Higher Education Administration Commons^™

Student Affairs Committee Annual Report 2003-2004, Indiana State University

Faculty Senate

No abstract provided.

Administrative Affairs Committee Annual Report 2003-2004, Indiana State University

Faculty Senate

No abstract provided.

Bridgewater State College Undergraduate/Graduate Catalog 2003-2004, Bridgewater State College

Bridgewater State College Catalogs, 1960-2009

No abstract provided.

Financial Guidelines Handbook, Wku Student Government Association

Student Government Association

Handbook for the creation and care of SGA financial records.

2003-2005 Catalog, Wku Graduate School

Graduate School

Graduate School catalog regarding admissions, curriculum and policies.

Transformational Leadership In Higher Education : From Politics To Porcelain, Bunny Brandis

Graduate Research Papers

The purpose of this paper is to make a case for transformational leadership as an effective and necessary tool to be accepted and practiced by institutions of higher education. Today's universities are under tremendous pressure to be more responsive to the changing environment and needs of society. The question is; can new leadership function within the traditionally hierarchical management and help transform the transactional university organization?

General Undergraduate Catalog, 2003-2005, Marshall University

Marshall University Catalogs 2000-2009

Marshall University General Undergraduate Catalog for the 2003-2005 academic years.

Ua56/1 Fact Book, Wku Institutional Research

WKU Administration Documents

Statistical and demographic profile of WKU.

Ua12/2/2 2003 Talisman: About Face, Wku Student Affairs

WKU Administration Documents

2003 Talisman

• Miller, Jen. Taking a Stand - Unity Day
• Funke, Libby. Football Season Opens with a Bang
• Powell, Kacie. Down & Dirty - Mud Volleyball
• Hawkins, Hope. Keeping Vigil - 9/11
• Flinchum, Andrea. Students Huddle Together at Guthrie Bell Tower to Remember and Learn from Sept. 11
• Miller, Jen. Sept. II: Keeping Vigil
• Covington, Shannon. Big Red Run
• Raggard, Jennifer. Cheyenne Hohman
• Funke, Libby. Once Upon a Hill - Homecoming
• From Private to Princess - Nae' Neal
• Covington, Shannon. A Powerful Tradition - Step Show
• Raggard, Jennifer. Whistle-Blowers - Andrea Payne, Christina Valdez
• Canadian Captain - Gord Veldman
• Hightower, …

Ua19/16/1 Western Kentucky Hilltopper Soccer, Wku Athletic Media Relations

WKU Administration Documents

Media guide for the 2003 soccer season.

Call For Proposals

Professional and Organizational Development Network in Higher Education: Conference Materials

No abstract provided.

Registration Information

Professional and Organizational Development Network in Higher Education: Conference Materials

No abstract provided.

Conference Program: Vision, Metaphors And Images

Professional and Organizational Development Network in Higher Education: Conference Materials

Welcome, by Laura L. B. Border (President)

Core Committee 2002-2003

Conference Overview

POD Presidents and Conference Sites

Acknowledgements

POD Honored Presentation Awards in Recognition of Robert J. Menges

Your Goals for the Conference

Schedule

Conference Reflection

Conference Notes

Unopa Notes, Volume 41, Issue 5, January 2003

UNOPA: Newsletters

No abstract provided.

Office Of Research And Graduate Studies -- Annual Report 2002/2003

Office of Research and Economic Development: Publications

Contents
01 Introduction
03 Nanomagnetics & Mesospin Structures
05 Redox Biology
07 Virology & Infectious Diseases
09 Bioprocessing & Vaccine Development
11 Plant Genomics
13 Complex Environmental Systems
15 Behavioral Sciences
17 Education in the 21st Century
19 Digital Texts & Contemporary Writing
21 Nanomanufacturing & Advanced Materials
23 Initiatives
25 Future
27 Graduate Studies
29 Technology Development
31 University of Nebraska Press
32 Financials
33 Inspiring Excellence

Preface, Volume 21 (2002), Catherine M. Wehlburg

To Improve the Academy: A Journal of Educational Development

Preface to volume 21 (2003) of To Improve the Academy: A Journal of Educational Development, by Devorah Lieberman of Portland State University.

Introduction. Volume 21 (2003), Catherine M. Wehlburg

To Improve the Academy: A Journal of Educational Development

Introduction to volume 21 (2003) of To Improve the Academy: A Journal of Educational Development, by Devorah Lieberman of Portland State University.

September 11, 2001, As A Teachable Moment, Edward Zlotkowski

To Improve the Academy: A Journal of Educational Development

The Opening Plenary at the 2001 POD Conference was given by Edward Zlotkowski. Using the reactions to the events of September 11, 2001, as an example, he urged those in higher education to search out opportunities for academically based civic engagement and to focus on Boyer’s concept of the scholarship of engagement.

The Day After: Faculty Behavior In Post–September 11, 2001, Classes, Michele Dipietro

To Improve the Academy: A Journal of Educational Development

What is the best thing to do in the classroom in the face of a tragedy like the terrorist attacks of September 11, 2001? What should instructors do to help students, if anything? This article describes the results ofa faculty survey at Carnegie Mellon University. Faculty reported what actions they took in the classroom to help their students (or their rationales for not mentioning the attacks), and their degree of confidence on the effectiveness of their behaviors. Statistical techniques are used to assess the significance of some trends, and implications for faculty developers are discussed in light of cognitive, motivational, …

Internationalizing American Higher Education: A Call To Thought And Action, Deborah Dezure

To Improve the Academy: A Journal of Educational Development

In the wake of the World Trade Center disaster, many faculty developers are asking themselves what they do to promote international peace and understanding. But even before these events, there has been an indication that there was a pressing need to focus on global competencies as an important part of higher education for the 21st century. The purpose of this essay is threefold: 1) to summarize the research on the status of internationalization on American campuses, 2) to make the case for the active involvement of faculty developers in internationalizing higher education, and 3) to offer strategies with which we …

The Knowledge Survey: A Tool For All Reasons, Edward Nuhfer, Delores Knipp

To Improve the Academy: A Journal of Educational Development

Knowledge surveys provide a means to assess changes in specific content learning and intellectual development. More important, they promote student learning by improving course organization and planning. For instructors, the tool establishes a high degree of instructional alignment, and, if properly used, can ensure employment of all seven best practices during the enactment of the course. Beyond increasing success of individual courses, knowledge surveys inform curriculum development to better achieve, improve, and document program success.

Establishing A Teaching Academy: Cultivation Of Teaching At A Research University Campus, Patricia Kalivoda, Jodef Broder, William K. Jackson

To Improve the Academy: A Journal of Educational Development

The University of Georgia (UGA) has worked hard over the last 22 years to increase the respect and reward for teaching through the faculty development programs of the office of instructional support and development and through the establishment of two campus-wide teaching awards. Looking for a means to extend a celebration of teaching beyond one-time recognition or one-time participation, the university established a campus-wide teaching academy. The purpose of this chapter is to chronicle the evolution of the teaching academy that was founded at the University of Georgia in 1999. The mission, goals, membership, funding, and programs and activities of …

Using Cooperative Games For Faculty Development, Barbara J. Millis

To Improve the Academy: A Journal of Educational Development

Learning through games has been going on for centuries. Faculty developers, however, are only now realizing the impact of well-structured and well-planned games. They not only “educate” engaged faculty members, but they can also motivate them. This chapter discusses the educational value of games, reveals their key underlying principles, and offers two examples of successfal faculty development games (scavenger hunt and Bingo) that can be replicated on any campus.

Proven Faculty Development Tools That Foster The Scholarship Of Teaching In Faculty Learning Communities, Milton D. Cox

To Improve the Academy: A Journal of Educational Development

Faculty learning communities have played a key role in the development of the scholarship of teaching and learning at Miami University for over 20 years. This chapter describes a sequence of developmental steps, evidence of success, and supporting documents and artifacts that can guide faculty developers in a community approach to the development of this scholarship.

Assessing And Reinvigorating A Teaching Assistant Support Program: The Intersections Of Institutional, Regional, And National Needs For Preparing Future Faculty, Kathleen S. Smith

To Improve the Academy: A Journal of Educational Development

This article discusses an assessment of an 11-year old teaching assistant (TA) support program at a Research I institution. The TA support program was developed on the premise that professional preparation of teachers includes fundamental teaching competencies or skills that call be identified, developed, and evaluated (Simpson & Smith, 1993; Smith & Simpson, 1995). The purpose of this longitudinal study was to identify and enhance the institutional enabling factors that help graduate teaching and laboratory assistants in performing their duties and in using their graduate experience to prepare for careers at a variety of academic institutions.

Transforming Instructional Development: Online Workshops For Faculty, Laurie Bellows, Joseph R. Danos

To Improve the Academy: A Journal of Educational Development

Two vastly different institutions, the University of Nebraska, Lincoln and Delgado Community College, cooperated in the delivery of online faculty development workshops in syllabus construction. This chapter describes the experiences of a flagship university and an urban community college in employing electronic delivery of the same workshop content to their respective faculty members. It shares successful and unsuccessful strategies, nuts and bolts, and the discovery of an unexpected, pleasant irony: The technology that can separate and isolate us has the potential to bring us together, as though we were on electronic legs in a virtual Athenian agora.

Accommodating Students With Disabilities: Professional Development Needs Of Faculty, Sheryl Burgstahler

To Improve the Academy: A Journal of Educational Development

Faculty members play an important role in making academic programs accessible to postsecondary students with disabilities. However, instructors do not always possess the knowledge, experiences, and attitudes that result in the most inclusive environment for these students. A literature review was conducted to explore what faculty members need to know about accommodating students with disabilities in their courses and how they can best gain this knowledge. These results were used to develop a comprehemive set of training options that can be used with postsecondary instructors nationwide. The content of these options focuses on legal issues, accommodation strategies, and resources. Modes …

Integrity In Learner–Centered Teaching, Douglas Reimondo Robertson

To Improve the Academy: A Journal of Educational Development

Learner-centered teaching challenges teachers with inherent conflicts and can be viewed as a conflicted educational helping relationship. This chapter explores fundamental conflicts in learner-centered teaching as well as ways to handle them constructively. Learner-centered teacher integrity is seen as the degree to which contradictory demands on the teacher (e.g., facilitating learning as well as evaluating it) are brought into synergistic relationship. A process for enhancing these synergies is suggested. This discussion emerges from a line of work that attempts to further develop the learner-centered teaching role in higher education (Robertson, 1996, 1997, 1999a, 1999b, 2000a, 2000b, 2000c, 2001).

Something More: Moments Of Meeting And The Teacher–Learner Relationship, Richard G. Tiberius, John Techima, Alan R. Kindler

To Improve the Academy: A Journal of Educational Development

The Boston Group, drawing upon developmental and clinical research, has identified special moments in human interaction that they call “moments of meeting.” These moments occur spontaneously within the context of ongoing relational interaction and can effectively restructure relationships. We think of these moments of meeting as pivotal moments because of their potentially pivotal effect on relationships. In this chapter we briefly describe the theory underlying these moments of relational change, using examples from education. Then we suggest strategies that may help teachers participate creatively in such moments. Finally, we explore the implications of this theory for the concept of authenticity.

Undergraduate Students As Collaborators In Building Student Learning Communities, Candyce Reynolds

To Improve the Academy: A Journal of Educational Development

Colleges and universities have recently used the concept of learning communities as a strategy to improve undergraduate student learning. This chapter describes a learning community approach where upper-division undergraduates serve as mentors for freshman and sophomore students and develop and sustain learning communities with faculty partners. The impact of this program is described and implications are discussed.