Higher Education Administration Commons^™

The Classroom Information Manual: A Guide To The Teaching Environment, Marina Estabrook

To Improve the Academy: A Journal of Educational Development

The Classroom Information Manual

Follow-up

Most courses offered by colleges and universities are housed in what are called general assignment classrooms. Although much similarity exists among classrooms they are not all alike nor do they serve all instructional purposes equally well. Therefore to provide instructors with information about campus classrooms can greatly assist them with their teaching.

The Design Of Intellectual Experience, Donald L. Finkel, G. Stephen Monk

To Improve the Academy: A Journal of Educational Development

Why Teach?

The Dilemma of Sharing

Sharing Intellectual Experiences

An Example

Eloise and the Philosophers

Eloise's Diary

Sample Quotes

Principles of Design

Diverse Applications

Conclusion

References

Suggested reading list

Overview Of Trigger Film Strategies, Linc. Fisch

To Improve the Academy: A Journal of Educational Development

Variations in Use

Production

Bibliography

A Second Look At Faculty Development And The Second Sex, Michele Fisher, Winifred E. Anderson

To Improve the Academy: A Journal of Educational Development

Schedule and Content

Case Studies

Select Bibliography

The Unaccepted Challenge: Faculty Development For Women, Michele Fisher

To Improve the Academy: A Journal of Educational Development

First Steps

Programs For Graduate Women

Programs For Faculty Women

Conclusion

References

The Dreaded Discussion: Ten Ways To Start, Peter Frederick

To Improve the Academy: A Journal of Educational Development

The conspiracy of silence is breaking up: we are learning to talk more openly about our joys and fears as teachers, our achievements and frustrations in the classroom. As I have listened to my colleagues talk about their students and their classrooms, the one fear and frustration mentioned more than any other, as for Henry Adams, was in leading a discussion. No matter how many articles on technique we read, or workshops we attend, the dreaded discussion continues to bother us more than any other part of our daily teaching lives. Freshman seminar and discussion-based core programs continue to develop. …

The "First Day" Workshop, Peter Frederick

To Improve the Academy: A Journal of Educational Development

Guidelines for Giving Constructive Feedback in Microteaching Sessions

Evaluation of Workshop on "The First Day"

Instructional Improvement Through Individual Consultation, Deborah E. Simpson, Kathleen A. Dalgaard, Clyde A. Parker

To Improve the Academy: A Journal of Educational Development

Theoretical Bases:

Theory 1: Instructional Interaction

Theory 2: Student Differences

Theory 3: Change

The Approach

An Example:

Step 1: Identify the Instructor's Major Concerns

Step 2: Challenge Instructor's Concepts of Teaching

Step 3: Formulate Alternative Teaching Approaches

Step 4: Evaluate New Approach

Conclusions

References

The Scholar-Practitioner Dilemma, Robert J. Menges

To Improve the Academy: A Journal of Educational Development

Purpose of These Papers

The Contributors

Discontinuities Between Preparation and Practice

Undergraduate Reactions To Teaching Assistants, Robert J. Menges, Jeremy Wilson

To Improve the Academy: A Journal of Educational Development

A Survey

General Characteristics of Respondents

Perceived Quality of Teaching

How Time is Spent

How Time Should be Spent

Experience with Other Teaching Assistants

For Further Investigation

University Committee Survey

References

Teaching With Charisma, James D. Milojkovic

To Improve the Academy: A Journal of Educational Development

Cold Cognition vs. Hot Cognition

A Profile of the Charismatic Teacher

Developing a Charismatic Teaching Style

Towards Charismatic Teaching

The Challenge of Charismatic Teaching

References

The Path Of Passionate Inquiry: A Comment On Smith, Young, Weathersby And Andrews, Michael M. Piechowski

To Improve the Academy: A Journal of Educational Development

The Outsider's Journey

The Shared Journey

Themes in Common: Teaching and Learning

Themes in Tension: Science and Art

Toward Resolution: From Image to Model

References

Dreams And Actualities: Danforth Fellows In Mid-Career, R. Eugene Rice

To Improve the Academy: A Journal of Educational Development

Three Distinct Groups of Fellows

Teaching: Dreams and Development

Graduate Fellowships for Women, 1965-1970

Becoming Professional

Colleagues

Love and Work

A Sense of Institutional Drift

References

Section I: People And Priorities: Reflections On Our Work, 1982

To Improve the Academy: A Journal of Educational Development

Learning takes place at several levels-in the individual, in groups, in organizations and in the larger society. It is amazing how much of our efforts in the past have focused exclusively on individual learning. It may be that we are learning slowly as a society, and our institutions seldom seem to develop much beyond their initial geniuses. But as a group, those of us engaged in faculty, staff and organizational development in higher education have aimed at being more reflective and intentional about our learning.

Section Ii: Intellectual Journeys In Faculty Development, 1982

To Improve the Academy: A Journal of Educational Development

No abstract provided.

Section Iii: Evaluating Practices To Improve Teaching, 1982

To Improve the Academy: A Journal of Educational Development

No one gets out of graduate school without learning that the proper emphasis in "critical thinking" is on the word critical: if you don't think otherwise, you must not be thinking. Not surprising, then, is it that we are regularly, inevitably asked "What is the evaluation?" "Does it work?" "What is the effect?" "Yes, but compared to what?" "What is the level of significance? Surely at least the .05 level!"

Section Iv: Tools For Training And Development, 1982

To Improve the Academy: A Journal of Educational Development

Here is where the rubber hits the road. The materials that follow are attempts to translate theory into practice. Much of what we read (and do) for training our colleagues to be more effective teachers is rough and untidy. It often seems simplistic. But that is the state of the art - and it will always be so to some degree. In the classroom, in the faculty lounge and at the sylvan retreats where workshops are held, we must finally decide what to do on Monday.

A Mathematician's Journey: From Applying The Pure To Purifying The Applied, Ronald A. Smith

To Improve the Academy: A Journal of Educational Development

I Searched for the Theory

Some Potholes and Detours

Is Teaching a Science?

Experience: A Better Teacher

I Needed Skills Too

Looking at My Learning

My New Perspective

A Really Good Problem

A Lovable Theory at Last

Does the Model Fit the Facts?

My Research and Practice Married

References

Effect Of A Teaching Consultation Process Upon Personal Development In Faculty, Mary Deane Sorcinelli

To Improve the Academy: A Journal of Educational Development

Design

Results and Discussion

Table I

Changes in Teaching Skills and Behaviors

Summary and Conclusions

References

A Comprehensive Evaluation Of A College Course, Richard R. Sudweeks, Robert M. Diamond

To Improve the Academy: A Journal of Educational Development

Consider Each of the Following Questions and Check Those That are Appropriate for the Specific Course Your are Evaluating:

I. Course Rationale

II. Development and Current Status of the Course

III. Credit and Curricular Implications

IV. Course Objectives

V. The Content of the Course

VI. Instructional Strategies

VII. Procedures and Criteria for Evaluating Students' Achievement

VIII. Organization of the Course

IX. Course Outcomes

X. Institutional Costs and Benefits

Questions to be Investigated in Evaluating Two Inter-Disciplinary Communications Skills Courses

On Doing Intellectual Work: Grasping The Power Of The Gestalt, Rita Weathersby

To Improve the Academy: A Journal of Educational Development

A Transformative Gestalt

What Led Me to These Questions

Research as Perspective Transformation

Gathering and Analyzing Data

Relevance and Cooperation

Standards of Scholarship

Influencing Other Researchers and Practitioners

Protecting Time for Intellectual Work

References

Tanning My Hide With Research, Robert E. Young

To Improve the Academy: A Journal of Educational Development

Some Central Intellectual Issues

Some Specific Research Questions

Research Methods

Negotiating with Participants

Standards of Quality

Wider Influence

Getting Everything Done

References

Ua37/30/2 Sarah Thompson, Lowell Harrison, Sarah Pearce Thompson

Faculty/Staff Personal Papers

Letter from Sarah Thompson to Lowell Harrison regarding WKU / Bowling Green relations. Harrison's research notes.

Higher Education Administrators' Knowledge Of Section 504, Laura Montgomery Bundy

Masters Theses

The purpose of this study was to examine the knowledge of administrators in higher education relative to Section 504 of the Rehabilitation Act of 1973. Particular emphasis was placed on the population of individuals labeled handicapped because of a learning disability. Given the number of students who receive federal aid and the wording of subsections 84.3(f) and 84.3(h) of the Federal Register of May 4, 1977, it is probable that all American postsecondary educational institutions are required to comply with Section 504 of the Rehabilitation Act of 1973. It appears that one of the populations to be served is that …

Podcan Final Program: 1982 Annual Conference

Professional and Organizational Development Network in Higher Education: Conference Materials

1982 Annual POD Conference Planning Committee

Welcome to 1982 Conference Professional and Organizational Development Network

General Information

Conference Activities

Planning Sheet

Role Expectations Of Presidents As Perceived By Presidents, Board Of Trustees, And Faculty: A Study Of Private Institutions Of Higher Education In West Java, Indonesia, Richards A. Hutagaol

Dissertations

Problem

The number of private institutions of higher education grew rapidly in Indonesia after 1961. No research studies can be found that ascertain the role expectations of presidents of private institution of higher education in West Java. This study attempted (1) to determine the role expectations of presidents as perceived by presidents, board members, and faculty members of private institutions of higher education in West Java, and (2) to discover any significant differences in the perceptions of the roles of presidents among and between presidents, board members, and faculty members and among and between universities, sekolah tinggi, and academies.

Method …

Undergraduate Catalog (1982-1984), University Of Nebraska At Omaha

Undergraduate Catalogs

The University of Nebraska at Omaha was founded in 1908 as the University of Omaha, a private, nonsectarian college. Its campus was at 24th and Pratt Streets in northeast Omaha. The first term of the co-educational college began in 1909, under the leadership of Dr. Daniel E. Jenkins.

Graduate Academic Catalog (1982-1984), University Of Nebraska At Omaha

Graduate Catalogs

Graduate Catalog, 1982-1984

Membership Of The Faculty Senate, 1982-1983, Georgia Southern University

Faculty Senate: Membership Lists

No abstract provided.

The Role And Responsibilities Of Andrews University Trustees As Perceived By Themselves, David H. Bauer

Dissertations

Problem. The university board of trustees is the single most important group of the university to guide an institution in fulfilling its goals and objectives. While it may seem that trustees have a grasp of their responsibilities to the institution they serve, it appears that many do not.

This study surveys all who have ever served as trustees of Andrews University in order to: (1) indentify characteristics of trustees; (2) determine how trustees of Andrews University perceive/perceived their role as trustee in relationship to the twelve trustee responsibilities as listed by John Nason; (3) compare theresponses of church administrators with …