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Afterword: The 1994 Pod Conference

To Improve the Academy: A Journal of Educational Development

No abstract provided.

Faculty Development Programs At Research Universities: Implications For Senior Faculty Renewal, Arthur L. Crawley

To Improve the Academy: A Journal of Educational Development

This article examines the research findings from that portion of the National Survey on Senior Faculty Renewal which pertains to the faculty development programs available to senior faculty at research universities in support of their career development and renewal. Survey respondents were coordinators and directors of faculty development programs and selected academic affairs administrators with faculty development responsibilities at their respective institutions. In general, the findings reveal a high level of support for the traditional approaches to faculty development for senior faculty in the context of their teaching and research. However, the findings suggest that faculty development approaches that are …

Academic Syndromes Revisited, Robert R. Dove

To Improve the Academy: A Journal of Educational Development

This article describes a workshop designed for students and faculty that is based on Herman Blake's research on Academic Syndromes of Minority Students. Blake presented the results of his research at the 1980 POD Conference and what he had to say then has even broader applications now. The workshop explores the roles of Ultimate Doom, Getting Over and Alienation in the lives of our students. The author suggests that this workshop could be an integral part of an effective retention effort for many schools.

Teaching Improvement: Disciplinary Differences In Faculty Opinions, Lynnda J. Emery

To Improve the Academy: A Journal of Educational Development

Improving teaching and learning at universities where faculty are rewarded primarily for research and scholarly activity is difficult. Faculty opinions about participating in teaching improvement activities at a research university were surveyed. This article presents survey results by college. Faculty opinions about incentives for participating in teaching improvement activities, promotion and tenure criteria, faculty development interests and outcomes for participating are included. Implications for faculty development are discussed

Using Electronic Mail For Teaching And Learning, James M. Hassett, Charles M. Spuches, Sarah P. Webster

To Improve the Academy: A Journal of Educational Development

Electronic mail (e-mail) can be a useful educational tool that can enhance learning in any curriculum. This article will provide instructors with a conceptual framework and several examples of how e-mail can be integrated into a variety of classroom and independent learning situations.

Faculty Development And Changing Environments Of The Urban Campus, Debrah Jefferson, Susan Peverly

To Improve the Academy: A Journal of Educational Development

Literature about the urban campus indicates that traditional, full-time faculty who teach and engage in scholarly, creative work, or research may need to shift to more applied and community-oriented service programs. Hence, the role of faculty development is changing because the issues facing the urban university are changing. These changes are prompted by the unique growth and development within the neighborhood of urban-based campuses. Pressure from the communities to make the campuses more community oriented, along with growing concern for the nature and quality of instruction, help foster change. Campus administration concerns about the institution becoming a "good" neighbor by …

Improving Teaching Through Reflective Partnerships, Roy Killen

To Improve the Academy: A Journal of Educational Development

The purpose of this paper is to explain how both experienced and inexperienced faculty can improve their teaching and their students' learning through a systematic process of reflecting on their day-to-day teaching by collaborating with a "reflective partner." The suggestions are based on the author's experiences as a teacher, teacher educator and faculty developer, and on the belief that good teachers are those who help students to learn and to achieve their full potential as individuals. The reflective teaching techniques in this paper have a strong focus on the technical aspects of teaching. However, the techniques also provide faculty with …

Peers Coaching Teaching: Colleagues Supporting Professional Growth Across The Disciplines, Kate Kinsella

To Improve the Academy: A Journal of Educational Development

Peer coaching is a highly effective way to encourage professors to talk about teaching in a purposeful manner and to venture from traditional academic practices. However, peer coaching is more complex than it appears at first glance. This article provides background on the coaching process, a description of two basic peer coaching models, and guidelines for selecting and training coaches.

Exploring Student Ratings Through Computer Analysis: A Method To Assist Instructional Development, Robert Lewis

To Improve the Academy: A Journal of Educational Development

This paper demonstrates how computer analysis of student ratings can assist professors in instructional development. Student ratings of three courses taught by the author were placed in computer databases and were then manipulated using BASIC programs. The needs of different client groups within a class were considered. Ratings of students who had different professional goals and differing preferences for learning goal structures were compared. The responses of students to nine different procedures within a class were analyzed to study the interaction between enjoyment, challenge, and learning on the class components. The author argues that computer analysis of the raw data …

Credibility: The Crux Of Faculty Development, Margaret M. Morgan, Patricia H. Phelps, Joan E. Pritchard

To Improve the Academy: A Journal of Educational Development

Credibility, the quality through which leaders earn the trust and confidence of their constituents, underlies effective faculty development. Drawing upon the work of Kouzes and Posner (1993), this paper examines six practices, or disciplines, by which faculty developers can increase their credibility.

The Case For Instructional Mentoring, Richard J. Nichols, Beverley T. Amick

To Improve the Academy: A Journal of Educational Development

Mentoring to enhance instructor performance in the classroom is the focus of this article. It is directed toward faculty developers conducting or developing a mentoring program, and toward individuals about to enter a mentor-mentee relationship. The article provides a look at mentoring in general, concentrates on what is required of the mentor and the mentee in order to develop teaching talent, and makes a case for the importance of mentor training. A suggested mentor training seminar concludes the article.

Teaching And Learning In The Diverse Classroom: A Faculty And Ta Partnership Program, Matthew L. Ouellett, Mary Deane Sorcinelli

To Improve the Academy: A Journal of Educational Development

On most campuses, diversity education and faculty development are separate initiatives. This article describes a new program that successfully combines the two functions by building on methods and practices from both. The program has had beneficial outcomes for individual teachers as well as for their departments.

A Quantum Leap In Faculty Development: Beyond Reflective Practice, Donna Qualters

To Improve the Academy: A Journal of Educational Development

Quantum theory has introduced a new perspective of looking at reality. This article reviews current theories of reflective practice, discussion, and transformative learning as they apply to faculty development and explores dialogue and quantum theory as the next step in faculty transformation.

Section I: Reconceptualizing The Practice Of Faculty Development

To Improve the Academy: A Journal of Educational Development

In his keynote speech at the 1994 POD Conference, William Plater declared that faculty development professionals "by bearing in mind the incredible organizational, social, economic, and technological upheaval that is occurring right now ... have unprecedented opportunity to make a difference in the lives of individual faculty and the viability of whole institutions.'' The authors of the articles in this section provide different perspectives on the practice of faculty development, past, present, and future, and suggest ways that we might adapt our approaches to the changing environment of higher education.

Section Ii: Faculty Collaboration And Collegiality

To Improve the Academy: A Journal of Educational Development

Several of the articles in the first section refer to the need for faculty developers to provide more opportunities for collegial activities for faculty members, and in his keynote speech William Plater identified collaboration as an important theme for higher education in the 21st century. The authors of the four articles in this section provide models of faculty collaboration to achieve particular development outcomes.

Section Iii: The Changing Student Constituency

To Improve the Academy: A Journal of Educational Development

William Plater suggests that 21st century college students will differ from traditional students in many ways-they will be more diverse in terms of class, race, gender, age, preparation, and expectations. These trends are already upon us, and the articles in this section address different implications of that diversity for faculty development programs.

Section Iv: New Practices

To Improve the Academy: A Journal of Educational Development

Two of the current trends in higher education concern the use of technology in teaching and teaching critical thinking. Faculty developers must stay abreast of the applications of new technology in teaching and learning, as well as creative uses for existing technology, in order to help faculty members select and use technology effectively. The first two articles in this section address these issues and provide working examples of applications. The third article describes a method for teaching critical thinking using an eight-step process based on Stephen Brookfield's work.

Reflecting Critically On Our Efforts To Improve Teaching And Learning, Ronald A. Smith

To Improve the Academy: A Journal of Educational Development

Donald Schoen, in The Reflective Practitioner, describes how professionals act to solve the problems they have set for themselves. Peter Senge, in The Fifth Discipline, introduces the ideas of "mental models" and "learning horizons" to describe learning in organizations. These ideas form the basis of a critical analysis of efforts to improve the quality of teaching and learning in higher education over the last 25 years. (An earlier version of this paper was presented at the University of North Carolina Conference on Faculty Professional Development: Faculty Vitality Through Faculty Development. Chapel Hill, NC. June 1992)

Improving Students' Critical Thinking Outcomes: An Process-Learning Strategy In Eight Steps, S. Kay A. Thornhill, Melissa Wafer

To Improve the Academy: A Journal of Educational Development

This article describes an eight-step strategy through which students learn to critically analyze situations that they have encountered in their clinical practice. The method was derived from Stephen Brookfield's four components of critical thinking and his suggestions for themes that relate to nursing culturalization. The approach used to develop this model has implications for educators in all fields because it illustrates a method for integrating the learning of critical thinking processes with their real-world applications.

Family Portrait: Impressions Of A Nurturing Organization, Jon Travis, Lisa Cohen, Dan Hursh, Barbara Lounsberry

To Improve the Academy: A Journal of Educational Development

National conferences and conventions are intended to provide individual development and multiple opportunities to share. The POD Conference offers yet another important feature not common to national educational organizations, instant affiliation.

A Special Colloquium On Teaching Excellence To Foster Collegiality And Enhance Teaching At A Research University, James K. Wangberg, Jane V. Nelson, Thomas G. Dunn

To Improve the Academy: A Journal of Educational Development

This article describes an annual three-day colloquium on teaching sponsored by the Center for Teaching Excellence (CTE) at the University of Wyoming. Deans and directors nominate participants for the colloquium. Plenary and concurrent sessions are led by a mix of external and internal speakers and panelists. Participants find the greatest benefit to be the collegiality fostered by the event. Consistent support from the president, provost, and deans makes the colloquium highly visible and helps to enhance teaching throughout the university.

Improving Teaching Across The Academy: Gleanings From Research, Ben Ward

To Improve the Academy: A Journal of Educational Development

The field of faculty development is at least thirty years old, and although we have learned many things about improving teaching skills during that time, we have not developed many definitive answers to the larger questions of our craft; e.g., how do we raise the status and quality of teaching across an entire institution? This article surveys the research literature to ascertain what we do know about these questions, with the hope that it will stimulate a dialogue among faculty developers that will yield a fuller understanding of these broad issues.

1993 Conference Capstone Address: An Outsider's View Of Pod Values-And Of Pod's Value To The Academy, Kathleen Mcgrory

To Improve the Academy: A Journal of Educational Development

Thank you for inviting me and for making me feel so much at home. It must have been that mention of the Holy Grail in my background that led Suzanne Brown to invite me here, since we are all questing, probably on similar routes. It seems to me that one could not be actively engaged in POD, or in the Society for Values in Higher Education, without being part idealist, part evangelist, and part missionary. A colleague of mine from Mount Enterprise Texas added a new verb to my organizational vocabulary when he told me about Texas missionary friends of …

Do You See What I See?, Karin Mcginnis, Kenneth Maeckelbergh

To Improve the Academy: A Journal of Educational Development

This paper explores the role of visual perception as a value-laden, learned behavior. Through example, including visual conventions, it describes the relationships between perception, culture, and experience as well as the impact visual imagery has in the academic community. Methods for developing critical visual inquiry (visual literacy) are included.

Metaphors Of Teaching: Uncovering Hidden Instructional Values, Darlene Hoffman

To Improve the Academy: A Journal of Educational Development

This paper describes how metaphors of teaching can be used to assist faculty in understanding the assumptions that underlie their teaching behaviors. A problem-based and a values-based model are described In the problem-based model, there is no assumption of a metaphor. In the values-based model, the metaphors are seen as filters through which all efforts to improve teaching must pass. By understanding these values agendas, faculty consultants will have more success in facilitating teaching effectiveness.

Increasing Sensitivity To Diversity: Empowering Students, Mary Anne Johnston

To Improve the Academy: A Journal of Educational Development

This paper describes a model program for increasing sensitivity to diversity in an academic environment. To improve the learning environment for all students, faculty developers provide educational programs that enhance the faculty's understanding of differences related to gender, race, ethnicity, culture, religion, sexual orientation, and physical abilities. This report highlights the process of working closely with students to design and implement an orientation program for first-year students to increase an awareness of the influence of diversity on their learning and working together.

Leveling The Playing Field, Linda Hilsen, Deborah Petersen-Perlman

To Improve the Academy: A Journal of Educational Development

To promote equity in education the authors contend that teachers must: 1) hear all the voices in their classrooms, 2) distribute power so students can vocalize, 3) establish ground rules with students on how to interact in the classroom, and 4) use active teaching and learning strategies in their classrooms. By employing each of these four strategies, the authors believe the educational playing field will become level, enabling all to participate equitably in attaining educations.

Reclaiming Teaching Excellence: Miami University's Teaching Scholars Program, Milton D. Cox

To Improve the Academy: A Journal of Educational Development

The 1994 Hesburgh Award-winning Teaching Scholars Program for junior faculty at Miami University is described, implementation and program strategies are discussed, and the effectiveness and impact of the Program are assessed.

Putting Empowerment To Work In The Classroom, Trudy Knowles, Cheryl Medearis, Anne Snell

To Improve the Academy: A Journal of Educational Development

At Sinte Gleska University, a tribal college on the Rosebud Sioux Reservation, we are empowering students through our teaching methods and curricular choices. Three areas have been identified as important ingredients in empowering students: validating culture, teaching to learning styles, and utilizing teaching strategies resulting in self-directed learning.

These three elements of empowerment can open up avenues of knowledge that have been previously closed to students on the Rosebud Reservation. As students discover that knowledge is powerful, they begin to learn because they want to.

Change in the fundamental ways we view ourselves as teachers is necessary in order to …

Unconscious Values Within Four Academic Cultures: An Address Given At The 1994 Pod Annual Conference, William Bergquist

To Improve the Academy: A Journal of Educational Development

The Origins Of POD

The Unconscious Dimension Of Values In Academic Cultures

The Four Cultures Of The Academy: An Overview: The Collegial Culture, The Managerial Culture, The Negotiating Culture, The Developmental Culture

Interaction Among the Four Cultures

Developmental Culture In Dialogue With The Other Three Cultures

Personal Values of the Four Cultures

Group Values Of The Four Cultures

References