Higher Education Administration Commons^™

Documenting The Educational Innovations Of Faculty: A Win–Win Situation For Faculty And The Faculty Development Center, Phyllis Blumberg

To Improve the Academy: A Journal of Educational Development

Compiling faculty members’ teaching innovations into an annual campus-specific publication allows others to learn about these ideas and adapt them. This chapter will describe 1) the process used to develop such a Document of Innovation, 2) the types of innovation abstracted, and 3) this document’s impact on an institution. A dissemination process including individual meetings with campus leaders provides greater visibility for the Teaching and Learning Center and the featured faculty. An analysis of time annual publications yield comprehensive data about the campus’ faculty, their innovative teaching trends, and describes the current teaching climate on the campus.

Fostering Diversity In A Faculty Development Organization, Mathew L. Ouellett, Christine A. Stanley

To Improve the Academy: A Journal of Educational Development

Since 1994, the Professional and Organizational Development Network in Higher Education (POD) has articulated a goal of becoming a more multicultural organization. In support of this goal, POD sponsors two key initiatives: travel and internship grants. This chapter offers an historical overview of the first nine years of these programs, selected perspectives from participants on the individual and organizational benefits of these initiatives, and a context within which to explore how POD is evolving as a multicultural organization and how it may benefit from increased attention to diversity related issues in the future.

Foucault And The Practice Of Educational Development: Power And Surveillance In Individual Consultations, Peter Felten, Diandra Little, Allison Pingree

To Improve the Academy: A Journal of Educational Development

A common goal of educational development is to create a neutral, “safe” place for clients in individual consultations. Such an approach, while well intentioned, obscures the multifaceted web of power threading through and around our work. Using Michel Foucault’s theories of sovereign and disciplinary power, we trace the forms that power can take in specific types of consultations (small group instructional diagnosis, course evaluations, and videotape). While power is always “dangerous,” it is less likely to be damaging if we are conscious of its presence and impact—and of our own participation in its complexity.

A Systematic, Hands–On, Reflective, And Effective (Shore) Approach To Faculty Development For New And Seasoned Faculty, Scott E. Hampton, Craig D. Morrow, Asleah Bechtel, Marjorie H. Carroll

To Improve the Academy: A Journal of Educational Development

The purpose of the faculty development program for teaching Introduction to Psychology in this study is to further develop skills for new and seasoned faculty to enable them to teach and inspire students more effectively. This Systematic, Hands-On, Reflective, and Effective (SHORE) approach provides a forum to practice teaching skills, gain familiarity with course material, incorporate classroom management techniques, evaluate teaching effectiveness, and build a cohesive teaching team. Evaluative feedback indicates the approach positively affects both the faculty and 1,100 students annually. Implications for faculty development programs and research are also discussed.

Triangulating Faculty Needs For The Assessment Of Student Learning, D. Lynn Sorenson, Timothy W. Bothell

To Improve the Academy: A Journal of Educational Development

To enhance assessment of student learning, the Brigham Young University (BYU) Faculty Center undertook a needs assessment to guide new initiatives. Researchers reviewed results from the National Survey of Student Engagement and an earlier BYU faculty survey. In addition, they conducted a qualitative study with faculty and administrators. The qualitative study can serve as a model for other faculty developers considering new initiatives. The findings raised thought-provoking issues for faculty development, particularly faculty readiness. As a result of this research, the center bolstered current services and developed new ones to support the assessment of student learning.

Evaluating The Return On Investment Of Faculty Development, Timothy W. Bothell, Tom Henderson

To Improve the Academy: A Journal of Educational Development

How can the return on investment of faculty development be determined? One way to do this is through the application of a highly replicated and reported return on investment (ROI) process. This chapter reviews briefly an ROI process used by organizations throughout the world, a process that has been the basis for over 100 published studies and is the most validated and reported ROI process used for determining the monetary impact of learning. The process utilizes a five-level framework and a step-by-step ROI process model. These components are reviewed in this chapter and an example of return on investment based …

Playing Well With Others: Academic Development As A Team Sport, Nancy Van Note Chism

To Improve the Academy: A Journal of Educational Development

An important first step to attacking significant institutional problems is working across the organizational silos that encompass campus units. This chapter draws upon an experience in collaboration through which an academic development center chose to partner with a variety of campus units to address a vexing problem facing many campuses: unacceptable rates of first-year student retention. The chapter then goes beyond the case to identify the kinds of collaborations that can be created to treat other pressing academic issues and highlight characteristics of successful collaborations that academic development centers can initiate or join.

Beyond Bean Counting: Making Faculty Development Needs Assessment More Meaningful, Pamela M. Milloy, Corly Brooke

To Improve the Academy: A Journal of Educational Development

Faculty development centers face many challenges including shrinking resources while providing an increasing array of programs and services to enhance learning. Needs assessment can be seen as a valuable tool to help centers focus efforts to meet the most salient needs relevant to the institutional mission. This chapter describes a faculty development needs assessment project that was implemented at a large public institution. Data collected was used to focus programming and guide decision-making. Based upon a presentation at the 2002 POD conference, selected needs assessment findings and their programmatic implications for the center are presented.

Approaching Faculty Development Support From The Grassroots: Establishment Of An Innovative, Formal, Untenured Faculty Organization, Ellen N. Junn, Ellen Kottler, Jacqueline K. Coffman, Pamella H. Oliver, Fred Ramirez

To Improve the Academy: A Journal of Educational Development

This chapter describes an innovative faculty support program designed for untenured faculty and full-time lecturers. Working closely with members of the administration, untenured faculty and full-time lecturers established and created a voluntary, formal, cross-departmental faculty organization called the ULO (Untenured Faculty and Full-Time Lecturer Organization). The ULO has formal bylaws, elected officers and a mission that initiated activities all designed to support junior faculty and full-time lecturers within the college. Even within its initial year, this organization offered a significant variety of meaningful support activities with positive outcomes. The activities include formation of a Research Writing Workgroup, workshops on the …

The Scholarship Of Teaching And Learning: Past Lessons, Current Challenges, And Future Visions, Kathleen Mckinney

To Improve the Academy: A Journal of Educational Development

This chapter reviews the complex history of the scholarship of teaching and learning (SoTL) including SoTL as a social movement and various conceptualizations of the term. Based on extant work, I also discuss past lessons, current challenges, and future directions for SoTL. Additional theorizing and research are needed in many areas. Suggestions related to faculty and organizational development and change are imbedded in this discussion.

Is The Thrill Gone? An Investigation Of Faculty Vitality Within The Context Of The Community College, Cathie J. Peterson

To Improve the Academy: A Journal of Educational Development

This single institutional case study investigated faculty vitality within the context of the community college by answering the following research questions: What are the characteristics of vital faculty within the community college? What effect does the environment have on faculty vitality? What do the vital faculty do to maintain their vitality? Qualitative research methods were employed to study the lives of the faculty within their naturalistic setting, thereby giving voice to the vital community college faculty.

A Faculty Development Program To Promote Engaged Classroom Dialogue: The Oral Communication Institute, Kim M. Mooney, Traci Fordham, Valerie D. Lehr

To Improve the Academy: A Journal of Educational Development

The St. Lawrence University faculty development program in oral communication promotes and enhances teaching strategies and philosophies for productive and civil classroom discourse. Started in January 2002, the Oral Communication Institute (OCI) provides a sustained forum in which faculty explore the relationship among oral communication, critical thinking, and deep learning. In addition to creating discourse communities, the OCI affords participants opportunities to develop strategies for interactive, reflective student learning. This chapter addresses the essential components for developing an oral communication institute: clear teaching and learning goals, a deliberate format and curriculum, experiential pedagogy, and opportunities for faculty dialogue and reflection.

Graduate Student Mentors: Meeting The Challenges Of The Ongoing Development Of Graduate Student Instructors, Chris O'Neal, Jennifer Karlin

To Improve the Academy: A Journal of Educational Development

Training and mentoring Graduate Student Instructors (GS Instructors) at large institutions presents three challenges to instructional developers: 1) training numerous GS Instructors from multiple departments, 2) the vast array of duties GS Instructors need training in, and 3) the continual sophistication of GS Instructors. Here we describe how the College of Engineering at the University of Michigan has met these challenges through the use of Graduate Student Mentors (GS Mentors). GS Mentors are experienced GS Instructors who are trained to mentor and advise their peers. We discuss how the GS Mentors are selected, trained, and supervised, and how they have …

Security Access Management At Uc Irvine: Adding Decentralization And Ending Paper, Mark Askren, Valerie Jones, Gena Rosas

Information Technology Services: Publications

The number one request from the University of California Irvine's administrative computing client community was to dramatically speed up and simplify the process for requesting access to applications. The resulting process review resulted in the development and implementation of SAMS, the Security Access Maintenance System.

Security Access Management At Uc Irvine: Slaying The Paper Forms Dragon, Mark Askren, Valerie Jones, Jennifer Lane

Information Technology Services: Publications

The number one request from the University of California Irvine's administrative computing client community was to dramatically speed up and simplify the process for requesting access to applications. The resulting process review resulted in the development and implementation of SAMS, the Security Access Maintenance System.

Faculty Activity Report 2004-2005, University Of Northern Iowa. Office Of Information Management And Analysis.

Institutional Effectiveness & Planning Documents

Report of faculty activity broken down by rank and college and compared to the peer institutions

Research Ethics: Significance, Application And Obligation To The Practice Of Research, Nilofar Vazir

Institute for Educational Development, Karachi

The following article draws upon literature to define the term "ethics" and its application to the practice of educational research. It reflects on ethical obligations that a researcher can take on generally and more particularly for research study specifically on children.

Serving Students Through Multiple Learning Community Models, Howard N. Shapiro

Scholarly Publications

The learning communities program at Iowa State University began in the early 1990s as a localized effort of some faculty and staff and has grown into a thriving multiple-model program that enrolls approximately half of the first-year class. Currently, students are enrolled in a wide variety of learning communities, from those designed for specific academic majors to general residential programs. In the 2002-2003 academic year, 2,139 students participated in 46 communities organized into 119 teams. Assessments indicate that learning communities at Iowa State provide students with myriad academic and social benefits. All these communities hold in common an interest in …

University Of Northern Iowa Strategic Plan: 2001-2006, Performance Indicators 2003-2004, University Of Northern Iowa

Institutional Effectiveness & Planning Documents

A report detailing the progress on the strategic goals within the University of Northern Iowa's strategic plan.

Growth No. 4 (2004) - Full Issue

Growth: The Journal of the Association for Christians in Student Development

The full issue of the fourth edition of Growth: The Journal of the Association for Christians in Student Development.

Intellectual Humility And The Art Of Disagreement At The Christian College, James S. Spiegel

Growth: The Journal of the Association for Christians in Student Development

Education at a Christian college properly features both honest inquiry and unwavering allegiance to core theological standards, such as those embodied in the classical creeds. This combination of commitments can create tension for the Christian educator, as insistence upon doctrinal allegiance can inadvertently reinforce dogmatic attitudes so common among late adolescents. In this paper I discuss the virtue of intellectual humility and its importance for combating student dogmatism in an atmosphere of steadfast Christian commitment. After distinguishing between theological essentials and disputable matters, I discuss philosophical and theological grounds for being intellectually humble. And I illustrate ways in which faculty …

Reclaiming The Game: College Sports And Educational Values, Chris Abrams

Growth: The Journal of the Association for Christians in Student Development

No abstract provided.

Educating Citizens: Preparing America's Undergraduates For Lives Of Moral And Civic Responsibility, Pedro Villarreal Iii

Growth: The Journal of the Association for Christians in Student Development

No abstract provided.

Commitment And Connection: Service-Learning And Christian Higher Education, Monica L. Mullins

Growth: The Journal of the Association for Christians in Student Development

No abstract provided.

Pod Network News, Winter 2004

Professional and Organizational Development Network in Higher Education: POD Network News

President's Column

President Elect

Menges Library

Diversity Commission Update

2004 POD Conference

Bright Idea Award Recipients

Bright Idea Grand Award

Bright Idea Recognition Awards

Southern Regional Faculty and Instructional Development Consortium

Note from the POD Office

New Faces and Places

Books by POD Members

Conference Announcements

Logo Poster

POD Conference Corner

Change in Membership Structure

A Reminder to HTML Subscribers

Newsletter Deadlines

Connecting with POD

Contacting the POD Office

Complete your library! To Improve the Academy Order Form

Innovations In Undergraduate Research And Honors Education: Proceedings Of The Second Schreyer National Conference, Josephine M. Cambia, Renata S. Engel

National Collegiate Honors Council Monographs

Preface

I. Making the Case for Undergraduate Research

Introduction: Unpacking the Research Encyclopedia Josephine Carubia, Renata Engel

How (Or Whether?) To Integrate Research into Classroom Teaching for All Students and All Higher Education Institutions—Alan Jenkins

Why Involve Students in Research? —Rodney A. Erickson

II. Curriculum Models that Include Undergraduate Research The Maryland Gemstone Program — William W. Destler

Creating an Undergraduate Culture of Science by Integrating Inquiry, Project- based Learning and Research into the Curriculum — Richard A. Niesenbaum

THE INSIDERS: Undergraduates Critically Examine the Pros and Cons of a Team-based Marine Research Program — Traci J. Heincelman, EdwardJ. Majzlik, …

2004-05 Unopa Executive Board Minutes

UNOPA: Minutes

No abstract provided.

2004-05 Unopa General Meeting Minutes

UNOPA: Minutes

No abstract provided.

University Of Nebraska—Lincoln: Fact Book 2003—2004

University of Nebraska-Lincoln Administration: Reports, Papers, Publications, and Presentations

Role and Mission Statement

The Role of the University of Nebraska-Lincoln

The University of Nebraska-Lincoln, chartered by the Legislature in 1869, is that part of the University of Nebraska system which serves as both the land-grant and the comprehensive public University for the State of Nebraska. Those responsible for its origins recognized the value of combining the breadth of a comprehensive University with the professional and outreach orientation of the land grant University, thus establishing a campus which has evolved to become the flagship campus of the University of Nebraska. UNL works cooperatively with the other three campuses and Central …

Perceptions Of Board Effectiveness In Selected Institutions Of Higher Education In Zimbabwe, Bonginkosi Zvandasara

Dissertations

Problem

The purpose of this study was to identify the level of board effectiveness in selected private and public universities in Zimbabwe as perceived by board members. Also, the study sought to determine the influence of such demographic variables as age, education level, and years of service on the seven factors of university functioning: institutional mission, institutional planning, physical plant, financial management, board membership, board organization and performance, and board/vice chancellor relations.

Method

The survey method was used to collect data. Respondents were asked to complete a 47-item questionnaire and indicate their level of agreement on each of the questions …