Higher Education Administration Commons^™

Bridgewater State College Undergraduate/Graduate Catalog 1996-1997, Bridgewater State College

Bridgewater State College Catalogs, 1960-2009

No abstract provided.

Faculty Senate Statement Of Professional Responsibilities, Wku University Senate

Faculty Senate

Five guidelines to which WKU faculty should aspire.

Ua12/8 Chief News, Wku Police

WKU Administration Documents

WKU Police departmental newsletters for 1996.

Ua56/1 Fact Book, Wku Institutional Research

WKU Administration Documents

Statistical and demographic profile of WKU.

Ua1b4 1996 Faculty Awards, Western Kentucky University

WKU Administration Documents

Program for 1996 WKU faculty awards.

Ua1f Wku Archives Vertical File - Governor's Scholars Program, Wku Archives

WKU Administration Documents

Digitized vertical file materials regarding the Governor's Scholars program.

Ua8 Information Technology Update, Wku Information Technology

WKU Administration Documents

Newsletter created by and about WKU Information Technology.

Ua1b3 Aids & You, Wku Health & Safety Committee

WKU Administration Documents

WKU policies and procedures on acquired immunodeficiency syndrome, HIV infection and related issues.

Pod Network, Scale The Heights, 1996, "Blind Review" Proposal Forms

Professional and Organizational Development Network in Higher Education: Conference Materials

No abstract provided.

Financial Matters

Professional and Organizational Development Network in Higher Education: Conference Materials

"Getting the Biggest Bang for the Buck!" (From Your Faculty Development Funds), "Top Ten" Suggestions, by Dan Rice

Keeping the Books: Developing Financial Capacity in Your Nonprofit Press, by The Stevens Group

Glossary: Terms Used in Nonprofit Accounting, compiled by The Stevens Group with acknowledgement to the Public Management Institute and the Financial Accounting Standards Board

Creating and Managing Budgets for Faculty Development: Nuts and Bolts, by Lesley K. Cafarelli

Getting the "Biggest Bang for the Buck," by Phyllis Worthy Dawkins

Faculty Development Opportunities

Table of Contents

1996 Pod Network Conference Attendees

Professional and Organizational Development Network in Higher Education: Conference Materials

No abstract provided.

"Demonstrating The Quality And Impact Of Faculty Development Workshops" And "Transforming Today's Teaching Assistants Into Tomorrow's Faculty: A Workshop For Ta Supervisors, Executive Summary"

Professional and Organizational Development Network in Higher Education: Conference Materials

Demonstrating the Quality and Impact of Faculty Development Workshops, by James Eison:

Session Abstract

Session Objectives

Discussion Questions: Some Personal Observations

Transforming Today's Teaching Assistants into Tomorrow's Faculty: A Workshop for TA Supervisors, Executive Summary:

Introduction

Workshop Facilitators

Workshop Application Procedure

Workshop Participants

Workshop Goals

Workshop Assumptions

Workshop Topics and Calendar

Workshop Activities

Participants' Assignment

Post-workshop Activities

Workshop Evaluation Data

1996 Pod Conference: Individual Session Evaluation Form

Professional and Organizational Development Network in Higher Education: Conference Materials

No abstract provided.

Ten Qualities Of Self-Renewing Faculty, Frederick M. Hudson

Professional and Organizational Development Network in Higher Education: Conference Materials

1. They are value-driven.

2. They are connected to the world around them.

3. They require solitude and quiet.

4. They pace themselves.

5. They have contact with nature.

6. They are creative and playful.

7. They are adaptive to change.

8. They learn from down-time.

9. They are always in training.

10. They are future-oriented.

Patterns In Telephone Interviews About Professional Development Activities Of Developers, Nancy Chism, Barbara Szabo

Professional and Organizational Development Network in Higher Education: Conference Materials

Study Design

Major Patterns

Snowbird Center Information

Professional and Organizational Development Network in Higher Education: Conference Materials

No abstract provided.

Working With Administration: Getting And Keeping Support For Professional Development Programs

Professional and Organizational Development Network in Higher Education: Conference Materials

Outline

Positioning Your Office: The Real Organization Chart

Seven Competencies Required of Faculty Developers

Seven Competencies Required of Administrators

Annual Conference Program

Professional and Organizational Development Network in Higher Education: Conference Materials

Professional and Organizational Development Network in Higher Education: Mission Statement

Welcome, by Lynn Sorenson (Conference Chair), Ed Jensen (Program Coordinator), David Graf (Mgr. of Administrative Services)

1996-97 Core Committee

Executive Directors/Presidents

Acknowledgments

Conference Overview

Changes

"Newe" ... Our People.

Professional and Organizational Development Network in Higher Education: Conference Materials

Newe Group Facilitators

Purpose

Facilitator's Tasks

About Newe Groups

Scaling the Heights, National Conference 1996, POD Network: Newe Group Locations

Letter to POD Newe Facilitators

Responses from Newe One-Minute-Paper, October 1996:

1. What were the best, most productive aspects of your newe group?

2. What were the least effective, or productive, aspects of your newe group?

3. What suggestions do you have for improvements to the conference small group initiative (Newes, PODumbaughs and/or wasuk-la)?

Editorial Matter 1996

To Improve the Academy: A Journal of Educational Development

Ordering Information

Permission to Copy

Instructions to Contributors for the 1996 Volume

Reviewers for the 1996 Volume

Foreword, by Laurie Richlin

Mission Statement

Membership, Conference and Programs Information

Contents

Through The Lens Of Learning: How Experiencing Difficult Learning Challenges And Changes Assumptions About Teaching, Stephen Brookfield

To Improve the Academy: A Journal of Educational Development

The author challenges faculty to cast themselves in the role of learners for tasks or subjects which, unlike their areas of expertise, do NOT come easily to them. The purpose is to better understand what it is to experience the struggle shared by many students to grasp new material. The author recounts his own efforts to master a daunting new skill and the many lessons he learned about teaching and learning in the process.

Who Uses Faculty Development Services?, Nancy Van Note Chism, Borbala Szabo

To Improve the Academy: A Journal of Educational Development

Information about who uses faculty development services exists more in the oral tradition than in the literature. This study sought to explore the question systematically, based on a review of the literature and the conducting of a descriptive survey of faculty development programs. The findings of the study show that most programs collect information on their users, that this information is usually not shared publicly, and that aggregate usage is broad-based, rather than concentrated within particular types of faculty. These findings contradict some popular claims and support others. Recommendations suggest that information be collected systematically and that claims about users …

Transforming Faculty Into An Agile Workforce, Robert Dove, Dina Wills

To Improve the Academy: A Journal of Educational Development

Some institutions of higher education have begun to implement agile operational strategies as they work to take advantage of new technologies and respond to new demands made from their various constituencies. Key to the success of these agile strategies is the ability of the faculty to create an agile learning environment. This paper focuses on the role of the faculty developer in creating that agile environment. It presents concrete programming suggestions and a model for faculty developers to follow as they assume the role of helping faculty become agile.

Making The Transition From Soft To Hard Funding: The Politics Of Institutionalizing Instructional Development Programs, Mary L. Everley, Jan Smith

To Improve the Academy: A Journal of Educational Development

The institutionalization of grant-funded instructional development programs is a political process. This paper reviews the experiences of programs that have both failed and succeeded to cross the hard-to-soft-money divide and the literature on planning and change in higher education, and offers strategies that will encourage institutionalization. Changing institutional culture, building a strong advocacy group, and gaining the support of key administrators are essential to program continuance.

Establishing A Community Of Conversation: Creating A Context For Self-Reflection Among Teacher Scholars, Victoria Harper

To Improve the Academy: A Journal of Educational Development

This paper will discuss how the Teacher Scholars Project was created to encourage thoughtful conversations about teaching at the university, how portfolio activities such as videotape sessions and the sharing of narratives about teaching were integrated into project activities, and how faculty were encouraged to seriously look at their own practice and to reflect on it in conversations with a group of peers over the course of an entire academic year. It concludes by considering the importance of the creation of a community of conversation across disciplines in establishing conditions for more meaningful discussion and self-reflection on campus.

Designing, Implementing And Assessing A University Technology-Pedagogy Institute, Devorah A. Lieberman, John Reuter

To Improve the Academy: A Journal of Educational Development

This article describes two models for designing and implementing technology-pedagogy institutes as part of university wide faculty development. Each model contains similar learning objectives for Institute participants, yet describes different institute designs. The authors describe the strengths and weaknesses of each model as learned through assessment evidence gathered during institutes on their campus. Assessment of student learning in relation to technology introduced within the class is discussed. Suggestions for more effective Institutes and assessment tools are addressed.

Experiences Of Newly Hired Faculty, Robert J. Menges

To Improve the Academy: A Journal of Educational Development

Faculty experiences during the first three years in a new job were investigated by following new hires at five colleges and universities. Their initial years are characterized by stress, dilemmas about how to allocate time to competing responsibilities, uncertainty about what is expected of them, and dissatisfaction with feedback about their progress. Faculty development offices can promote more enlightened policies and practices to help ease faculty transition into a new job.

On Student Development In College: Evidence From The National Study Of Student Learning, Ernest T. Pascarella

To Improve the Academy: A Journal of Educational Development

This paper summarizes some of the major findings of the National Study of Student Learning, a longitudinal investigation of the factors influencing student intellectual development at 23 diverse colleges and universities in 16 states. Findings from the following analyses are presented: effects of perceived teacher behaviors on general cognitive skills and internal locus of attribution; influences on critical thinking; cognitive effects of two- and four-year colleges; cognitive effects of historically Black and predominantly White colleges; and cognitive effects of Greek affiliation.

Computer-Mediated Communication In The Classroom: Models For Enhancing Student Learning, Karin L. Sandell, Robert K. Stewart, Candace K. Stewart

To Improve the Academy: A Journal of Educational Development

The introduction of computer-mediated communication into the college classroom has been a subject of concern to faculty interested both in exploring means of enhancing communication with their students and in facilitating students' learning about the technological revolution occurring in the business and professional worlds. The tools available to faculty include electronic mail (e-mail), bulletin boards, electronic conferencing, and electronic searching (or surfing) for information, via the Internet. This paper reviews the findings from different measures taken during a campus-wide project to test computer- mediated communication, in order to provide some suggestions about ways of enhancing the teaching-learning connection through classroom …

Section 1: Instructional Development

To Improve the Academy: A Journal of Educational Development

There are two parts to instructional development: student learning and techniques to improve teaching.