Higher Education Administration Commons^™

Using Interviews In Development Programs For Beginning Teachers, Lawrence T. Mcgill, James M. Shaeffer

To Improve the Academy: A Journal of Educational Development

The Advantage of the Beginning Teacher

The Case for the Interview

The Interview in the Context of an Experience-Based Development Program

Introducing Interviews Into Teacher Development Programs

Some Notes on the Mechanics of the Interviews

Sample Interview Schedule

References

Cidr: A Small Service Firm Within A Research University, Jody D. Nyquist

To Improve the Academy: A Journal of Educational Development

Basic Assumptions Underlying CIDR's Instructional Development Program

Must Help Faculty

Goals of the Center For Instructional Development and Research

CIDR as a Small Service Firm

Meeting the Needs of Clients

Creating the Service Encounter -- CIDR Staff and Instructors

Establishing High Visibility

Monitoring Client Satisfaction

CIDR's Instructional Improvement Model

Appendix A

Appendix B

Appendix C

Part I: Reflections

To Improve the Academy: A Journal of Educational Development

In virtually all theories of cognitive development, the higher levels include a capacity to engage in some form of metacognition, the ability to think about thinking, to reflect on actions, to come to some understanding of the reasons for being and doing. From these reflections come learning and further development.

Part Ii: Conceptualizations

To Improve the Academy: A Journal of Educational Development

Part of the process of learning involves the making of models to guide action. A good model explains what has happened, communicates what is happening, and predicts what will happen. It serves as a schema for thinking about the world and how we interact with it. This can be freeing because a useful model points to new directions which are logical outgrowths of the current situation, but it can also be restricting if we come to believe that the model represents "truth" in capital letters and neon lights.

Part Iii: Practice

To Improve the Academy: A Journal of Educational Development

Although it is exhilirating to flex our mental muscles in reflection and conceptualization, the real work of the profession must go on day by day. The papers in this section of the volume attack the business of development head on in a wide range of practical situations faced by all of us repeatedly.

Part Iv: Research

To Improve the Academy: A Journal of Educational Development

Balanced somewhere between thinking and doing is the need for verification by experimentation. We should never move too far away from the spirit of inquiry which drives us to examine the fundamental assumptions of our professions. If our elegant models and programs have no grounding in reality, they will fail us in practice. Therefore, we include a section on research efforts and encourage others to share their findings with our readers.

Learning To Teach In An American Classroom: Narrowing The Culture And Communication Gap For Foreign Teaching Assistants, Ellen Sarkisian

To Improve the Academy: A Journal of Educational Development

Program Description

Discussion about Teaching

Observation of Teaching Skills

Focus 1: Encouraging Participation

Focus 2: Basic Teaching Strategies to Assist Non-native Speakers

Focus 3: Teacher and Student Expectations of Each Other

Videotaped Practice Teaching

Reviewing the First Practice Presentations

The Second Practice Presentation

Practice Discussion-leading

Focus 4: Communication with Colleagues and American Friends

In Summary

References

Notes

Teaching Academic Career Paths: Implications For Faculty Development, Mary Deane Sorcinelli

To Improve the Academy: A Journal of Educational Development

Decision Points

Influences

Individual Factors

Career Image

Significant People

Socio-Historical Events

Career Patterns

Conclusions

References

Notes

Genetics In Jeopardy: The Diagnosis And Treatment Of Chronic Disease In An Undergraduate Medical Course-A Case Report, Richard G. Tiberius, R. J. M. Gold

To Improve the Academy: A Journal of Educational Development

Presenting Symptoms

Case History

Diagnosis

Plan of Treatment

Initial Response to Treatment

Relapse

Emergency Treatment

Final Assessment

Conclusions

Coping With Resistance To Faculty Development, Jim L. Turner, Robert Boice

To Improve the Academy: A Journal of Educational Development

Suggestion of a Model for Conceptualizing Resistance

Examples of Resistance to Faculty Development

Coping with Resistance

What Resistance Says About Needed Interventions

How to Cope with the Aversive Properties of Resistance

What Resistance Can Tell You About Yourself

Discussion

References

Notes

When Funds Won't Stretch: Faculty And Organizational Development Projects For Miniscule Budgets, Susanne W. Whitcomb

To Improve the Academy: A Journal of Educational Development

A. How can we provide an intellectually stimulating environment for the faculty when we can't afford to bring in big-name speakers?

B. How can department faculty provide their own feedback and inservice training without a formally designated development person?

C. How can department funds be conserved and effectively utilized?

D. How can we get input for the continuous revitalization of curriculum and also meet the community's needs for our graduates as "state of the art" professionals?

E. What are ways in which a University on a miniscule budget can facilitate faculty and staff development?

F. How can we encourage a …

Teaching The Introductory-Level Course: A Special Challenge, Delivee L. Wright

To Improve the Academy: A Journal of Educational Development

Subject Matter in Introductory Courses

Beginning Students

Environment of the Academic Community

Conclusion

References

Using Qualitative Methods To Generate Data For Instructional Development, Donald H. Wulff, Jody D. Nyquist

To Improve the Academy: A Journal of Educational Development

Defining Qualitative Methods

Generating Useful Data

Classroom Complexity

Context

Participant Perspectives

Specific Case

Applying Qualitative Methods to a Typical Case

A Case Study

Summary

References

Notes

Editorial Matter 1985

To Improve the Academy: A Journal of Educational Development

Foreword

Contents

Institutional Development: Impressions From Abroad, Len Ainsworth, Einhard Rau

To Improve the Academy: A Journal of Educational Development

Size and Diversity

Institutional Identity

Program Structure

Individual Faculty Development

Research

Professional Research and Development

Summary

References

Faculty Exchanges As A Means Of Renewal And Development, Phyllis Zweig Chin

To Improve the Academy: A Journal of Educational Development

Currently, many colleges and universities are experiencing a period of steady-state or decreased enrollments. Gone are the days when departments regularly hired new faculty members who provided a steady influx of new ideas, energy, and enthusiasm to departments. Faculty members now tend to stay longer at one institution and often experience "burnout" as they continue to teach similar courses at the same place for long periods of time.

Appendix Agreement for Exchange of Faculty

References

One Sentence Is Worth A Thousand: A Strategy For Improving Reading, Writing, And Thinking Skills, Lois Cuddy

To Improve the Academy: A Journal of Educational Development

I teach literature-which also means teaching how to write critical, analytical papers. Until I developed the assignment that will be presented in this paper, I was almost defeated by the quality of writing that students assumed to be acceptable, expecially for their first essays in the course. The papers were disorganized and without a clear focus (or thesis); the writing style was grammatically poor and filled with vague, incoherent sentences and what passed as paragraphs; and there was no sense of evidence to support the statements being made. Since I had not initially established a common vocabulary for my expectations …

Teaching Students To Think: A Workshop Design, Betty Lasere Erickson

To Improve the Academy: A Journal of Educational Development

Like faculty in most colleges and universities, professors at the University of Rhode Island (URI) have been troubled by their students' performances on tasks which require reasoning and problem-solving, thinking and creating. Although URI students seem capable of memorizing every piece of information which comes their way, many appear unable to apply course material in any manner which might be called critical or creative thinking.

Techniques For Teaching Scientific Reasoning And Problem Solving, James L. Fasching, Bette Lasere Erickson

To Improve the Academy: A Journal of Educational Development

Small Group Discussion Exercises

Group Research Projects

Results

References

It's The Institution That Teaches, George C. Helling, Barbara B. Helling

To Improve the Academy: A Journal of Educational Development

Parents' Day at St. Olaf College is like Parent's Day at any number of small colleges. School has been in session about a month. The leaves on the maples are starting to tum. In the distance, one can hear the pep band warming up for the football game, while in lounge or classroom, parents of freshmen and teachers of freshmen stand about holding coffee cups and making awkward conversation. Awkward, because they tend to talk past each other. Teachers try to keep the conversation light, offering general information about their courses. They don't know their freshmen well yet. The parents …

Small Groups In Large Classes, Wendy Holmes

To Improve the Academy: A Journal of Educational Development

The fact that "mass lecture" is almost synonymous with "mass class" in academic circles suggests that the only thing an instructor can do with large classes is talk to (or at) them. After some desultory attempts at general discussions, question and answer sessions, and optional discussions for interested students, that is exactly what I settled into in "Introduction to Art," a class in art appreciation which I teach to roughly two hundred students every semester. I clarified and refined my lectures. I distributed mimeographed sheets bearing artists' names and dates and the main points of each lecture. I showed slides …

The Instructional Skills Workshop Program: An Inter-Institutional Approach, Diane Morrison

To Improve the Academy: A Journal of Educational Development

Introduction of System-Wide Professional Development

Major Features of the Ministry of Education Initiatives

The Instructional Skills Workshop (ISW) - The Core Program

Implementation of the ISW Program

Response to the Program

On-Going Support for Facilitators

Future Directions

References

Critical Thinking In A Freshman Introductory Course: A Case Study, Lynn L. Mortensen, Willis D. Moreland

To Improve the Academy: A Journal of Educational Development

The Planning Process

Development of Curriculum Materials

Staff Development

Critical Thinking Skills

What We've Learned

References

Part I: Introduction

To Improve the Academy: A Journal of Educational Development

In previous volumes, we have tried to include one of the keynote addresses from the annual conference. We are pleased this year to continue that tradition with Susanne and David Whitcomb's article, "The Kahuna as Professional and Organizational Development Specialist." In their session and the essay based upon it, the Whitcombs encourage us to step outside our familiar world and to see what other cultures have to teach us about our surroundings. Their analysis of the ancient Kahuna provides both specific and general hints for those of us concerned with identifying important values in our universities and colleges and establishing …

Part Ii: Introduction

To Improve the Academy: A Journal of Educational Development

Those of us who work in professional and organizational development in higher education must respond to a broad range of constituencies and concerns in a variety of ways. The papers in this section reflect some of that diversity of interests and strategies.

Part Iii: Introduction

To Improve the Academy: A Journal of Educational Development

The essays contained in this section of the book deal with teaching and learning in a direct and uncomplicated fashion. We expect that you will copy some of them to distribute to faculty and students; others you may want to modify to fit the particular needs of your institution. Or you may just want to carry away some good ideas to try out in your own classroom.

Buyouts And A Career Transition Program As A Response To Retrenchment, Carol A. Paul

To Improve the Academy: A Journal of Educational Development

Introduction

Identifying Disciplines Eligible for Buyouts

Buyout Plan and the Buyouts

Table 1: Rank and Age Distribution of Faculty Buyouts

Career Transition Program

Conclusion

Silk Purses, Calvin B. Peters

To Improve the Academy: A Journal of Educational Development

Truth be told, it can't be done. The pop quiz, the points for attendance, the points for participation, the extra credit, the early exam, the make-up exam, the practice, and countless other distortions of proper academics have failed to make a dent in the ennui which grips the majority of students. Perhaps, and I think this is a long shot, these and assorted other practices have made students appear more eager (usually judged by their mere appearance - a fact subject to influence by the awarding of points), but I think none of us believes such gimmickry has thoroughly motivated …

Academic Counseling Techniques, Robert G. Pierleoni

To Improve the Academy: A Journal of Educational Development

Handout No. 1 Time Management Skills: Guidelines for Students

Handout No. 2 Test-Taking Skills: Guidelines for Students

A. Getting Ready

B. Organizing Content for Review

C. Building Confidence During a Test

Group Problem-Solving Exercises: An Application In Economics, Yngve Ramstad

To Improve the Academy: A Journal of Educational Development

I often teach Intermediate Macroeconomic Theory, one of the courses economics majors are required to take. Macroeconomic theory is primarily directed to questions concerning inflation, employment, and economic growth. Currently, there are two professionally sanctioned "ways of thinking" about these issues-"Keynesian economics" and "monetarism".

Intermediate macroeconomics is of little value to our majors if they leave the course unable to "think like an economist". Accordingly, it is my principal objective in this course that, by the end of the semester, students be able to "do" both Keynesian economics and monetarism - that is, to think their way through concrete issues …