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Program Information

Professional and Organizational Development Network in Higher Education: Conference Materials

POD/NCSPOD National Conference

Tenth National Conference for the Professional and Organizational Development Network in Higher Education (POD Network) and First Joint Conference with National Council for Staff, Program and Organizational Development (NCSPOD)

1985 POD/NCSPOD Conference Sessions

Conference Addenda

An Actively Learned Special Event!

Schedule Overview

Welcome, by Rusty Wadsworth and Bob Pierleoni

Some Highlights

Lake Lawn Lodge

Conference Schedule

Editorial Matter 1985

To Improve the Academy: A Journal of Educational Development

Foreword

Contents

Institutional Development: Impressions From Abroad, Len Ainsworth, Einhard Rau

To Improve the Academy: A Journal of Educational Development

Size and Diversity

Institutional Identity

Program Structure

Individual Faculty Development

Research

Professional Research and Development

Summary

References

Faculty Exchanges As A Means Of Renewal And Development, Phyllis Zweig Chin

To Improve the Academy: A Journal of Educational Development

Currently, many colleges and universities are experiencing a period of steady-state or decreased enrollments. Gone are the days when departments regularly hired new faculty members who provided a steady influx of new ideas, energy, and enthusiasm to departments. Faculty members now tend to stay longer at one institution and often experience "burnout" as they continue to teach similar courses at the same place for long periods of time.

Appendix Agreement for Exchange of Faculty

References

One Sentence Is Worth A Thousand: A Strategy For Improving Reading, Writing, And Thinking Skills, Lois Cuddy

To Improve the Academy: A Journal of Educational Development

I teach literature-which also means teaching how to write critical, analytical papers. Until I developed the assignment that will be presented in this paper, I was almost defeated by the quality of writing that students assumed to be acceptable, expecially for their first essays in the course. The papers were disorganized and without a clear focus (or thesis); the writing style was grammatically poor and filled with vague, incoherent sentences and what passed as paragraphs; and there was no sense of evidence to support the statements being made. Since I had not initially established a common vocabulary for my expectations …

Teaching Students To Think: A Workshop Design, Betty Lasere Erickson

To Improve the Academy: A Journal of Educational Development

Like faculty in most colleges and universities, professors at the University of Rhode Island (URI) have been troubled by their students' performances on tasks which require reasoning and problem-solving, thinking and creating. Although URI students seem capable of memorizing every piece of information which comes their way, many appear unable to apply course material in any manner which might be called critical or creative thinking.

Techniques For Teaching Scientific Reasoning And Problem Solving, James L. Fasching, Bette Lasere Erickson

To Improve the Academy: A Journal of Educational Development

Small Group Discussion Exercises

Group Research Projects

Results

References

It's The Institution That Teaches, George C. Helling, Barbara B. Helling

To Improve the Academy: A Journal of Educational Development

Parents' Day at St. Olaf College is like Parent's Day at any number of small colleges. School has been in session about a month. The leaves on the maples are starting to tum. In the distance, one can hear the pep band warming up for the football game, while in lounge or classroom, parents of freshmen and teachers of freshmen stand about holding coffee cups and making awkward conversation. Awkward, because they tend to talk past each other. Teachers try to keep the conversation light, offering general information about their courses. They don't know their freshmen well yet. The parents …

Small Groups In Large Classes, Wendy Holmes

To Improve the Academy: A Journal of Educational Development

The fact that "mass lecture" is almost synonymous with "mass class" in academic circles suggests that the only thing an instructor can do with large classes is talk to (or at) them. After some desultory attempts at general discussions, question and answer sessions, and optional discussions for interested students, that is exactly what I settled into in "Introduction to Art," a class in art appreciation which I teach to roughly two hundred students every semester. I clarified and refined my lectures. I distributed mimeographed sheets bearing artists' names and dates and the main points of each lecture. I showed slides …

The Instructional Skills Workshop Program: An Inter-Institutional Approach, Diane Morrison

To Improve the Academy: A Journal of Educational Development

Introduction of System-Wide Professional Development

Major Features of the Ministry of Education Initiatives

The Instructional Skills Workshop (ISW) - The Core Program

Implementation of the ISW Program

Response to the Program

On-Going Support for Facilitators

Future Directions

References

Critical Thinking In A Freshman Introductory Course: A Case Study, Lynn L. Mortensen, Willis D. Moreland

To Improve the Academy: A Journal of Educational Development

The Planning Process

Development of Curriculum Materials

Staff Development

Critical Thinking Skills

What We've Learned

References

Part I: Introduction

To Improve the Academy: A Journal of Educational Development

In previous volumes, we have tried to include one of the keynote addresses from the annual conference. We are pleased this year to continue that tradition with Susanne and David Whitcomb's article, "The Kahuna as Professional and Organizational Development Specialist." In their session and the essay based upon it, the Whitcombs encourage us to step outside our familiar world and to see what other cultures have to teach us about our surroundings. Their analysis of the ancient Kahuna provides both specific and general hints for those of us concerned with identifying important values in our universities and colleges and establishing …

Part Ii: Introduction

To Improve the Academy: A Journal of Educational Development

Those of us who work in professional and organizational development in higher education must respond to a broad range of constituencies and concerns in a variety of ways. The papers in this section reflect some of that diversity of interests and strategies.

Part Iii: Introduction

To Improve the Academy: A Journal of Educational Development

The essays contained in this section of the book deal with teaching and learning in a direct and uncomplicated fashion. We expect that you will copy some of them to distribute to faculty and students; others you may want to modify to fit the particular needs of your institution. Or you may just want to carry away some good ideas to try out in your own classroom.

Buyouts And A Career Transition Program As A Response To Retrenchment, Carol A. Paul

To Improve the Academy: A Journal of Educational Development

Introduction

Identifying Disciplines Eligible for Buyouts

Buyout Plan and the Buyouts

Table 1: Rank and Age Distribution of Faculty Buyouts

Career Transition Program

Conclusion

Silk Purses, Calvin B. Peters

To Improve the Academy: A Journal of Educational Development

Truth be told, it can't be done. The pop quiz, the points for attendance, the points for participation, the extra credit, the early exam, the make-up exam, the practice, and countless other distortions of proper academics have failed to make a dent in the ennui which grips the majority of students. Perhaps, and I think this is a long shot, these and assorted other practices have made students appear more eager (usually judged by their mere appearance - a fact subject to influence by the awarding of points), but I think none of us believes such gimmickry has thoroughly motivated …

Academic Counseling Techniques, Robert G. Pierleoni

To Improve the Academy: A Journal of Educational Development

Handout No. 1 Time Management Skills: Guidelines for Students

Handout No. 2 Test-Taking Skills: Guidelines for Students

A. Getting Ready

B. Organizing Content for Review

C. Building Confidence During a Test

Group Problem-Solving Exercises: An Application In Economics, Yngve Ramstad

To Improve the Academy: A Journal of Educational Development

I often teach Intermediate Macroeconomic Theory, one of the courses economics majors are required to take. Macroeconomic theory is primarily directed to questions concerning inflation, employment, and economic growth. Currently, there are two professionally sanctioned "ways of thinking" about these issues-"Keynesian economics" and "monetarism".

Intermediate macroeconomics is of little value to our majors if they leave the course unable to "think like an economist". Accordingly, it is my principal objective in this course that, by the end of the semester, students be able to "do" both Keynesian economics and monetarism - that is, to think their way through concrete issues …

Applying Japanese Management Techniques To American Higher Education, Peter Seldin

To Improve the Academy: A Journal of Educational Development

Decision-Making by Consensus

Mutual Trust and Loyalty

Respect for Employees

Looking to the Future

Using Quality Circles in the Classroom

Systematic Orientation of New Professors

Nonspecialized Careers

References

A Theory Of Effectiveness: Faculty Development Case Studies, Ronald A. Smith, Fred S. Schwartz

To Improve the Academy: A Journal of Educational Development

Generation of Case Studies

Analysis and Critique of White's Effectiveness

Table 1: A Faculty Developer's (FD) Reasoning about White's Effectiveness

Table 2: Dialogue Between First Faculty Developer (FD) and White

Table 3: Dialogue Between Second Faculty Developer (FD) and White

Conclusions and Discussion

Table 4: Dialogue Between Third Faculty Developer (FD) and White

References

Faculty Careers: Satisfactions And Discontents, Mary Deane Sorcinelli

To Improve the Academy: A Journal of Educational Development

Methodology

Discussion of Findings

Faculty Perceptions of Their Academic Responsibilities and Strengths

Sources of Satisfaction

Sources of Concern

Recommendations

Conclusion

Appendix: Faculty Career Interview Guide

References

"It Ain't Necessarily So": Uncovering Some Assumptions About Learners And Lectures, Marilla D. Svinicki

To Improve the Academy: A Journal of Educational Development

Assumption 1: The topic is of sufficient interest to students to capture their attention

Assumption 2: Students can listen to and absorb a continual flow of information for 50+ minutes

Assumption 3: Students are aural learners

Assumption 4: Students are skilled listeners and notetakers

Assumption 5: Students have sufficient background and vocabulary to follow the lecture

Assumption 6: Students can monitor their own comprehension

Assumption 7: Students are assertive enough to speak up when they don't understand

Assumption 8: Students can translate what they hear into action

In Conclusion

The Kahuna As Professional And Organizational Development Specialists, Susanne Whitcomb, David Whitcomb

To Improve the Academy: A Journal of Educational Development

In this paper, we invite you to return to explore the ways of our professional development ancestors, for their processes were based on principles that are universal and therefore carry power to other cultures and times.

Appendix

References

Learning In A Clinical Setting, Luann Wilkerson

To Improve the Academy: A Journal of Educational Development

Modeling

Active, Appropriate Practice

Pleasant Conditions

Clarity

Feedback

Conclusion

References

Improving Classroom Climate For Women: The Faculty Developer's Role, Delivee L. Wright

To Improve the Academy: A Journal of Educational Development

Introduction

Institutional Context

What Has Been Done?

Types of Inequities for Women Students

Role of the Faculty Developer

Faculty Development Activities

Programs Tried at the University of Nebraska-Lincoln (UNL)

Conclusions

Appendix Self-Check Quiz

References

Ua37/30/2 Wku Research Notecards - A Topics, Lowell Harrison

Faculty/Staff Personal Papers

Notecards created by Lowell Harrison while researching his book Western Kentucky University. The cards transcribed below are for 170 topics beginning with A ranging from AAUP to Awards.

Ua37/30/2 Wku Research Notecards - D Topics, Lowell Harrison

Faculty/Staff Personal Papers

Notecards created by Lowell Harrison while researching his book Western Kentucky University. The cards transcribed below are for 139 topics beginning with D ranging from Dad's Day to Duplication.

Ua37/30/2 Wku Research Notecards - G Topics, Lowell Harrison

Faculty/Staff Personal Papers

Notecards created by Lowell Harrison while researching his book Western Kentucky University. The cards transcribed below are for 140 topics beginning with G ranging from G.I. Bill to Gymnastics.

Ua37/30/2 Wku Research Notecards - F Topics, Lowell Harrison

Faculty/Staff Personal Papers

Notecards created by Lowell Harrison while researching his book Western Kentucky University. The cards transcribed below are for 259 topics beginning with F ranging from Faculty - Hunt to Future of Education.

Ua37/30/2 Wku Research Notecards - H Topics, Lowell Harrison

Faculty/Staff Personal Papers

Notecards created by Lowell Harrison while researching his book Western Kentucky University. The cards transcribed are for 108 topics beginning with H ranging from Hail Storm to Hundred Club.