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Articles 16171 - 16200 of 31807

Full-Text Articles in Higher Education Administration

Not Making Or Shaping: Finding Authenticity In Faculty Development, Patricia Cranton Jan 2006

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.

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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 Jan 2006

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 …

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Preparing Faculty For Pedagogical Change: Helping Faculty Deal With Fear, Linda C. Hodges Jan 2006

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.

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Tailoring Faculty Development Programs To Faculty Career Stages, Peter Seldin Jan 2006

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.

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Creating Engaged Departments: A Program For Organizational And Faculty Development, Kevin J. Kecskes, Sherril B. Gelmon, Amy Spring Jan 2006

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.

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Promoting Intellectual Community And Professional Growth For A Diverse Faculty, Dorothe J. Bach, Marva A. Barnett, José D. Fuentes, Sherwood C. Frey Jan 2006

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 …

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An Electronic Advice Column To Foster Teaching Culture Change, Donna M. Qualters, Thomas C. Sheahan, Jacqueline A. Isaacs Jan 2006

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.

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Helping Faculty Learn To Teach Better And “Smarter” Through Sequenced Activities, Barbara J. Millis Jan 2006

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.

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Practicing What We Preach: Transforming The Ta Orientation, Patricia Armstrong, Peter Felten, Jeffrey Johnston, Allison Pingree Jan 2006

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 …

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Exploring The Application Of Best Practices To Ta Awards: One University's Approach, Laurel Willingham-Mclain, Deborah L. Pollack Jan 2006

Exploring The Application Of Best Practices To Ta Awards: One University's Approach, Laurel Willingham-Mclain, Deborah L. Pollack

To Improve the Academy: A Journal of Educational Development

This chapter explores how to adapt best practices from the general literature on teaching awards in higher education to graduate student teaching assistant (TA) awards. Although most criteria apply, they must be fitted to the career stage and aspirations of TAs. The Duquesne University Graduate Student Award for Excellence in Teaching serves as a case study demonstrating how these practices can be modified to both recognize excellent teaching and promote the professional development of graduate student instructors.

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Expeditionary Learning: A Low–Risk, Low–Cost, High–Impact Professional Development Model, Chris Carlson-Dakes, Alice Pawley Jan 2006

Expeditionary Learning: A Low–Risk, Low–Cost, High–Impact Professional Development Model, Chris Carlson-Dakes, Alice Pawley

To Improve the Academy: A Journal of Educational Development

We describe a low-risk, low-cost, high-impact professional development program to help faculty, instructional staff, postdoctoral fellows, and graduate students create space in their lives to explore the diversity of their campus community and reflect on beliefs about teaching and learning in higher education. Along with small group discussions, participants have “expeditions” onto campus to explore learning situations and academic life in ways that they have never before experienced. We describe our theoretical model, programmatic and evaluation structure, and some participants’ insights into why they participated and what they learned from our first implementation.

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Learning Communities For First–Year Faculty: Transition, Acculturation, And Transformation, Harriet Fayne, Alice Ortquist-Ahrens Jan 2006

Learning Communities For First–Year Faculty: Transition, Acculturation, And Transformation, Harriet Fayne, Alice Ortquist-Ahrens

To Improve the Academy: A Journal of Educational Development

To enhance new faculty members’ chances for teaching and career success, Otterbein College piloted a yearlong learning community program and encouraged first-year faculty to participate. Four new faculty members took part in opportunities designed to enhance their teaching, to orient them more fully to a new institution and student body, to foster collegial community, to encourage reflective practice, and to introduce them to the scholarship of teaching and learning. This qualitative case study tracks their developmental trajectory, which led them from an initial concern with self and survival to an eventual focus on student learning.

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Faculty Competency By Design: A Model For Institutional Transformation, Helen M. Clarke, Philip E. Bishop Jan 2006

Faculty Competency By Design: A Model For Institutional Transformation, Helen M. Clarke, Philip E. Bishop

To Improve the Academy: A Journal of Educational Development

For a decade, Valencia Community College has striven for a faculty development program with direct impact on student learning. The college succeeded by designing faculty learning with the same logic we apply to student learning. Valencia’s program for new tenure-track faculty focuses on significant faculty learning outcomes, a learning-centered pedagogy, high standards of scholarship, and continuous program assessment. The college’s Teaching/Learning Academy and a coordinated tenure process have cultivated new learning leaders and created a fresh partnership among deans and faculty members. This developing process of new-hire faculty development has been pivotal to Valencia’s learning-centered transformation.

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Overview Of The Nchc Faculty Institute In Miami And The Everglades, Peter Machonis Jan 2006

Overview Of The Nchc Faculty Institute In Miami And The Everglades, Peter Machonis

Honors in Practice Online Archive

The Honors College at Florida International University recently hosted a Faculty Institute for fifteen honors program and honors college professors entitled “Miami and the Everglades: Built and Endangered Environments.” Participants came from Florida, Georgia, South Carolina, Ohio, Kentucky, New York, Pennsylvania, Iowa and Arizona. The Institute was organized by the Honors Semesters Committee of NCHC.

Participants used FIU’s Wolfsonian Museum on South Beach as a base for exploring the various communities of Miami Beach, using the City as Text© methodology—an approach to active learning that integrates direct experience, inquiry and knowledge. They also took part in a one-day field exploration …

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The Legacy Of Ancient Technology (Uhon 222–009), Troy Lovata Jan 2006

The Legacy Of Ancient Technology (Uhon 222–009), Troy Lovata

Honors in Practice Online Archive

This course is based in the actual construction, use, and hands-on study of ancient technologies. The everyday, the mundane and the ubiquitous are keys to understanding the past. At the same time, ancient technologies set the stage for modern tools and artifacts, and they provide comparisons to how and why we use technology today. Students will construct and experiment with fire, stone tools, spears and atlatls, weaving and basketry, and adobe architecture. This course will also expose students to both historical and modern issues of resource use and preservation, consumerism and fashion, and the relationship between the natural and built …

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About The Authors, Volume 24 (2006) Jan 2006

About The Authors, Volume 24 (2006)

To Improve the Academy: A Journal of Educational Development

About the editors and authors of volume 24 (2006) of To Improve the Academy: A Journal of Educational Development.

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Building It For Them: Faculty–Centered Program Development And Emanagement, Bonnie B. Mullinix Jan 2006

Building It For Them: Faculty–Centered Program Development And Emanagement, Bonnie B. Mullinix

To Improve the Academy: A Journal of Educational Development

This article documents the effectiveness of a responsive, multilevel, web-based system for identifying and responding to faculty interest and needs for training and development. A case-based description illustrates the advantages of using a web-facilitated approach to schedule sessions according to faculty interest and availability. From needs assessment survey, to session design and scheduling, to registration, communication, and monitoring of participation, to evaluation and feedback, this integrated system has proven effective in engaging faculty. Data collected over two years of program implementation is shared and implications for the design, facilitation, and evaluation of such approaches are considered.

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Bibliography, Volume 24 (2006) Jan 2006

Bibliography, Volume 24 (2006)

To Improve the Academy: A Journal of Educational Development

Bibliography for volume 24 (2006) of To Improve the Academy: A Journal of Educational Development.

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East Meets West: Honors 101, Eliza Glaze, Philip Whalen Jan 2006

East Meets West: Honors 101, Eliza Glaze, Philip Whalen

Honors in Practice Online Archive

Honors 101 is a humanities-based interdisciplinary course designed to explore itineraries pertinent to a life of public engagement and ethical responsibility. The theme for the current academic year is “East Meets West.” We examine key primary sources (textual, graphic and musical) and scholarly analyses that discuss various encounters—between the West and East around the globe, past and present. By the end of term, students will have a sounder understanding of the historical roots of contemporary opportunities, challenges, obstacles, and future departures engendered by East-West encounters.

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Fun And Games Of Teaching: Simulations In A Social Problems Course, Lisa New Freeland Jan 2006

Fun And Games Of Teaching: Simulations In A Social Problems Course, Lisa New Freeland

Honors in Practice Online Archive

In attempts to move my honors social problems course from a passive environment to a more active and student-centered one, I drew on my experience and the experience of others using simulations to produce a course model committed to “games” and student-initiated learning. I stepped back and reevaluated what I wanted my students to gain while in my class and what impact I wanted the course to have on their future in society. Simulation games provide an opportunity for students to discover knowledge and drive their own education rather than passively taking in information. These “games” are simulations of real …

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Honors College, Honors 298: Special Topics, 3 Credits, John Charpie, Michael Shea Jan 2006

Honors College, Honors 298: Special Topics, 3 Credits, John Charpie, Michael Shea

Honors in Practice Online Archive

Students explore the logic of science by examining the language and writing about science, using various thinking-writing exercises to stimulate their research. While hearing lectures about fundamental scientific principles and analyzing knowledge structures of scientific discourse, students write cause-and- effect explanations of a variety of phenomena by building them up from first principles; science essays are developed using standard rhetorical devices of scientific discourse. Small-group exercises include “work shopping” each student’s writing regarding tone, clarity, fluidity, and accuracy. Twenty-three students enroll in this course.

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Using Peer Review In Honors Courses, Jeffrey Stowell Jan 2006

Using Peer Review In Honors Courses, Jeffrey Stowell

Honors in Practice Online Archive

Instructors of writing courses have used peer review in their classes for many years, but there is clear application in other disciplines, especially in honors courses in which instructors expect students to be actively engaged in the learning process and students are more likely to possess greater critical thinking skills. Indeed, because most honors courses are writing intensive, potentially all honors faculty are writing teachers.

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Honors In Chile: New Engagements In The Higher Education System, Juan Carlos Skewes, Carlos Alberto Cioce Sampaio, Frederick J. Conway Jan 2006

Honors In Chile: New Engagements In The Higher Education System, Juan Carlos Skewes, Carlos Alberto Cioce Sampaio, Frederick J. Conway

Honors in Practice Online Archive

Honors programs are rare in Latin America, and in Chile they were unknown before 2003. At the Universidad Austral de Chile, an interdisciplinary group of scholars linked to environmental studies put forward a pilot project for implementing a new experience in higher education. Challenged by an educational environment where (i) apathy and mediocrity have taken over the classrooms, (ii) monodisciplinary training rules the university campus, and (iii) authoritarian teaching persists, this has been an experiment in new ways of approaching the classroom. Stimulated by experiences in the USA, a project proposal was written, finding support in the Chilean Ministry of …

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“You’Re Not Typical Professors, Are You?”: Reflections On The Nchc Faculty Institute In Miami And The Everglades, Joy Ochs Jan 2006

“You’Re Not Typical Professors, Are You?”: Reflections On The Nchc Faculty Institute In Miami And The Everglades, Joy Ochs

Honors in Practice Online Archive

At the close of the NCHC Faculty Institute in Miami and the Everglades, our group went out for a celebratory dinner at a Cuban restaurant in Miami. Between the main course and the dessert, one of our group struck up a conversation with the young man selling flowers on the sidewalk outside. As we left the restaurant a short while later, knots of participants still locked in animated conversation, the flower vendor remarked, “You’re not typical professors, are you?”

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Introduction. Volume 24 (2006), Sandra Chadwick Blossey Jan 2006

Introduction. Volume 24 (2006), Sandra Chadwick Blossey

To Improve the Academy: A Journal of Educational Development

Introduction to volume 24 (2006) of To Improve the Academy: A Journal of Educational Development, by Sandra Chadwick Blossey of Rollins College.

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A Theory–Based Integrative Model For Learning And Motivation In Higher Education, Chantal S. Levesque, G. Roger Sell, James A. Zimmerman Jan 2006

A Theory–Based Integrative Model For Learning And Motivation In Higher Education, Chantal S. Levesque, G. Roger Sell, James A. Zimmerman

To Improve the Academy: A Journal of Educational Development

The shared mission of higher education institutions is to develop educated persons who are able to make connections and build on knowledge acquired across disciplines and fields and through various life experiences. This chapter offers a theory-based model that can be used by researchers and practitioners to enhance academic learning and motivation. Educators can create learning environments that move students from external regulation to self-determined forms of motivation. This model is used to describe conditions that enhance/restrict learning. It also has the potential to be used to interpret research on teaching and learning in higher education.

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Martha Louisa Cocke, Beth S. Harris Jan 2006

Martha Louisa Cocke, Beth S. Harris

Articles about Hollins and Special Collections

Article about Martha L. Cocke ("Miss Matty"), second president of Hollins University, alumna, faculty member, and daughter of Charles Lewis Cocke, founder of Hollins. As published in the Dictionary of Virginia Biography.

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Ied And The University Partnership: The Oxford Experience, Richard Pring Jan 2006

Ied And The University Partnership: The Oxford Experience, Richard Pring

Book Chapters / Conference Papers

No abstract provided.

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Reconceptualising The Professional Development Of In-Service Science Teachers In Pakistan, Nelofer Halai Jan 2006

Reconceptualising The Professional Development Of In-Service Science Teachers In Pakistan, Nelofer Halai

Book Chapters / Conference Papers

Pakistan is a society in transition in more ways than one: politically it is still trying to find its place in the democratic nations of the world; economically it is taking steps to move closer to a market-based economy; and socially it is nurturing a more liberal and just society by reining in the religious extremists. In the aftermath of 9/11 stress has been on educational reform in a number of areas including – updating curriculum, improving access to schooling and developing teacher education. Teacher as the agent of reform is slowly gaining currency in Pakistan. The Institute for Educational …

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Two-Year College Faculty And Administrator Perceptions Of The Transition To A Learning-Centered College, John Michael Brackin Jan 2006

Two-Year College Faculty And Administrator Perceptions Of The Transition To A Learning-Centered College, John Michael Brackin

Theses and Dissertations

A single qualitative case study design was used to determine the perceptions of administrators and faculty from a community college that is considered to be transitioning to a learning-centered college. The researcher conducted the case study to describe, explain and evaluate the phenomenon, and also recorded facilitators or roadblocks identified during the process. A conceptual framework model was used to produce an auditing procedure that identified the progress, perceptions and status of the community college as it transitioned to become a learning-centered college. Interviews of administrators and faculty, a survey of full-time faculty, and document reviews were the primary means …

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