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Qilt: An Approach To Faculty Development And Institutional Self–Improvement, Mike Laycock

To Improve the Academy: A Journal of Educational Development

In a climate of increasing emphasis on quality assurance and extra-institutional quality scrutiny, the author argues that faculty developers have a role in encouraging an enhancement-led culture. Faculty ownership of,and responsibility far, continuous quality improvement can help to provide an engagement with teaching and learning issues and may help to overcome resistance and mistrust. At the University of East London, UK, an enabling, whole-institutional framework called QILT (Quality Improvement in Learning and Teaching), whereby faculty create and implement funded improvement plans, has helped to generate this culture.

Finding Key Faculty To Influence Change, Joan K. Middendorf

To Improve the Academy: A Journal of Educational Development

To succeed in getting faculty to accept new teaching approaches, academic support professionals can benefit from the literature on planned change. By understanding the different rates at which faculty accept change, we can also identify the faculty most likely to lead their colleagues to accepting new approaches. Opinion leaders can offer insight into faculty reactions to new approaches; their involvement in project planning can influence acceptance. Innovators, when selected carefully, can demonstrate and test new teaching approaches. Knowledge of when and how to involve these two kinds of faculty can reduce frustration and enhance efforts to spread new ideas about …

Student Collaboration In Faculty Development: Connecting Directly To The Learning Revolution, Milton D. Cox, D. Lynn Sorenson

To Improve the Academy: A Journal of Educational Development

Although faculty developers have worked successfully with faculty to focus on ways to enhance learning and listen to student voices, developers have rarely formed partnerships with students. This chapter reviews established practices involving students directly in faculty development, such as student observer/consultant programs. It also describes the nature, dynamics, and outcomes of some interesting new programs involving students in teaching development activities, thereby empowering students to join developers as change agents ofcampus culture. Finally, this chapter raises issues for faculty developers to reflect on as they consider establishing direct connections-partnerships-with students.

Transforming Introductory Psychology: Trading Ownership For Student Success, Randall E. Osborne, William Browne, Susan J. Shapiro, Walter F. Wagor

To Improve the Academy: A Journal of Educational Development

As colleges struggle to maintain enrollments, many have shifted from a primary focus on recruitment of new students to an increased focus on retaining students once they begin attending the college or university. An examination of introductory courses on our campus, however, revealed significant differences between faculty perceptions of student skills and the actual skills students brought into the classroom. This prompted shifts in the manner in which we teach introductory psychology on our campus in order to enhance the skills necessary for success in survey courses and to provide a foundation of learning and thinking skills that would translate …

“It's Hard Work!”: Faculty Development In A Program For First–Year Students, Martha L. A. Stassen

To Improve the Academy: A Journal of Educational Development

Academic programs designed specifically for first-year students provide an important opportunity for faculty growth. This chapter contributes to the limited literature on this topic through a qualitative analysis of interviews with faculty members who taught in an experimental living-learning community for first-year students at a Research I Public University. The analysis suggests atleast four dimensions of faculty growth as a result of their involvement in first-year programs. In addition to outlining the types of impact this experience has on the faculty involved, the article suggests the implications of these findings for faculty development.

The Influence Of Disciplinary Differences On Consultations With Faculty, Virginia Lee

To Improve the Academy: A Journal of Educational Development

In recent years researchers have begun to investigate the nature of disciplinary differences in higher education and their implications for teaching and learning. While researchers have studied several aspects of disciplinary differences, they have given comparatively little attention to the significance of these differences for faculty development. After reviewing selective, representative studies from the literature on disciplinary differences, this paper develops a general framework for determining how the characteristics of a discipline influence the dynamics of the consulting relationship using the example of the hard sciences. It explores what kinds of discipline-specific knowledge will be important for consultants and under …

Acuta Enews December 1999, Vol.28, No. 12

ACUTA Newsletters

In This Issue

ACUTA to Recognize Member's Web Sites

ACUTA EVENTS

ACUTA Announces Online Legislative & Regulatory Affairs Newsletter

DC Update

Overheard on the Listserve............. Directory Assistance Direct Connect

Board Report

Welcome New Members

Positions Available

Acuta Enews November 1999, Vol.28, No. 11

ACUTA Newsletters

In This Issue

Who Are the Leader? WE ARE!

ACUTA EVENTS

DC Update

Convergence In the Real World: Voice, Video, Data over ATM and ISND-based Video Conferencing at Millersville University

Board Report

Welcome New Members

Positions Available

Acuta Enews October 1999, Vol.28, No. 10

ACUTA Newsletters

In This Issue

ACUTA Strategizes for the Future

ACUTA EVENTS

Three Win Achievements Awards

DC Update

Integrating H.323 Video Conferencing into an Existing H.320 System

Winter Seminars: Surf and Substance!

Welcome New Members

Positions Available

Learning Communities: A Selective Overview Of Academic Library Involvement, Jean-Paul Orgeron

E-JASL: Electronic Journal of Academic and Special Librarianship (1999-2009, Volumes 1-10)

In 1932, Alexander Meiklejohn published a book that addressed the implementation of learning communities at the University of Wisconsin in 1927. The book, The Experimental College, serves as proof of the existence of such communities well over sixty years ago. It is clear that in the mid to late 1990s learning communities have piqued the curiosities of students and teaching faculty alike. Though they go by different names at various colleges and universities, and have somewhat different components, the common idea of learning communities is to have from two to four courses linked so that the courses have the same …

Acuta Enews September 1999, Vol.28, No. 9

ACUTA Newsletters

In This Issue

What's Hot on Your Campus?

Developing Collaborative Relationship

ACUTA EVENTS

DC Update

Pipeline Comes to Appalachia

Board Report

ACUTA Fall Seminars

Patricia Todus Named Director-at-Large

Welcome New Members

Positions Available

Acuta Enews August 1999, Vol. 28, No. 8

ACUTA Newsletters

In This Issue

Annual Conference Highlights

ACUTA EVENTS

ACUTA Upgrades Web Site

DC Update

Indiana University Hosts Local Events

Board Report

Overheard on the Listserve

Welcome New Members

Positions Available

Mabel Lee And Louise Pound: The University Of Nebraska's Battle Over Women's Intercollegiate Athletics, Kristi Lowenthal

Department of History: Dissertations, Theses, and Student Research

Mirroring a cultural shift that brought the American middle class from the Victorian era into the modern era, women's intercollegiate sports encountered stiff resistance from the two overlapping social groups. Mabel Lee, a woman physical educator, brought firmly held Victorian beliefs about feminine propriety and moderation to the University of Nebraska when she was hired as the head of the women's physical education department in 1924. Louise Pound, an English professor at the University, had for years excelled in highly competitive athletics as a member of the new modern middle class. Pound flouted Victorian restraints and refused to enter the …

Acuta Enews July 1999, Vol.28, No. 7

ACUTA Newsletters

In This Issue

New Board for 1999-2000

ACUTA EVENTS

Fall Seminars Focus on Customer Service & New Technologies

DC Update

Legislative & Regulatory Alert

They Answered Our Call

Board Report

Welcome New Members

Positions Available

Acuta Enews June 1999, Vol.28, No. 6

ACUTA Newsletters

In This Issue

Winners Announced in Student Papers Contest

Conference Offers Many Choices

Dues Notices Mailed

Does It Make Sense?

Board Report

Share Your Expertise

DC at a Glance

Positions Available

Welcome New Members

A Checklist Of Considerations For Writing A Book Proposal: Meeting Tenure Criteria, Paul G. Haschak

E-JASL: Electronic Journal of Academic and Special Librarianship (1999-2009, Volumes 1-10)

With an apparently increasing emphasis on research, writing and publication in tenure criteria for academic librarians who hold faculty status, illustrated in the study by Park and Riggs (1991), tenure-track academic librarians should not overlook book publication as a possible alternative to the publication of journal articles, as an outlet for their research.

Similarly, they should not overlook or minimize the importance of putting together an effective proposal package to sell their book ideas to publishers. While Buchman (1987) and others have acknowledged that there is not one way to put a proposal package together--and therefore no magic formula exists--there …

Acuta Enews May 1999, Vol. 28, No. 5

ACUTA Newsletters

In This Issue

Board Approves Slate of Nominees

Moderators & Monitors Needed in Nashville!

Board Report

Who Pays for Cellular Calls?

DC at a Glance

Positions Available

Welcome New Members

Nefdc Exchange, Volume 9, Number 2, Spring 1999, New England Faculty Development Consortium

New England Faculty Development Consortium Exchange

Contents

Developing New and Junior Faculty Careers - Mary Deane Sorcinelli. University of Massachusetts, Amherst

From the President - Susan J. Pasquale, Harvard Medical School

2nd Annual NEFDC Faculty Development Roundup May 26, 1999 Keene State College, Keene, New Hampshire

Review: Two very different books of teaching cases - Jeffrey Halprin, Nichols College

Board of Directors

Acuta Enews April 1999, Vol.28, No. 4

ACUTA Newsletters

In This Issue

Calling-Party-Pays Cellular to Get Legislative Push from Cellular Industry

Midwest Local Events

Achievements Award Nominations

Van Houweling to Speak on Internet2

Michael Zastrocky Described Enterprise 2004

Board Report

Near-TV-Quality Over Net

DC at a Glance

Positions Available

Welcome New Members

Acuta Enews March 1999, Vol.28, No. 3

ACUTA Newsletters

In This Issue

Austin Peay Survives Tornado

Nominate Now for Board of Directors

Tips to Make Your Presentation Better

President's Message

ACUTA Spring Seminars

Preparing Competitive Proposals

Board Report

DC at a Glance

Positions Available

Welcome New Members

Acuta Enews February 1999, Vol.28, No. 2

ACUTA Newsletters

In This Issue

Call for Nominations: ACUTA Board of Directors 1999-2000

Levine, McDonalds to Speak at Seminars

Network Challenges for the 21st Century

Overheard on the Listserve

Board Report

Distance Ed Institutes

DC at a Glance

Welcome New Members

Positions Available

A Leader Is a Big Thinker- The Magnet That Attracts Others

Acuta Enews January 1999, Vol.28, No. 1

ACUTA Newsletters

In This Issue

High Priorities for '99

Board Report

Making Choices: ATM vs. Gigabit Ethernet

Overheard on the Listserve: Is VoIP for Me?

DC at a Glance

Positions Available

Welcome New Members

Universal Translations Service

Use Telephone Wires To Create a Household Network

Information, Please

High Speed Networking

ACUTA Member Needs Assessment: Members are Highly Satisfied with ACUTA Services

Listening In The Classroom: A Two-Way Street, Elisa Carbone

Professional and Organizational Development Network in Higher Education: Archives

Listening to our students creates a supportive environment in which students feel respected. If students feel respected and valued, they will be less afraid to ask questions, express opinions, and share insights; and they will be more likely to listen to each other during discussions. This is an environment conducive to the enhancement of learning.

It is well worth taking the time to teach students how to improve their listening habits. Let them know about the differential between thought speed and speech speed. Encourage them to do mental summaries of your lecture while you re speaking. Have them act out …

The Nature Of Expertise: Implication For Teachers And Teaching, Ronald A. Smith, Richard G. Tiberius

Professional and Organizational Development Network in Higher Education: Archives

How do teachers become experts at teaching-at helping their students become experts? In a culture dependent on high performance, teachers need to understand the nature of the expertise that their students want to acquire as well as the nature of their own expertise. How we view expertise determines the goals we set for our students, as well as the standards we use to inform and measure our own development as experts in teaching.

The Uses Of Uncertainty In The College Classroom, Virginia S. Lee

Professional and Organizational Development Network in Higher Education: Archives

Psychological research has corroborated the importance of uncertainty to learning at the psychophysiological level. Recent studies in brain dynamics have demonstrated that the brain manifests an inherent variability that increases with the presentation of new stimuli. This psychophysiological uncertainty plays a significant catalytic role in learning, It opens up the organism to experience, causing it to investigate the environment with enhanced receptivity, preparing it for different behavioral actions, and facilitating the central processing and encoding of information received from such renewed exploration. Searching, exploring, and trial-and-error behaviors indicate psychophysiological uncertainty and accompany the appearance of reorganization, stability, and progressive development …

Class In The Classroom, Lee Warren

Professional and Organizational Development Network in Higher Education: Archives

Class is an often invisible form of difference. Yet it is there all the time, affecting how and what students learn at every turn. It pervades the values and the purposes of colleges and universities. It contributes to determining the courses offered and the books read and discussed. Still, it is a diversity issue rarely acknowledged.

Critical Thinking Requires Critical Questioning, Karen J. Thoms

Professional and Organizational Development Network in Higher Education: Archives

Just what is a critical thinker? According to Richard Paul (1990), a critical thinker is someone who is able to think well and fair mindedly about his or her own beliefs and viewpoints as well as those which are diametrically opposed. The critical thinker does not just think about these beliefs and viewpoints, but explores and appreciates their adequacy, cohesion, and reasonableness. Attitudes and passions are included. To become a critical thinker is not to be the same person you are now, but only with better abilities; it is to become a different person (page iii).

Critical thinking is expected …

Interdisciplinary Teaching And Learning, Deborah Dezure

Professional and Organizational Development Network in Higher Education: Archives

Interdisciplinary initiatives are proliferating throughout higher education at an unprecedented rate (Edwards, 1996; Gaff and Ratcliff, 1997; Klein, 1996). They can be found in general education, replacing and augmenting distribution requirements; in emerging disciplines, such as cultural and gender studies, environmental studies, and neuroscience; in new curricular designs, such as learning communities, capstone courses, and service learning; and in the new pedagogies, such as collaborative learning, discovery and problembased learning, and the use of technology, particularly the Internet for instruction.

If we want our students to engage in complex intellectual tasks to integrate the insights of different disciplines, then lets …

Learning Outside The Box: Making Connections Between Co-Curricular Activities And The Curriculum, Myra S. Wilhite, Elizabeth A. Banset

Professional and Organizational Development Network in Higher Education: Archives

Students have much to gain from the integration of co-curricular activities into the curriculum. In out-of-class experiences, students tend to take greater responsibility for their own learning; they learn from one another as well as their instructors. In addition, cocurricular activities promote personal growth, physical and mental health, academic achievement, social and cultural awareness, and help students formulate short- and long-range goals.

Successful co-curricular programs encourage the development of friendships, a sense of belonging, enhanced intellectual awareness, improved academic performance, an appreciation of different perspectives, and close interaction with faculty and staff members who really care about students.

Are We Going To Cyberspace, Or Is This Just Another Trip To Abilene?, William K. Jackson

Professional and Organizational Development Network in Higher Education: Archives

The costs of technology are high, and the options for its use are varied. In order to avoid arriving at a technological Abilene, we must continually ask and answer the question "what ought we do with technology?" and not "what can we do with technology?" Purpose must lead deployment. Otherwise, we risk expending great efforts and scarce resources to produce the educational equivalent of "Thank you for calling, press 1 if you. . ."