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Preface, Volume 21 (2002), Catherine M. Wehlburg

To Improve the Academy: A Journal of Educational Development

Preface to volume 21 (2003) of To Improve the Academy: A Journal of Educational Development, by Devorah Lieberman of Portland State University.

Introduction. Volume 21 (2003), Catherine M. Wehlburg

To Improve the Academy: A Journal of Educational Development

Introduction to volume 21 (2003) of To Improve the Academy: A Journal of Educational Development, by Devorah Lieberman of Portland State University.

September 11, 2001, As A Teachable Moment, Edward Zlotkowski

To Improve the Academy: A Journal of Educational Development

The Opening Plenary at the 2001 POD Conference was given by Edward Zlotkowski. Using the reactions to the events of September 11, 2001, as an example, he urged those in higher education to search out opportunities for academically based civic engagement and to focus on Boyer’s concept of the scholarship of engagement.

The Day After: Faculty Behavior In Post–September 11, 2001, Classes, Michele Dipietro

To Improve the Academy: A Journal of Educational Development

What is the best thing to do in the classroom in the face of a tragedy like the terrorist attacks of September 11, 2001? What should instructors do to help students, if anything? This article describes the results ofa faculty survey at Carnegie Mellon University. Faculty reported what actions they took in the classroom to help their students (or their rationales for not mentioning the attacks), and their degree of confidence on the effectiveness of their behaviors. Statistical techniques are used to assess the significance of some trends, and implications for faculty developers are discussed in light of cognitive, motivational, …

Internationalizing American Higher Education: A Call To Thought And Action, Deborah Dezure

To Improve the Academy: A Journal of Educational Development

In the wake of the World Trade Center disaster, many faculty developers are asking themselves what they do to promote international peace and understanding. But even before these events, there has been an indication that there was a pressing need to focus on global competencies as an important part of higher education for the 21st century. The purpose of this essay is threefold: 1) to summarize the research on the status of internationalization on American campuses, 2) to make the case for the active involvement of faculty developers in internationalizing higher education, and 3) to offer strategies with which we …

The Knowledge Survey: A Tool For All Reasons, Edward Nuhfer, Delores Knipp

To Improve the Academy: A Journal of Educational Development

Knowledge surveys provide a means to assess changes in specific content learning and intellectual development. More important, they promote student learning by improving course organization and planning. For instructors, the tool establishes a high degree of instructional alignment, and, if properly used, can ensure employment of all seven best practices during the enactment of the course. Beyond increasing success of individual courses, knowledge surveys inform curriculum development to better achieve, improve, and document program success.

Establishing A Teaching Academy: Cultivation Of Teaching At A Research University Campus, Patricia Kalivoda, Jodef Broder, William K. Jackson

To Improve the Academy: A Journal of Educational Development

The University of Georgia (UGA) has worked hard over the last 22 years to increase the respect and reward for teaching through the faculty development programs of the office of instructional support and development and through the establishment of two campus-wide teaching awards. Looking for a means to extend a celebration of teaching beyond one-time recognition or one-time participation, the university established a campus-wide teaching academy. The purpose of this chapter is to chronicle the evolution of the teaching academy that was founded at the University of Georgia in 1999. The mission, goals, membership, funding, and programs and activities of …

Using Cooperative Games For Faculty Development, Barbara J. Millis

To Improve the Academy: A Journal of Educational Development

Learning through games has been going on for centuries. Faculty developers, however, are only now realizing the impact of well-structured and well-planned games. They not only “educate” engaged faculty members, but they can also motivate them. This chapter discusses the educational value of games, reveals their key underlying principles, and offers two examples of successfal faculty development games (scavenger hunt and Bingo) that can be replicated on any campus.

Accommodating Students With Disabilities: Professional Development Needs Of Faculty, Sheryl Burgstahler

To Improve the Academy: A Journal of Educational Development

Faculty members play an important role in making academic programs accessible to postsecondary students with disabilities. However, instructors do not always possess the knowledge, experiences, and attitudes that result in the most inclusive environment for these students. A literature review was conducted to explore what faculty members need to know about accommodating students with disabilities in their courses and how they can best gain this knowledge. These results were used to develop a comprehemive set of training options that can be used with postsecondary instructors nationwide. The content of these options focuses on legal issues, accommodation strategies, and resources. Modes …

Integrity In Learner–Centered Teaching, Douglas Reimondo Robertson

To Improve the Academy: A Journal of Educational Development

Learner-centered teaching challenges teachers with inherent conflicts and can be viewed as a conflicted educational helping relationship. This chapter explores fundamental conflicts in learner-centered teaching as well as ways to handle them constructively. Learner-centered teacher integrity is seen as the degree to which contradictory demands on the teacher (e.g., facilitating learning as well as evaluating it) are brought into synergistic relationship. A process for enhancing these synergies is suggested. This discussion emerges from a line of work that attempts to further develop the learner-centered teaching role in higher education (Robertson, 1996, 1997, 1999a, 1999b, 2000a, 2000b, 2000c, 2001).

Something More: Moments Of Meeting And The Teacher–Learner Relationship, Richard G. Tiberius, John Techima, Alan R. Kindler

To Improve the Academy: A Journal of Educational Development

The Boston Group, drawing upon developmental and clinical research, has identified special moments in human interaction that they call “moments of meeting.” These moments occur spontaneously within the context of ongoing relational interaction and can effectively restructure relationships. We think of these moments of meeting as pivotal moments because of their potentially pivotal effect on relationships. In this chapter we briefly describe the theory underlying these moments of relational change, using examples from education. Then we suggest strategies that may help teachers participate creatively in such moments. Finally, we explore the implications of this theory for the concept of authenticity.

Improving Teaching And Learning: Students' Perspectives, X. Mara Chen, Ellen M. Lawler, Elichia A. Venso

To Improve the Academy: A Journal of Educational Development

Despite much debate among educators over methods to improve the climate and effectiveness of teaching and learning, very limited effort has been directed toward seeking input from students. In this study. a survey of students’ opinions regarding college teaching and learning was given in six courses with 163 students completing the survey. This chapter analyzed the survey results and proposed specific strategies that professors can use to make teaching engaging as well as informative, and thus, to enhance student learning.

The Essential Role Of Faculty Development In New Higher Education Models, Devorah A. Lieberman, Alan E. Guskin

To Improve the Academy: A Journal of Educational Development

There is a growing interest in and active discussion about new educational environments, which shift the emphasis of education from faculty and their teaching to students and their learning. This shift enables us to view the education of students in multiple educational environments beyond the traditional model of faculty teaching students in a classroom. Combining both different instructional roles and educational settings into new higher education models of undergraduate education will demand that faculty learn new roles. It also holds out the hope that reducing the demands on faculty time and increasing the availability of other institutional resources will enhance …

Embracing A Philosophy Of Lifelong Learning In Higher Education: Starting With Faculty Beliefs About Their Role As Educators, Carolin D. Kreber

To Improve the Academy: A Journal of Educational Development

Recent events on the international political scene point to a need to teach course content and learning skills that focus on issues of equity and diversity, understanding of the local culture and differences among cultures,· learning for ethics, citizenship, and democracy. interpersonal skills; and an ability to make informed and responsible value judgments. These, among others, are important aspects of lifelong learning. To embrace a philosophy of lifelong learning in higher education it seems paramount to focus on faculty beliefs about teaching to encourage a critical interrogation of course and program goals. The chapter concludes with several suggestions for the …

A Matrix For Reconsidering, Reassessing, And Shaping E–Learning Pedagogy And Curriculum, Laura Bush, Barry Maid, Duane Roen

To Improve the Academy: A Journal of Educational Development

Educational stakeholders are increasingly engaged in discussions about the effective design, distribution, and evaluation of e-learning. We invite educators to build on already existing scholarship as they make future e-learning decisions. Specifically, we combine four categories of academic scholarship from Boyer (1990) with six assessment criteria from Glassick, Huber, and Maeroff (1997) to construct a matrix that may be applied to any post-secondary learning or teaching context. We argue that while each medium in which faculty might find themselves teaching differs from others, the teaching itself, and effective teaching in general, is definable and, therefore, can be evaluated using the …

Annual Report Of Research And Creative Productions By Faculty And Staff From January To December, 2003., Office Of Research And Sponsored Programs. Morehead State University.

Office of Research and Sponsored Programs Reports and Publications

Annual Report Of Research and Creative Productions by Faculty and Staff from January to December, 2003.

The Impact Of Raising And Exhibiting Selected 4-H Livestock Projects On The Development Of Life And Project Skills, Clinton P. Rusk, Jill M. Summerlot-Early, Krisanna L. Machtmes, B. Allen Talbert, Mark Balschweid

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

The purpose of the study was to identify perceptions of Indiana 4-H livestock members enrolled in beef, sheep and swine projects regarding their ability to perform project skills and develop life skills. A questionnaire was mailed to a sample of 420 4-H beef, sheep, and swine members, with a response rate of 41.9%. Members were able to accomplish project skills in the areas of sportsmanship, safety, animal grooming, and animal selection. Respondents are not as confident in their abilities related to animal health care. Members who exhibited at the state fair have higher skill levels in the areas of animal …

Proven Faculty Development Tools That Foster The Scholarship Of Teaching In Faculty Learning Communities, Milton D. Cox

To Improve the Academy: A Journal of Educational Development

Faculty learning communities have played a key role in the development of the scholarship of teaching and learning at Miami University for over 20 years. This chapter describes a sequence of developmental steps, evidence of success, and supporting documents and artifacts that can guide faculty developers in a community approach to the development of this scholarship.

Assessing And Reinvigorating A Teaching Assistant Support Program: The Intersections Of Institutional, Regional, And National Needs For Preparing Future Faculty, Kathleen S. Smith

To Improve the Academy: A Journal of Educational Development

This article discusses an assessment of an 11-year old teaching assistant (TA) support program at a Research I institution. The TA support program was developed on the premise that professional preparation of teachers includes fundamental teaching competencies or skills that call be identified, developed, and evaluated (Simpson & Smith, 1993; Smith & Simpson, 1995). The purpose of this longitudinal study was to identify and enhance the institutional enabling factors that help graduate teaching and laboratory assistants in performing their duties and in using their graduate experience to prepare for careers at a variety of academic institutions.

Transforming Instructional Development: Online Workshops For Faculty, Laurie Bellows, Joseph R. Danos

To Improve the Academy: A Journal of Educational Development

Two vastly different institutions, the University of Nebraska, Lincoln and Delgado Community College, cooperated in the delivery of online faculty development workshops in syllabus construction. This chapter describes the experiences of a flagship university and an urban community college in employing electronic delivery of the same workshop content to their respective faculty members. It shares successful and unsuccessful strategies, nuts and bolts, and the discovery of an unexpected, pleasant irony: The technology that can separate and isolate us has the potential to bring us together, as though we were on electronic legs in a virtual Athenian agora.

Undergraduate Students As Collaborators In Building Student Learning Communities, Candyce Reynolds

To Improve the Academy: A Journal of Educational Development

Colleges and universities have recently used the concept of learning communities as a strategy to improve undergraduate student learning. This chapter describes a learning community approach where upper-division undergraduates serve as mentors for freshman and sophomore students and develop and sustain learning communities with faculty partners. The impact of this program is described and implications are discussed.

Are They Really Teachers? Problem–Based Learning And Information Professionals, Michael Anderson, Virginia Baldwin

To Improve the Academy: A Journal of Educational Development

Traditionally, working with teaching faculty is the primary consulting role for most faculty development professionals. The boundaries, however, are not always clear regarding instructional assistance that is provided to other personnel. This chapter demonstrates how collaboration among faculty consultants and information specialists can result in enhanced library utilization and better research-related instruction. Our model uses problem-based learning (PBL) as a vehicle for teaching research and retrieval skills in either a single class experience or in multiple classroom visits with an engineering librarian.

Bibliography, Volume 21 (2003)

To Improve the Academy: A Journal of Educational Development

Bibliography for volume 21 (2003) of To Improve the Academy: A Journal of Educational Development.

Mr. Richard Terrence On Education And Employment, Rachel Talbot Ross

Quotes

Mr. Richard Terrence Full Interview

Richard Tarrence was born in Cleveland, Ohio, in 1945, the second-oldest of seven siblings. His parents moved to Ohio from the South in the 1930s; his maternal grandfather was a bishop in the AME church, and his paternal grandfather was a sharecropper. He was drafted in 1965 and spent four years in the Air Force, including time in Vietnam. He married his ex-wife, Loretta Wilson, who was from Maine, and they moved to Portland in 1975. He completed a degree in Criminal Justice at USM in 1979, and spent twenty-two years working for Allstate Insurance. …

Swosu Ninety-Eighth Annual Spring Convocation, Southwestern Oklahoma State University

Graduation Programs

This is the program for the SWOSU Ninety-Eighth Annual Spring Convocation Exercises, held at the Milam Stadium on Saturday, May 11, 2002, 10:00 am. Opening Remarks were presented by President John M. Hays.

Annual Report Of Research And Creative Productions By Faculty And Staff From January To December, 2002., Office Of Research And Sponsored Programs. Morehead State University.

Office of Research and Sponsored Programs Reports and Publications

Annual Report Of Research and Creative Productions by Faculty and Staff from January to December, 2002.

Teaching Biology Using Agriculture As The Context: Perceptions Of High School Students, Mark Balschweid

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

The purpose of this study was to determine how high school students perceived science and agriculture after completing a yearlong biology class that used animal agriculture as the context. This study utilized a case-study approach. The population for the study included all students who participated in a biology course utilizing animal agriculture as the context for teaching biology (N=531). More than 90% of the subjects reported they agreed or strongly agreed that participating in a biology class that used agriculture as the context helped them understand the relationship between science and agriculture. Over 85% of those responding agreed or strongly …

Introduction. Volume 20 (2002), Devorah Lieberman

To Improve the Academy: A Journal of Educational Development

Introduction to volume 20 (2002) of To Improve the Academy: A Journal of Educational Development, by Devorah Lieberman of Portland State University.

Could It Be That It Does Make Sense? A Program Review Process For Integrating Activities, Terrel Rhodes

To Improve the Academy: A Journal of Educational Development

This chapter presents a model for a comprehensive program review process that can be used on any campus. Faculty developers maintain a critical role in a campus-wide program review initiative. This model is based upon the development of institutional priorities that guide the development of goals and objectives far academic units across the campus. The program review process is based on a core of regularly produced institutional data that can be used by all units to inform decision-making. The review process is conducted on an annual or biannual basis with periodic major review coinciding with accreditation visits. The ultimate success …

Getting Started With Faculty Development, Nadia Cordero De Figueroa, Pedro A. Sandín-Fremaint

To Improve the Academy: A Journal of Educational Development

As a result of an academic senate decision to reconceptualize the baccalaureate, the Río Piedras Campus of the University of Puerto Rico began, in late 1994, a major transformational process that has led it to rethink itself as a community of learners. One of the principal instruments of change has been our Center for Academic Excellence, created in early 1998 as a result of the transformational process. This chapter discusses the process that led to the creation of the center, as well as its structure, activities, and vision for the future. We hope that our experience will be useful to …