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Higher Education Administration Commons™
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Articles 331 - 360 of 919
Full-Text Articles in Higher Education Administration
Moving From The Scholarship Of Teaching And Learning To Educational Research: An Example From Engineering, Ruth A. Streveler, Maura Borrego, Karl A. Smith
Moving From The Scholarship Of Teaching And Learning To Educational Research: An Example From Engineering, Ruth A. Streveler, Maura Borrego, Karl A. Smith
To Improve the Academy: A Journal of Educational Development
In The Advancement of Learning , Huber and Hutchings (2005) state that the “scholarship of teaching and learning . . . is about producing knowledge that is available for others to use and build on” (p. 27). Can viewing the scholarship of teaching and learning (SoTL) as an educational research activity help make SoTL findings more available and easier to build on? This chapter describes a program that prepared engineering faculty to conduct rigorous research in engineering education. Project evaluation revealed that engineering faculty had difficulty making some of the paradigm shifts that were presented in the project.
Structuring Complex Cooperative Learning Activities In 50–Minute Classes, Barbara J. Millis
Structuring Complex Cooperative Learning Activities In 50–Minute Classes, Barbara J. Millis
To Improve the Academy: A Journal of Educational Development
Given the power of learning-centered teaching, faculty can be coached to structure cooperative activities wisely and well, even within 50-minute class periods where there is a perception that complex group work is difficult. In addition to giving some basic advice on team formation and classroom management, this chapter provides examples of five complex cooperative learning structures—Jigsaw, Send-a-Problem, Cooperative Debates, Guided Reciprocal Peer Questioning, and Bingo—that can be conducted within 50-minute classes. The specific literature-based examples are complemented by examples in a variety of other disciplines, making them seem doable to more faculty.
“Heritage Rocks”: Principles And Best Practices Of Effective Intercultural Teaching And Learning, Peter Frederick, Mary James
“Heritage Rocks”: Principles And Best Practices Of Effective Intercultural Teaching And Learning, Peter Frederick, Mary James
To Improve the Academy: A Journal of Educational Development
This portrayal of the intercultural teaching/learning culture and classroom stories at one fully multicultural institution, Heritage University, itself reflecting many diverse “heritages,” provides a glimpse into the faces of the future of higher education in America. We offer several examples and a synthesis of the principles and best practices of effective intercultural teaching and learning, with the intention of helping other institutions move intercultural education from the margins to the “center,” thereby preparing both teachers and learners for effective intercultural learning and living in the 21st century.
How Do You Handle This Situation? Responses By Faculty In Great Britain And The United States To Workshops On The Ethics Of Teaching, Miriam Rosalyn Diamond
How Do You Handle This Situation? Responses By Faculty In Great Britain And The United States To Workshops On The Ethics Of Teaching, Miriam Rosalyn Diamond
To Improve the Academy: A Journal of Educational Development
Faculty in the United States and Great Britain took part in workshops exploring educational ethics. Participants articulated concerns about balancing approachability with fairness, cross-cultural communication, conveying standards to students, and academic integrity. Responses to the session were positive, and both groups indicated an interest in continuing discourse on the topic. The groups differed on specific issues of interest, as well as feedback on the session. Some of these appear to be culturally influenced. Overall, this workshop presents a model for providing faculty with the opportunity to examine and formulate direction when dealing with ethical issues related to teaching.
In The Eye Of The Storm: Students' Perceptions Of Helpful Faculty Actions Following A Collective Tragedy, Therese A. Huston, Michele Dipietro
In The Eye Of The Storm: Students' Perceptions Of Helpful Faculty Actions Following A Collective Tragedy, Therese A. Huston, Michele Dipietro
To Improve the Academy: A Journal of Educational Development
On occasion, our campus communities are shaken by national tragedies such as Hurricane Katrina and the terrorist attacks of September 11, 2001, or by local tragedies such as the murder of a faculty member or student. Because these are unusual circumstances, faculty are often initially confused about how to respond, and later have little or no sense of how effective their actions have been (DiPietro, 2003). This chapter investigates the most common instructor responses following a tragedy and which of those responses students find most helpful. Implications for faculty and faculty developers are discussed.
Sustaining The Undergraduate Seminar: On The Importance Of Modeling And Giving Guidelines, Shelley Z. Reuter
Sustaining The Undergraduate Seminar: On The Importance Of Modeling And Giving Guidelines, Shelley Z. Reuter
To Improve the Academy: A Journal of Educational Development
Student-led discussion is a valuable means of involving students in the collaborative creation of knowledge. This activity becomes especially important in the seminar course where, either individually or in small groups, students lead their peers through a set of readings. Unfortunately, student-led discussions often focus more on summary than critical analysis, largely because seminar leaders, left to their own devices, do not know what a seminar should look like or how to lead one effectively. This chapter demonstrates tliat undergraduates can learn seminar leadership when provided with guidelines and opportunities to see the skill modeled.
Teaching Business By Doing Business: An Interdisciplinary Faculty–Friendly Approach, Larry K. Michaelson, Mary Mccord
Teaching Business By Doing Business: An Interdisciplinary Faculty–Friendly Approach, Larry K. Michaelson, Mary Mccord
To Improve the Academy: A Journal of Educational Development
This chapter describes the implementation of an interdisciplinary undergraduate curricular innovation in two different university settings. The Integrative Business Experience (IBE) requires students to enroll concurrently in three required core business courses and a practicum course in which they develop and operate a startup business (based on a real-money loan of up to $5,000) and carry out a hands-on community service project. This chapter also reports outcomes for students (including data from an assessment), examines the variables that minimize the difficulty of achieving cross-disciplinary integration in IBE, and suggests keys to enabling faculty-friendly integrative course designs in other settings.
The Scholarship Of Civic Engagement: Defining, Documenting, And Evaluating Faculty Work, Robert G. Bringle, Julie A. Hatcher, Patti H. Clayton
The Scholarship Of Civic Engagement: Defining, Documenting, And Evaluating Faculty Work, Robert G. Bringle, Julie A. Hatcher, Patti H. Clayton
To Improve the Academy: A Journal of Educational Development
Civic engagement, which is presented as teaching, research, and service in and with the community, presents new challenges for evaluating faculty work as part of the reappointment, promotion, and tenure process. The nature of service-learning, professional service, and participatory action research are examined as faculty work that can be scholarly (i.e., well informed) and the basis of scholarship (i.e., contributing to a knowledge base). As such, examples of evidence for documenting the work and issues associated with evaluating dossiers are presented.
Faculty Development In Student Learning Communities: Exploring The Vitality Of Mid–Career Faculty Participants, Shari Ellertson, John H. Schuh
Faculty Development In Student Learning Communities: Exploring The Vitality Of Mid–Career Faculty Participants, Shari Ellertson, John H. Schuh
To Improve the Academy: A Journal of Educational Development
Student learning communities result in numerous benefits for students and institutions, but less is known about the influence of learning community participation on faculty renewal and development. This qualitative study examines mid-career faculty members’ involvement in student learning communiities to explore the degree to which the construct of vitality appropriately describes and illuminates their experiences. Findings suggest that learning communities foster vitality by serving as a boundary-spanning activity where faculty can merge various work interests, allowing them to engage in purposeful production and providing them with experiences that help generate feelings of energy, excitement, and engagement with their work.
Making Meaning Of A Life In Teaching: A Memoir–Writing Project For Seasoned Faculty, Kathleen F. O'Donovan, Steve R. Simmons
Making Meaning Of A Life In Teaching: A Memoir–Writing Project For Seasoned Faculty, Kathleen F. O'Donovan, Steve R. Simmons
To Improve the Academy: A Journal of Educational Development
The University of Minnesota’s faculty development project, “Making Meaning of a Life in Teaching,” promotes collegiality and enhances self-reflection for those who are cxperienced classroom instructors. Started in October. 2003, this project provides a forum that invites participants to examine specific memories from their teaching lives and to transform those recollections into a written memoir. This chapter explores the use of memoir as an effective tool for faculty development, describes the project’s structure and components, and presents both co-facilitator and participant perspectives on the process and the memoir product.
Transforming A Teaching Culture Through Peer Mentoring: Connecticut College's Johnson Teaching Seminar For Incoming Faculty, Michael Reder, Eugene V. Gallagher
Transforming A Teaching Culture Through Peer Mentoring: Connecticut College's Johnson Teaching Seminar For Incoming Faculty, Michael Reder, Eugene V. Gallagher
To Improve the Academy: A Journal of Educational Development
This chapter describes a yearlong seminar focused on teaching that is offered to all incoming tenure-track faculty at Connecticut College, a small residential liberal arts college. This seminar is distinctive because it is facilitated by second- and third-year faculty. We argue that this peer-mentoring model has three distinct benefits. First, it avoids many of the pitfalls identified with traditional one-on-one mentoring. Second, it addresses the distinctive challenges that faculty face at small colleges. Third, it provides a strong base for faculty to pursue the scholarship of teaching and learning (SoTL). We believe that our peer-mentoring model may well be adaptable …
Bibliography, Volume 25 (2007)
Bibliography, Volume 25 (2007)
To Improve the Academy: A Journal of Educational Development
Bibliography for volume 25 (2007) of To Improve the Academy: A Journal of Educational Development.
Preparing Future Faculty For Careers In Academic Librarianship: A Paradigm Shift For Collaboration In Higher Education, Sean Patrick Knowlton, Laura L. B. Border
Preparing Future Faculty For Careers In Academic Librarianship: A Paradigm Shift For Collaboration In Higher Education, Sean Patrick Knowlton, Laura L. B. Border
To Improve the Academy: A Journal of Educational Development
Nationwide, tire number of available faculty positions represents only a fraction of the master’s and doctoral degrees granted each year. Fortunately, faculty positions are available in academic librarianship, which is experiencing a decline in qualified applicants. A pioneering collaboration between a graduate student professional development program and an academic library has created a fellowship program that allows master’s and doctoral students to consider careers in academic librarianship through mentored fellowships. Initial results show that participants intend to pursue librarianship as an academic career in which to use and expand their advanced subject and/or language expertise.
How Post–Tenure Review Can Support The Teaching Development Of Senior Faculty, Mary Deane Sorcinelli, Mei-Yau Shih, Mathew L. Ouellett, Marjory Stewart
How Post–Tenure Review Can Support The Teaching Development Of Senior Faculty, Mary Deane Sorcinelli, Mei-Yau Shih, Mathew L. Ouellett, Marjory Stewart
To Improve the Academy: A Journal of Educational Development
A key question that campuses face as they develop and implement post-tenure review policies is how to blend the concepts of accountability and renewal. This chapter examines a faculty development initiative linked to a post-tenure review policy at a research-intensive university. It describes the goals, processes, and outcomes of a five-year study of the program, extending research on post-tenure review and its potential for positive faculty development.
A Critical Theory Perspective On Faculty Development, Stephen D. Brookfield
A Critical Theory Perspective On Faculty Development, Stephen D. Brookfield
To Improve the Academy: A Journal of Educational Development
This chapter argues that critical theory implies a number of conceptions and practices of teaching, and it applies a critical theory perspective to conducting faculty development. It speculates on how faculty development might be organized according to some insights drawn from critical theory, and it reviews the chief reasons why teachers resist engaging with this perspective.
Preface, Volume 24 (2006), Sandra Chadwick Blossey
Preface, Volume 24 (2006), Sandra Chadwick Blossey
To Improve the Academy: A Journal of Educational Development
Preface to volume 24 (2006) of To Improve the Academy: A Journal of Educational Development, by Sandra Chadwick Blossey of Rollins College.
An Adventure On Pod's High Cs: Culture, Creativity, And Communication In The Academy: A Humanist Perspective, James Downey
An Adventure On Pod's High Cs: Culture, Creativity, And Communication In The Academy: A Humanist Perspective, James Downey
To Improve the Academy: A Journal of Educational Development
Keynote address given at the November 2004 POD Conference in Montreal, Quebec.
Monster At The Foot Of The Bed: Surviving The Challenge Of Marketplace Forces On Higher Education, Raoul A. Arreola
Monster At The Foot Of The Bed: Surviving The Challenge Of Marketplace Forces On Higher Education, Raoul A. Arreola
To Improve the Academy: A Journal of Educational Development
The impact of technology on society has caused a paradigm shift in the basic support for higher education. Where higher education was traditionally supported as a function of government, the knowledge explosion and global economy resulting from the impact of computer and other technologies is moving the underlying support of higher education to the marketplace. There is evidence that traditional academic strategies and practices that were successful under the old paradigm may no longer be working. Twelve suggestions are offered for revolutionary changes that the academy must make in order to survive, even thrive, in the new paradigm.
The Advantages Of A Reciprocal Relationship Between Faculty Development And Organizational Development In Higher Education, Leora Baron
To Improve the Academy: A Journal of Educational Development
No campus organization exists in a vacuum, nor can it afford to be an island unto itself. Thus, the functions of faculty development need to be viewed in the context of the entire institution. The effectiveness of faculty development, and sometimes its very survival, are dependent to a large extent on its ability to influence and participate in organizational development outside of its own confines. This chapter suggests practical ways in which faculty development can contribute to, and indeed benefit from, a reciprocal relationship with institutional organizational development.
A Different Way To Approach The Future: Using Chaos Theory To Improve Planning, Marc Cutright
A Different Way To Approach The Future: Using Chaos Theory To Improve Planning, Marc Cutright
To Improve the Academy: A Journal of Educational Development
Strategic planning is a good idea that gets a bad name from dubious efforts carrying the title. Much of this rap comes from half-hearted exercises, but some of it comes from efforts that founder due to faulty or limited conceptions of how the future “works.” Chaos theory is an alternative approach and metaphor with potential to let us see the future and its dynamics in new ways. Cognizance of chaos’s nature and underlying structure might help us do planning in new, nonintuitive, and more successful ways.
The New Demand For Heterogeneity In College Teaching, George Keller
The New Demand For Heterogeneity In College Teaching, George Keller
To Improve the Academy: A Journal of Educational Development
The past half century has brought an astounding increase in U.S. college and university enrollments. The rapid rise of mass higher education has forced major changes at every institution and is reshaping the U.S. higher education enterprise. Each college needs to ask itself what the huge expansion means for future faculty hires, programs, and modes of teaching.
Not Making Or Shaping: Finding Authenticity In Faculty Development, Patricia Cranton
Not Making Or Shaping: Finding Authenticity In Faculty Development, Patricia Cranton
To Improve the Academy: A Journal of Educational Development
Authenticity is defined as a multifaceted concept that includes self-awareness, awareness of others, genuine relationships, awareness of contextual constraints, and living a critical life. Authenticity develops over time and with experience; a developmental continuum for authenticity is discussed. Drawing on a three-year research project on authenticity in teaching in higher education, this chapter suggests ways in which faculty developers can help foster authentic practice.
Perceptions Of Faculty Developers About The Present And Future Of Faculty Development At Historically Black Colleges And Universities, Phyllis Worthy Dawkins, Andrea L. Beach, Stephen L. Rozman
Perceptions Of Faculty Developers About The Present And Future Of Faculty Development At Historically Black Colleges And Universities, Phyllis Worthy Dawkins, Andrea L. Beach, Stephen L. Rozman
To Improve the Academy: A Journal of Educational Development
The development of faculty at Historically Black Colleges and Universities (HBCUs) has been a challenge and commitment since their inception before and after the civil war. Historically, faculty have assumed many roles, but they primarily sought to address the needs of black students. The HBCU Faculty Development Network, founded in 1994, has been instrumental in providing a platform to showcase accomplishments and challenges in education at this unique group of colleges and universities. To address future needs, we surveyed the membership to explore current program goals and influences, practices, and new directions. The results are compared with data for the …
Preparing Faculty For Pedagogical Change: Helping Faculty Deal With Fear, Linda C. Hodges
Preparing Faculty For Pedagogical Change: Helping Faculty Deal With Fear, Linda C. Hodges
To Improve the Academy: A Journal of Educational Development
How receptive faculty are to changing their pedagogical approach is a complex issue, but one factor that impedes change is the fear of taking a risk. Underlying this fear may be the fear of loss, fear of embarrassment, or fear of failure. Addressing these issues can empower faculty to be more innovative in their teaching. Drawing on research literature, personal teaching narratives, and my own work in faculty development, I discuss some of these underlying fears. I then offer concrete strategies for working with faculty to enable them to overcome these emotional barriers and embrace change.
Tailoring Faculty Development Programs To Faculty Career Stages, Peter Seldin
Tailoring Faculty Development Programs To Faculty Career Stages, Peter Seldin
To Improve the Academy: A Journal of Educational Development
College faculty progress through a series of sequential career stages. Each is characterized by different motivations and professional development needs. Yet, too often, faculty developers rely on hunches rather than empirical data to guide programming decisions. This chapter describes the important research findings of a just completed national study to determine the different programming interests and needs of more than 500 beginning, mid-career, and senior-level faculty in the United States.
Creating Engaged Departments: A Program For Organizational And Faculty Development, Kevin J. Kecskes, Sherril B. Gelmon, Amy Spring
Creating Engaged Departments: A Program For Organizational And Faculty Development, Kevin J. Kecskes, Sherril B. Gelmon, Amy Spring
To Improve the Academy: A Journal of Educational Development
Portland State University encourages faculty participation in service-learning by providing faculty with individual incentives to support and reward them. Now, in recognition of this central role of the department in higher education, administrators interested in creating sustained civic engagement initiatives on campus are looking to the department as a strategic leverage point for change. This chapter investigates a yearlong engaged department initiative and finds that a collective approach can (re)connect individual faculty to their initial motivations for engaging in the profession, to a community of scholars, to their students, and also to their surrounding community.
Promoting Intellectual Community And Professional Growth For A Diverse Faculty, Dorothe J. Bach, Marva A. Barnett, José D. Fuentes, Sherwood C. Frey
Promoting Intellectual Community And Professional Growth For A Diverse Faculty, Dorothe J. Bach, Marva A. Barnett, José D. Fuentes, Sherwood C. Frey
To Improve the Academy: A Journal of Educational Development
Minority faculty retention is key to increasing faculty diversity at most colleges and universities. Because retention depends on individual faculty choice and administrative tenure decisions, institutions need to help junior faculty develop a tenurable profile and enhance their desire to remain at their institution. This chapter examines a fellows program that supports beginning faculty in developing successful long-term careers, taking into account research on helping diverse faculty members thrive. It also presents strategies for establishing viable peer support networks and partnerships with senior consultants and for creating programming that ensures new faculty successfully transition into teaching, research, and the university …
An Electronic Advice Column To Foster Teaching Culture Change, Donna M. Qualters, Thomas C. Sheahan, Jacqueline A. Isaacs
An Electronic Advice Column To Foster Teaching Culture Change, Donna M. Qualters, Thomas C. Sheahan, Jacqueline A. Isaacs
To Improve the Academy: A Journal of Educational Development
First-year engineering students receive most of their teaching from instructors outside of engineering. As a result, these instructors are typically not a teaching community with a shared commitment to engineering student learning. Retention of engineering students is strongly tied to the quality of teaching, thus addressing collective teaching quality is important. This chapter describes the development of a carefully crafted, electronically distributed advice column on teaching developed by an interdisciplinary editorial team, written under the pseudonym Jonas Chalk. Surveys of Chalk Talk readers indicate that this is an effective means to promote teaching culture change.
Helping Faculty Learn To Teach Better And “Smarter” Through Sequenced Activities, Barbara J. Millis
Helping Faculty Learn To Teach Better And “Smarter” Through Sequenced Activities, Barbara J. Millis
To Improve the Academy: A Journal of Educational Development
Faculty developers can help faculty learn to intentionally sequence assignments and activities to promote greater learning when they understand the convergent research—with its practical implications for teaching—on how people learn, on deep learning, and on cooperative learning. Such a sequence includes a motivating out-of-class assignment (homework), in-class “processing” that includes active learning and student interactions, and feedback and assessment, often given in multiple ways. This approach is modeled through two examples using graphic organizers.
Practicing What We Preach: Transforming The Ta Orientation, Patricia Armstrong, Peter Felten, Jeffrey Johnston, Allison Pingree
Practicing What We Preach: Transforming The Ta Orientation, Patricia Armstrong, Peter Felten, Jeffrey Johnston, Allison Pingree
To Improve the Academy: A Journal of Educational Development
Brookfield (1995), Schön (1983), and others articulate the necessity and complexity of being critically reflective in our work. Indeed, the value of critical reflection is inherent to educational development as a field in that we frequently encourage such thinking in our consultations with instructors. But practicing what we preach can be difficult. This chapter reflects on an experiment in the transformation of a teaching assistant orientation, a central event of our teaching center. We not only describe and assess the process of revising this orientation, but we also reflect on the implicatiom of this case for broader programming issues in …