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Full-Text Articles in Other Education

A Systematic, Hands–On, Reflective, And Effective (Shore) Approach To Faculty Development For New And Seasoned Faculty, Scott E. Hampton, Craig D. Morrow, Asleah Bechtel, Marjorie H. Carroll Jan 2004

A Systematic, Hands–On, Reflective, And Effective (Shore) Approach To Faculty Development For New And Seasoned Faculty, Scott E. Hampton, Craig D. Morrow, Asleah Bechtel, Marjorie H. Carroll

To Improve the Academy: A Journal of Educational Development

The purpose of the faculty development program for teaching Introduction to Psychology in this study is to further develop skills for new and seasoned faculty to enable them to teach and inspire students more effectively. This Systematic, Hands-On, Reflective, and Effective (SHORE) approach provides a forum to practice teaching skills, gain familiarity with course material, incorporate classroom management techniques, evaluate teaching effectiveness, and build a cohesive teaching team. Evaluative feedback indicates the approach positively affects both the faculty and 1,100 students annually. Implications for faculty development programs and research are also discussed.

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Evaluating The Return On Investment Of Faculty Development, Timothy W. Bothell, Tom Henderson Jan 2004

Evaluating The Return On Investment Of Faculty Development, Timothy W. Bothell, Tom Henderson

To Improve the Academy: A Journal of Educational Development

How can the return on investment of faculty development be determined? One way to do this is through the application of a highly replicated and reported return on investment (ROI) process. This chapter reviews briefly an ROI process used by organizations throughout the world, a process that has been the basis for over 100 published studies and is the most validated and reported ROI process used for determining the monetary impact of learning. The process utilizes a five-level framework and a step-by-step ROI process model. These components are reviewed in this chapter and an example of return on investment based …

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Playing Well With Others: Academic Development As A Team Sport, Nancy Van Note Chism Jan 2004

Playing Well With Others: Academic Development As A Team Sport, Nancy Van Note Chism

To Improve the Academy: A Journal of Educational Development

An important first step to attacking significant institutional problems is working across the organizational silos that encompass campus units. This chapter draws upon an experience in collaboration through which an academic development center chose to partner with a variety of campus units to address a vexing problem facing many campuses: unacceptable rates of first-year student retention. The chapter then goes beyond the case to identify the kinds of collaborations that can be created to treat other pressing academic issues and highlight characteristics of successful collaborations that academic development centers can initiate or join.

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Beyond Bean Counting: Making Faculty Development Needs Assessment More Meaningful, Pamela M. Milloy, Corly Brooke Jan 2004

Beyond Bean Counting: Making Faculty Development Needs Assessment More Meaningful, Pamela M. Milloy, Corly Brooke

To Improve the Academy: A Journal of Educational Development

Faculty development centers face many challenges including shrinking resources while providing an increasing array of programs and services to enhance learning. Needs assessment can be seen as a valuable tool to help centers focus efforts to meet the most salient needs relevant to the institutional mission. This chapter describes a faculty development needs assessment project that was implemented at a large public institution. Data collected was used to focus programming and guide decision-making. Based upon a presentation at the 2002 POD conference, selected needs assessment findings and their programmatic implications for the center are presented.

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The Scholarship Of Teaching And Learning: Past Lessons, Current Challenges, And Future Visions, Kathleen Mckinney Jan 2004

The Scholarship Of Teaching And Learning: Past Lessons, Current Challenges, And Future Visions, Kathleen Mckinney

To Improve the Academy: A Journal of Educational Development

This chapter reviews the complex history of the scholarship of teaching and learning (SoTL) including SoTL as a social movement and various conceptualizations of the term. Based on extant work, I also discuss past lessons, current challenges, and future directions for SoTL. Additional theorizing and research are needed in many areas. Suggestions related to faculty and organizational development and change are imbedded in this discussion.

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A Faculty Development Program To Promote Engaged Classroom Dialogue: The Oral Communication Institute, Kim M. Mooney, Traci Fordham, Valerie D. Lehr Jan 2004

A Faculty Development Program To Promote Engaged Classroom Dialogue: The Oral Communication Institute, Kim M. Mooney, Traci Fordham, Valerie D. Lehr

To Improve the Academy: A Journal of Educational Development

The St. Lawrence University faculty development program in oral communication promotes and enhances teaching strategies and philosophies for productive and civil classroom discourse. Started in January 2002, the Oral Communication Institute (OCI) provides a sustained forum in which faculty explore the relationship among oral communication, critical thinking, and deep learning. In addition to creating discourse communities, the OCI affords participants opportunities to develop strategies for interactive, reflective student learning. This chapter addresses the essential components for developing an oral communication institute: clear teaching and learning goals, a deliberate format and curriculum, experiential pedagogy, and opportunities for faculty dialogue and reflection.

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Graduate Student Mentors: Meeting The Challenges Of The Ongoing Development Of Graduate Student Instructors, Chris O'Neal, Jennifer Karlin Jan 2004

Graduate Student Mentors: Meeting The Challenges Of The Ongoing Development Of Graduate Student Instructors, Chris O'Neal, Jennifer Karlin

To Improve the Academy: A Journal of Educational Development

Training and mentoring Graduate Student Instructors (GS Instructors) at large institutions presents three challenges to instructional developers: 1) training numerous GS Instructors from multiple departments, 2) the vast array of duties GS Instructors need training in, and 3) the continual sophistication of GS Instructors. Here we describe how the College of Engineering at the University of Michigan has met these challenges through the use of Graduate Student Mentors (GS Mentors). GS Mentors are experienced GS Instructors who are trained to mentor and advise their peers. We discuss how the GS Mentors are selected, trained, and supervised, and how they have …

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Triangulating Faculty Needs For The Assessment Of Student Learning, D. Lynn Sorenson, Timothy W. Bothell Jan 2004

Triangulating Faculty Needs For The Assessment Of Student Learning, D. Lynn Sorenson, Timothy W. Bothell

To Improve the Academy: A Journal of Educational Development

To enhance assessment of student learning, the Brigham Young University (BYU) Faculty Center undertook a needs assessment to guide new initiatives. Researchers reviewed results from the National Survey of Student Engagement and an earlier BYU faculty survey. In addition, they conducted a qualitative study with faculty and administrators. The qualitative study can serve as a model for other faculty developers considering new initiatives. The findings raised thought-provoking issues for faculty development, particularly faculty readiness. As a result of this research, the center bolstered current services and developed new ones to support the assessment of student learning.

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Foucault And The Practice Of Educational Development: Power And Surveillance In Individual Consultations, Peter Felten, Diandra Little, Allison Pingree Jan 2004

Foucault And The Practice Of Educational Development: Power And Surveillance In Individual Consultations, Peter Felten, Diandra Little, Allison Pingree

To Improve the Academy: A Journal of Educational Development

A common goal of educational development is to create a neutral, “safe” place for clients in individual consultations. Such an approach, while well intentioned, obscures the multifaceted web of power threading through and around our work. Using Michel Foucault’s theories of sovereign and disciplinary power, we trace the forms that power can take in specific types of consultations (small group instructional diagnosis, course evaluations, and videotape). While power is always “dangerous,” it is less likely to be damaging if we are conscious of its presence and impact—and of our own participation in its complexity.

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Approaching Faculty Development Support From The Grassroots: Establishment Of An Innovative, Formal, Untenured Faculty Organization, Ellen N. Junn, Ellen Kottler, Jacqueline K. Coffman, Pamella H. Oliver, Fred Ramirez Jan 2004

Approaching Faculty Development Support From The Grassroots: Establishment Of An Innovative, Formal, Untenured Faculty Organization, Ellen N. Junn, Ellen Kottler, Jacqueline K. Coffman, Pamella H. Oliver, Fred Ramirez

To Improve the Academy: A Journal of Educational Development

This chapter describes an innovative faculty support program designed for untenured faculty and full-time lecturers. Working closely with members of the administration, untenured faculty and full-time lecturers established and created a voluntary, formal, cross-departmental faculty organization called the ULO (Untenured Faculty and Full-Time Lecturer Organization). The ULO has formal bylaws, elected officers and a mission that initiated activities all designed to support junior faculty and full-time lecturers within the college. Even within its initial year, this organization offered a significant variety of meaningful support activities with positive outcomes. The activities include formation of a Research Writing Workgroup, workshops on the …

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Effective Peer Evaluation In Learning Teams, Debbie Williams, Doug Foster, Bo Green, Paul Lakey, Raye Lakey Jan 2004

Effective Peer Evaluation In Learning Teams, Debbie Williams, Doug Foster, Bo Green, Paul Lakey, Raye Lakey

To Improve the Academy: A Journal of Educational Development

Evaluating student performance in learning teams is challenging. This chapter reviews the student learning team and peer evaluation literature. The authors share the results of their experience using four rubrics for peer evaluation in student learning teams. Student learning teams involve forming students into teams for the semester to enhance their active learning. A portion of the course grade is dedicated to team quizzes, activities, and projects. The authors conclude that peer evaluation data should be used both formatively and summatively to enhance team cohesion and accountability and provide their preferred rubric for the peer evaluation process. Usage of forced …

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An International Perspective On Assessing Group Projects, Deborah Willis, Barbara J. Millis Jan 2004

An International Perspective On Assessing Group Projects, Deborah Willis, Barbara J. Millis

To Improve the Academy: A Journal of Educational Development

The value of group work for enhancing learning is well documented. However, to maximize the impact of group work on student learning, faculty should carefally consider course design and assessment. This chapter draws on research, policy, and practice from the US, Canada, Australia, and New Zealand to emphasize the importance of adopting an integrated approach to group work through careful planning. Guidelines emphasize ways to provide for the responsive, responsible assessment of group projects.

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The Hesburgh Certificate And Portland State University's Faculty Development Approach To Supporting Service Learning And Community–University Partnerships, Kevin Kecskes, Amy Spring, Devorah Lieberman Jan 2004

The Hesburgh Certificate And Portland State University's Faculty Development Approach To Supporting Service Learning And Community–University Partnerships, Kevin Kecskes, Amy Spring, Devorah Lieberman

To Improve the Academy: A Journal of Educational Development

Service learning now has a prominent home in hundreds of diverse campuses across the nation. Developing service-learning expertise and other community-campus partnership enhancement strategies for faculty requires innovation. Recently, Portland State University’s Center for Academic Excellence received the Theodore M. Hesburgh Certificate of Excellence for Community-University Partnerships. This chapter outlines the center’s three-tiered approach to supporting and sustaining civic engagement practices that are sensitive to individual needs on campus and in the community, while also working toward ongoing departmental and institutional transformation.

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Preface, Volume 23 (2004), Sandra Chadwick-Blossey Jan 2004

Preface, Volume 23 (2004), Sandra Chadwick-Blossey

To Improve the Academy: A Journal of Educational Development

Preface to volume 23 (2004) of To Improve the Academy: A Journal of Educational Development, by Sandra Chadwisk-Blossey of Rollins College.

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Transforming The Environment For Learning: A Crisis Of Quality, Lion F. Gardiner Jan 2004

Transforming The Environment For Learning: A Crisis Of Quality, Lion F. Gardiner

To Improve the Academy: A Journal of Educational Development

This chapter addresses academic leaders and summarizes research findings on the conditions needed to produce learning and student development in higher education at the level required by society, and our relative success in doing this. It attempts to make clear the urgency for change that exists in the way in which we conduct our educational affairs. It describes the causes of less-than-optimal learning, outlines 10 key elements for effectively managing learning in complex institutions, presents eight steps required to lead a successfull transformation in an institution or unit, and provides resources with detailed information and guidance.

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The Institutional Change Agency: The Expanding Role Of Academic Support Centers, Robert M. Diamond Jan 2004

The Institutional Change Agency: The Expanding Role Of Academic Support Centers, Robert M. Diamond

To Improve the Academy: A Journal of Educational Development

Higher education is going through significant changes stimulated by the rapid growth of the internet, tht increasing globalization of hightr education, and the ever-pressing question of institutional quality. New modts of educational dtlivery through virtual networks art breaking the traditional mold of instructional provision. New players, new pedagogies, and new paradigms are redefining higher education. The rules art changing, and there is increased pressure on institutions of higher education to evolve, adapt, or desist.

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Is The Thrill Gone? An Investigation Of Faculty Vitality Within The Context Of The Community College, Cathie J. Peterson Jan 2004

Is The Thrill Gone? An Investigation Of Faculty Vitality Within The Context Of The Community College, Cathie J. Peterson

To Improve the Academy: A Journal of Educational Development

This single institutional case study investigated faculty vitality within the context of the community college by answering the following research questions: What are the characteristics of vital faculty within the community college? What effect does the environment have on faculty vitality? What do the vital faculty do to maintain their vitality? Qualitative research methods were employed to study the lives of the faculty within their naturalistic setting, thereby giving voice to the vital community college faculty.

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A Vision Beyond Measurement: Creating An Integrated Data System For Teaching Centers, Kathryn M. Plank, Alan Kalish, Stephanie V. Rohdieck, Kathleen A. Harper Jan 2004

A Vision Beyond Measurement: Creating An Integrated Data System For Teaching Centers, Kathryn M. Plank, Alan Kalish, Stephanie V. Rohdieck, Kathleen A. Harper

To Improve the Academy: A Journal of Educational Development

Assessing the work of teaching and learning centers is crucial to maintain the support of our institutions; however, collecting and interpreting the right data can be a challenge. This chapter explores practical strategies for integrating assessment into daily work flow in order to generate information that accurately measures our impact, helps others understand and value our work, and enables us to improve what we do, without creating a major “add-on” task. We discuss ways to measure, track, and report work, and share means to use data for both summative and formative purposes that we hope will make the work of …

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Junior Faculty Participation In Curricular Change, Judi Hetrick Jan 2004

Junior Faculty Participation In Curricular Change, Judi Hetrick

To Improve the Academy: A Journal of Educational Development

Participation in curriculum change can be both a necessity and a professional landmine for junior faculty members. They do not, however, have to choose between sitting on the sidelines or sacrificing young careers by working for large-scale change. This chapter presents the elements of successful curriculum change, roles junior faculty can play, and roles they should avoid—or accept with caution.

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Faculty Development In Community Colleges: A Model For Part–Time Faculty, Mary Rose Grant Jan 2004

Faculty Development In Community Colleges: A Model For Part–Time Faculty, Mary Rose Grant

To Improve the Academy: A Journal of Educational Development

Historically, part-time faculty have not received the same development opportunities as fall-time faculty. This study surveyed current practices in faculty development for both full-time and part-time faculty in 232 public two-year colleges throughout the United States. Over 90% reported that they had a formal faculty development program for both faculty cohorts, funded with 1%–5% of their operating budgets. About one half of the colleges designated a faculty development coordinator, used needs assessment to determine program content, and evaluated program outcomes. Results of this study were used to design a generic model for part-time faculty development.

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Preface, Volume 21 (2002), Catherine M. Wehlburg Jan 2003

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.

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

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.

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September 11, 2001, As A Teachable Moment, Edward Zlotkowski Jan 2003

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.

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The Day After: Faculty Behavior In Post–September 11, 2001, Classes, Michele Dipietro Jan 2003

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, …

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Internationalizing American Higher Education: A Call To Thought And Action, Deborah Dezure Jan 2003

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 …

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The Knowledge Survey: A Tool For All Reasons, Edward Nuhfer, Delores Knipp Jan 2003

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.

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Establishing A Teaching Academy: Cultivation Of Teaching At A Research University Campus, Patricia Kalivoda, Jodef Broder, William K. Jackson Jan 2003

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 …

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Using Cooperative Games For Faculty Development, Barbara J. Millis Jan 2003

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.

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Accommodating Students With Disabilities: Professional Development Needs Of Faculty, Sheryl Burgstahler Jan 2003

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 …

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Integrity In Learner–Centered Teaching, Douglas Reimondo Robertson Jan 2003

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).

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