Higher Education Administration Commons^™

Registration And Pre-Conference Materials

Professional and Organizational Development Network in Higher Education: Conference Materials

Program Proposal Form

POD Conference Registration Form

POD Network's 1986 Pre-Conference Workshop

Pre-Conference Activity

1986 Pod Conference Evaluation

Professional and Organizational Development Network in Higher Education: Conference Materials

Evaluation

Memorandum, by Karron G. Lewis

Evaluation Report, by Karron G. Lewis

Appendix A: Description of Original Evaluation Scheme and Copy of Conference Evaluation Booklet

Appendix B: Proposed 1987 POD Conference Schedule

Appendix C: Copy of Topic Groupings from 1980 Claremont Conference

Appendix D: Sample Materials Source Form

The Great Pod Conference Mystery

Professional and Organizational Development Network in Higher Education: Conference Materials

No abstract provided.

Program Information Package

Professional and Organizational Development Network in Higher Education: Conference Materials

The POD Network's Eleventh National Conference

Registration and Reservation Information

1986 POD Conference Preliminary Program

Program: Welcome, Some Notes, A Conference Planning Guide, Schedule

Editorial Matter 1986

To Improve the Academy: A Journal of Educational Development

Foreword

Contents

Indexes: Cumulative Title Index, Cumulative Author Index

Reflections Of A Practitioner: Ten Years Of Professional And Organizational Development, William H. Bergquist

To Improve the Academy: A Journal of Educational Development

Setting the Stage

Theme One: Conformity vs. Innovation

Theme Two: Role of the "Enemy"

Theme Three: Interdependence vs. Autonomy

Theme Four: Dreams and Reality

Concluding Comments

References

Notes

The Place Of Practice-Centered Inquiry In A Faculty Development Program, Nancy Van Note Chism, Donald P. Sanders

To Improve the Academy: A Journal of Educational Development

Faculty Use of Practice-Centered Inquiry

Implications for Faculty Development Programs

Questions to Consider

References

A Survey Of Faculty Development Practices, Glenn Erickson

To Improve the Academy: A Journal of Educational Development

The POD Network decided to conduct a survey of faculty development practices for several reasons. First, many people believed that the "faculty development movement" was a casualty of tight budgets and an inevitable loss of faith in yesterday's strategies; some of us had our doubts. Also, we were curious about just what kinds of services were being offered by whom in our colleges and universities and whether things had changed dramatically in the years since Centra's survey (Centra, 1976). Finally, we had never had a decent mailing list of "development" practitioners, yet we claimed to be committed to putting such …

Peripheral Programming: An Approach To Faculty Development, Andy Farquharson

To Improve the Academy: A Journal of Educational Development

The Original Role of the Learning and Teaching Centre

Initiatives

Types of Program Activities

Developing Legitimacy

Results

Future Directions and Challenges

The Target/Legitimation Model

Faculty Development Needs Model

Diffusion of Innovation

In Summary

References

Notes

How To Prevent Students, Linc. Fisch

To Improve the Academy: A Journal of Educational Development

I was relaxed, comfortable, waiting a few moments more until the anesthesia wore completely off. A bit of casual conversation by the dentist might be appropriate, perhaps even expected, after the crown was seated and cemented.

Instructional Developers And Instructors As Collaborators In The Oral Presentation Assignment, Robert L. Flagler, John E. Hamlin, Ann Z. Russell

To Improve the Academy: A Journal of Educational Development

Goal Setting

Topic Selection

Collecting Research

Grading

Audience

Student Presenter

Speaking Tips

Conclusion

Appendix

Social Commitment: A Vision For Higher Education, Sheryl Riechmann Hruska

To Improve the Academy: A Journal of Educational Development

The Social Context

Higher Education and a Social Purpose

The How and Why of Education

Importance of Context

Social Consciousness

The Hidden Curriculum

Implications for Action

Faculty Development Facilitators

Administrators

Conclusion

References

Notes

Getting Development Underway Through Faculty Involvement, Dean Hustuft

To Improve the Academy: A Journal of Educational Development

Committee Input

Publicizing the Event

Learning Awareness Day

Additional Activities

Final Observations

Academic Department Chair Training: The Why And The How Of It, Ann F. Lucas

To Improve the Academy: A Journal of Educational Development

Academic Chairs Are Not Trained For Their Leadership Role

Necessary Ingredients For Academic Chair Training

Sequence of Steps Necessary For Effective Academic Chair Training

Advantages of the Proposed Model

Appendix

References

Notes

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

A Study Of The Perceptions And Expectations Of College Freshmen Toward Counseling Services Offered At Selected Community Colleges., Leon Kilpatrick

Dissertations (Pre-2016)

None

A Study Of Adult Undergraduate Students Attending Eastern Illinois University, Huey-Li Li

Masters Theses

Adult students over the age of 25 have comprised a significant proportion of student body in traditionally youth-oriented institutions of higher education. At Eastern, adult students comprised 7.2 percent of the population of undergraduate students in the Fall, 1986. Based on an institutional survey, this study attempted to gain a deeper understanding about adult students' academic and personal experiences of returning to a four-year university.

One-fourth of the adult students (N=183) were randomly selected and invited to participate in this study. A total of 104 adult students returned the questionnaires. Participants' responses were categorized into six groups in accordance with …

Community Education: Processes And Programs, Theodore J. Kowalski

Educational Leadership Faculty Publications

"Community education is on the threshold of a major breakthrough. It has captured the imagination of both educational and lay leaders throughout the U.S."

Although these words are an appropriate description of community education today, they were written by V. M. Kerensky 14 years ago. An idea that never took hold to the degree its advocates predicted, community education, nevertheless, refuses to die. Over the past two or three years, the interest of educationalleaders has been stimulated once again by this proposal for expanding the mission and decision-making processes of public schools. In 49 of the 50 states (Hawaii being …