcomb

To Improve the Academy: A Journal of Educational Development

Background

Figure A The OD Cube: A scheme for Classifying OD Interventions

Theoretical Underpinnings

Application

Sample Case

Problem/Situation/Setting

The Intervention

Feedback Session

The Results

Follow-Up Evaluation

Analysis

Gibb's Checklist

Additional Outcomes

Discussion of Other Interventions

Summary

References

Hotel Survival Manual

Professional and Organizational Development Network in Higher Education: Conference Materials

Dining

Rates and Payment

Miscellaneous

Information On Sessions And Activities

Professional and Organizational Development Network in Higher Education: Conference Materials

Call for Sessions

Preliminary Notice

Program Proposal Form

Memo to P.O.D. Idea-Seminar Presenters, by Alexandra Glashan

Tentative Schedule of Activities

Preliminary Program, 1982 Annual Conference

Professional and Organizational Development Network in Higher Education: Conference Materials

1982 Annual POD Conference Planning Committee

Welcome to 1982 Conference Professional and Organizational Development Network

Le Chateau Montebello

Registration Information

Weather and Dress

Hotel Registration

Transportation Information

Audio-Visual Equipment

Additional Information

Tentative Schedule of Activities

Conference Activities

Idea-Seminars

Special Events

Workshops and Seminars

Registration Forms

Registration Information

Professional and Organizational Development Network in Higher Education: Conference Materials

Letter, by Ike Morgulis (Chairman, 1982 POD Conference Committee)

A few last minute details ...

Montebello, Quebec, 1982 Attendees

Professional and Organizational Development Network in Higher Education: Conference Materials

No abstract provided.

Editorial Matter 1982

To Improve the Academy: A Journal of Educational Development

Foreword, by Sandra Cheldelin Inglis and Stephen C. Scholl

Table of Contents

Empowerment In Academic Cultures: Whose Responsibility Is It?, Lance C. Buhl

To Improve the Academy: A Journal of Educational Development

I. Introduction

II. The Theme Encapsulated

III. Taking the Cultural Perspective

IV. Development and the Disempowering Paradigm

V. Taking Up the Empowering Paradigm

VI. A Note on Leadership References

Knowing, Understanding, And Other Forms Of Learning, Bette Lasere Erickson, Glenn R. Erickson

To Improve the Academy: A Journal of Educational Development

Introduction

Memorization

Writing Objectives for Memorization

Teaching for Memorization and Retention

Testing for Memorization

Concept Formation

Writing Objectives for Concept Formation

Teaching for Concept Formation

Testing for Concept Formation

Application

Writing Objectives for Application

Teaching for Application

Testing for Application

Complex Problem Solving

Writing Objectives for Complex Problem Solving

Teaching for Complex Problem Solving?

Testing for Complex Problem Solving

Selected Bibliography

The Creativity Of Being Marginal: A Style Of Generating Research In Education, John D. W. Andrews

To Improve the Academy: A Journal of Educational Development

Forces That Shape Specific Research Questions

The Combination of Pure and Applied

Interplay between the Personal, Experimental, and the Public "Objective," Aspects of Events

The Clinical and the Experimental

Interdisplinary Interactions

Extending Practiced Skills into Novel Settings

The Creative Process

Theoretically and Conceptually Significant

Applicable and Usable

Of Direct Concern to the Setting in Which I Work

Amenable to Formal Research Procedures

Dissemination and Application

Assessing Student Understanding

Student Participation in Discussion

Transition from Student to Teacher

In Conclusion

References

The Classroom Information Manual: A Guide To The Teaching Environment, Marina Estabrook

To Improve the Academy: A Journal of Educational Development

The Classroom Information Manual

Follow-up

Most courses offered by colleges and universities are housed in what are called general assignment classrooms. Although much similarity exists among classrooms they are not all alike nor do they serve all instructional purposes equally well. Therefore to provide instructors with information about campus classrooms can greatly assist them with their teaching.

The Design Of Intellectual Experience, Donald L. Finkel, G. Stephen Monk

To Improve the Academy: A Journal of Educational Development

Why Teach?

The Dilemma of Sharing

Sharing Intellectual Experiences

An Example

Eloise and the Philosophers

Eloise's Diary

Sample Quotes

Principles of Design

Diverse Applications

Conclusion

References

Suggested reading list

Overview Of Trigger Film Strategies, Linc. Fisch

To Improve the Academy: A Journal of Educational Development

Variations in Use

Production

Bibliography

A Second Look At Faculty Development And The Second Sex, Michele Fisher, Winifred E. Anderson

To Improve the Academy: A Journal of Educational Development

Schedule and Content

Case Studies

Select Bibliography

The Unaccepted Challenge: Faculty Development For Women, Michele Fisher

To Improve the Academy: A Journal of Educational Development

First Steps

Programs For Graduate Women

Programs For Faculty Women

Conclusion

References

The Dreaded Discussion: Ten Ways To Start, Peter Frederick

To Improve the Academy: A Journal of Educational Development

The conspiracy of silence is breaking up: we are learning to talk more openly about our joys and fears as teachers, our achievements and frustrations in the classroom. As I have listened to my colleagues talk about their students and their classrooms, the one fear and frustration mentioned more than any other, as for Henry Adams, was in leading a discussion. No matter how many articles on technique we read, or workshops we attend, the dreaded discussion continues to bother us more than any other part of our daily teaching lives. Freshman seminar and discussion-based core programs continue to develop. …

The "First Day" Workshop, Peter Frederick

To Improve the Academy: A Journal of Educational Development

Guidelines for Giving Constructive Feedback in Microteaching Sessions

Evaluation of Workshop on "The First Day"

Instructional Improvement Through Individual Consultation, Deborah E. Simpson, Kathleen A. Dalgaard, Clyde A. Parker

To Improve the Academy: A Journal of Educational Development

Theoretical Bases:

Theory 1: Instructional Interaction

Theory 2: Student Differences

Theory 3: Change

The Approach

An Example:

Step 1: Identify the Instructor's Major Concerns

Step 2: Challenge Instructor's Concepts of Teaching

Step 3: Formulate Alternative Teaching Approaches

Step 4: Evaluate New Approach

Conclusions

References

The Scholar-Practitioner Dilemma, Robert J. Menges

To Improve the Academy: A Journal of Educational Development

Purpose of These Papers

The Contributors

Discontinuities Between Preparation and Practice

Undergraduate Reactions To Teaching Assistants, Robert J. Menges, Jeremy Wilson

To Improve the Academy: A Journal of Educational Development

A Survey

General Characteristics of Respondents

Perceived Quality of Teaching

How Time is Spent

How Time Should be Spent

Experience with Other Teaching Assistants

For Further Investigation

University Committee Survey

References

Teaching With Charisma, James D. Milojkovic

To Improve the Academy: A Journal of Educational Development

Cold Cognition vs. Hot Cognition

A Profile of the Charismatic Teacher

Developing a Charismatic Teaching Style

Towards Charismatic Teaching

The Challenge of Charismatic Teaching

References

The Path Of Passionate Inquiry: A Comment On Smith, Young, Weathersby And Andrews, Michael M. Piechowski

To Improve the Academy: A Journal of Educational Development

The Outsider's Journey

The Shared Journey

Themes in Common: Teaching and Learning

Themes in Tension: Science and Art

Toward Resolution: From Image to Model

References

Dreams And Actualities: Danforth Fellows In Mid-Career, R. Eugene Rice

To Improve the Academy: A Journal of Educational Development

Three Distinct Groups of Fellows

Teaching: Dreams and Development

Graduate Fellowships for Women, 1965-1970

Becoming Professional

Colleagues

Love and Work

A Sense of Institutional Drift

References