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Full-Text Articles in Other Education

Expectations For Career And Social Support By Mentors And Mentees Participating In Formal Elementary And Secondary School Mentoring Programs, Monique Jacob, Robert K. Gable May 2009

Expectations For Career And Social Support By Mentors And Mentees Participating In Formal Elementary And Secondary School Mentoring Programs, Monique Jacob, Robert K. Gable

Teacher Education

Teacher shortages are a nationwide concern, attributable primarily to high attrition rates among new teachers (Ingersoll, 2003; Ingersoll & Kralik, 2004; Ingersol & Smith, 2004). Ingersoll and Kralik (2004) claimed that an estimated 50% of new teachers left the profession within their first 5 years. Reasons for leaving include: isolating and non-supportive teaching environments, poor working conditions and overwhelming teaching assignments (Alliance for Excellent Education, 2005). To support beginning teachers, Rhode Island passed legislation requiring districts to develop a mentoring process (Law 16-7.1-2 Accountability for Student Performance). One variable measuring mentoring success is how closely participants’ expectations for the relationship …

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Inside Unlv, Shane Bevell, Diane Russell, Michelle Mouton, Gian Galassi Apr 2009

Inside Unlv, Shane Bevell, Diane Russell, Michelle Mouton, Gian Galassi

Inside UNLV

No abstract provided.

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Barbara Gauthier, Barbara Gauthier, Institute Of Child Nutrition. Child Nutrition Archives. Jan 2009

Barbara Gauthier, Barbara Gauthier, Institute Of Child Nutrition. Child Nutrition Archives.

Oral History Project (all interviews)

Barbara Gauthier is a retired school food service director originally from Thibodaux, Louisiana. After graduating from LSU with a degree in Hospital Dietetics and Institutional Management and working briefly in industry, Gauthier took her first job in school food service in East Baton Rouge Parish. After working for several years and in multiple positions in East Baton Rouge, Gauthier moved on to Lafourche Parish as a food service director in her native Thibodaux. Here in Lafourche Parish Gauthier introduced the Breakfast Program, as well as introducing centralized menu planning and purchasing. At retirement Gauthier left the district with a $5 …

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Marcelle Landry, Marcelle Landry, Institute Of Child Nutrition. Child Nutrition Archives. Jan 2009

Marcelle Landry, Marcelle Landry, Institute Of Child Nutrition. Child Nutrition Archives.

Oral History Project (all interviews)

Marcelle Landry, a proud native of the French Quarter, served for many years with the Louisiana Department of Education as Assistant Director, School Food Services, before joining the Archdiocese of New Orleans as Supervisor of School Food Services. Though now retired, Mrs. Landry is still very active with the Louisiana School Food Service Association, of which she is a past president.

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Wendy Mangiaracina, Wendy Mangiaracina, Institute Of Child Nutrition. Child Nutrition Archives. Jan 2009

Wendy Mangiaracina, Wendy Mangiaracina, Institute Of Child Nutrition. Child Nutrition Archives.

Oral History Project (all interviews)

Wendy Mangiaracina is a New Orleans native with thirty-three years of experience in child nutrition programs. She chose Southwest Louisiana University for her post-secondary education, where she earned a Bachelor’s Degree in Dietetics. She later attended Tulane University and obtained a Master of Public Health degree. After a long and dedicated career Wendy retired in the summer of 2009. Melba Hollingsworth interviewed Wendy in January 2009.

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Barbara Songy, Barbara Songy, Institute Of Child Nutrition. Child Nutrition Archives. Jan 2009

Barbara Songy, Barbara Songy, Institute Of Child Nutrition. Child Nutrition Archives.

Oral History Project (all interviews)

Barbara Songy is a native of London, England, but has spent many more years in Louisiana feeding that state’s children than she ever spent in the United Kingdom. Barbara came to the United States as a war bride, having met and married a Louisiana airman during World War II. Displeased with what her first child was being served for lunch, she set about not only improving the menu, she raised the funds to build a new cafeteria. When the person who was supposed to manage the new cafeteria suddenly had to resign she agreed to take on the job temporarily. …

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Jacqueline Clements, Jacqueline Clements, Institute Of Child Nutrition. Child Nutrition Archives. Jan 2009

Jacqueline Clements, Jacqueline Clements, Institute Of Child Nutrition. Child Nutrition Archives.

Oral History Project (all interviews)

Jacqueline Clements holds a Bachelor’s Degree in Home Economics and a Master’s in Administration and Supervision. She taught Home Economics for eighteen years before transferring to school food service. Jacqueline then worked as a Food Service Director for an additional seventeen years.

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Cynthia Ruffin, Cynthia Ruffin, Institute Of Child Nutrition. Child Nutrition Archives. Jan 2009

Cynthia Ruffin, Cynthia Ruffin, Institute Of Child Nutrition. Child Nutrition Archives.

Oral History Project (all interviews)

Cynthia Ruffin began her school nutrition career in Louisiana more than 35 years ago. She received a B.S. in Dietetics from Louisiana State University and an MBA from Southeastern Louisiana University. Cynthia has worked at the local school level, with the Louisiana Department of Education, and as the Director of Child Nutrition in St. Charles Parish Public Schools near New Orleans. Some of her career highlights include developing the Louisiana School Lunch Cycle Menus; expanding Breakfast-on-the-Go programs, implementing The Main Course, a culinary training program for food service technicians; and contributing significantly to district recovery after the devastation of Hurricane …

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Pat Farris, Pat Farris, Institute Of Child Nutrition. Child Nutrition Archives. Jan 2009

Pat Farris, Pat Farris, Institute Of Child Nutrition. Child Nutrition Archives.

Oral History Project (all interviews)

Pat Farris holds a Bachelor’s Degree in Dietetics and a Master’s Degree in Human Nutrition from Louisiana State University. She has held numerous positions in the field of nutrition, first working in hospitals, and later consulting in child and adult weight management. In 1980 Pat accepted a position with the Louisiana Department of Education’s child nutrition programs, and learned what school lunch was about for the next fourteen years. Since 1994 she has been with the Archdiocese of New Orleans, where she is currently the Director of School Food Services.

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Lou Simoneaux, Lou Simoneaux, Institute Of Child Nutrition. Child Nutrition Archives. Jan 2009

Lou Simoneaux, Lou Simoneaux, Institute Of Child Nutrition. Child Nutrition Archives.

Oral History Project (all interviews)

Lou Simoneaux spent twenty years traveling the world with her military family before returning to her home state of Louisiana and beginning a new career in school food service. She spent several years in the Panama Canal Zone and then moved to France. When her husband finally retired they returned to Lou’s hometown of Napoleonville, Louisiana, where she spent the next twenty-nine years providing healthy, nutritious meals to the children of Assumption Parish.

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Mary Eleanor Cole, Mary Eleanor Cole, Institute Of Child Nutrition. Child Nutrition Archives. Jan 2009

Mary Eleanor Cole, Mary Eleanor Cole, Institute Of Child Nutrition. Child Nutrition Archives.

Oral History Project (all interviews)

After finishing her Master’s at LSU, Mary Eleanor Cole was recruited by Mildred Stringfield to come to East Baton Rough Parish child nutrition programs to work on food and equipment specifications. After a number of years she became director in 1976.

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Martha S. Walker, Martha S. Walker, Institute Of Child Nutrition. Child Nutrition Archives. Jan 2009

Martha S. Walker, Martha S. Walker, Institute Of Child Nutrition. Child Nutrition Archives.

Oral History Project (all interviews)

Martha S. Walker is New Orleans native and a graduate of Southern University. She has managed school feeding programs in East Baton Rough Parish for twenty-five years.

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Mary Carter, Mary Carter, Institute Of Child Nutrition. Child Nutrition Archives. Jan 2009

Mary Carter, Mary Carter, Institute Of Child Nutrition. Child Nutrition Archives.

Oral History Project (all interviews)

Mary Carter in in her third-fourth year career in child nutrition. She started out as an assistant manager, then became a single-unit manager, multi-unit manager, and is now the supervisor of thirty-four schools’ child nutrition programs.

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Cyndi Nobles, Cyndi Nobles, Institute Of Child Nutrition. Child Nutrition Archives. Jan 2009

Cyndi Nobles, Cyndi Nobles, Institute Of Child Nutrition. Child Nutrition Archives.

Oral History Project (all interviews)

A native of Baton Rouge, by way of New Orleans, Cyndi Nobles has spent her career in food service. After spending five years working for a food service management company, Cyndi has been with the Louisiana State Department of Education child nutrition programs for the last thirty years.

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Preface, Volume 27 (2009), Linda B. Nilson Jan 2009

Preface, Volume 27 (2009), Linda B. Nilson

To Improve the Academy: A Journal of Educational Development

Preface to volume 27 (2009) of To Improve the Academy: A Journal of Educational Development, by Linda B. Nilson of Clemson University.

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Essential Faculty Development Programs For Teaching And Learning Centers In Research–Extensive Universities, Larissa Pchenitchnaia, Bryan R. Cole Jan 2009

Essential Faculty Development Programs For Teaching And Learning Centers In Research–Extensive Universities, Larissa Pchenitchnaia, Bryan R. Cole

To Improve the Academy: A Journal of Educational Development

This research highlights the imperative nature of designing programs to address the full range of faculty develapment needs. It presents a framework for essential faculty development programs for teaching and learning centers in research-extensive universities for introducing, enhancing, and improving faculty develapment offerings. The nationwide Delphi study of faculty development programs identified eighteen currently essential and twenty-eight future essential faculty development programs for teaching and learning centers in research-extensive universities. This list of programs may serve as a baseline for evaluating existing faculty development programming and guiding the expansion of established programs and the planning of new ones.

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Bibliography, Volume 27 (2009) Jan 2009

Bibliography, Volume 27 (2009)

To Improve the Academy: A Journal of Educational Development

Bibliography for volume 27 (2009) of To Improve the Academy: A Journal of Educational Development.

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About The Authors, Volume 27 (2009) Jan 2009

About The Authors, Volume 27 (2009)

To Improve the Academy: A Journal of Educational Development

About the editors and authors of volume 27 (2009) of To Improve the Academy: A Journal of Educational Development.

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Acknowledgments, Volume 27 (2009), Linda B. Nilson Jan 2009

Acknowledgments, Volume 27 (2009), Linda B. Nilson

To Improve the Academy: A Journal of Educational Development

Acknowledgments for volume 27 (2009) of To Improve the Academy: A Journal of Educational Development, by Linda B. Nilson of Clemson University.

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Editor's Introduction: The Educational Developer As Magician, Linda B. Nilson Jan 2009

Editor's Introduction: The Educational Developer As Magician, Linda B. Nilson

To Improve the Academy: A Journal of Educational Development

After so many changes in the academy, faculty and educational developers face challenges that require magic to meet. Faculty members are supposed to perform the magic, and we educational developers are expected to teach them how. The trick is to teach more in the same amount of time to disinterested and unprepared students, under the conditions of larger classes, less authority, and lower rewards. College and university faculty are under attack for failing short, and educational developers are next in line to feel the heat. Perhaps we should start defending our faculties, explaining our challenges, and publicizing our efforts and …

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Experiential Lessons In The Practice Of Faculty Development, Ed Neal, Iola Peed-Neal Jan 2009

Experiential Lessons In The Practice Of Faculty Development, Ed Neal, Iola Peed-Neal

To Improve the Academy: A Journal of Educational Development

The practice of faculty development, as distinct from its theoretical and empirical principles, must largely be learned experientially, through an often painful process of trial and error. In this chapter, we offer some of the lessons we have learned in our combined total of sixty-four years as faculty developers, in hopes that others might benefit from our experience.

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Maturation Of Organizational Development In Higher Education, Gail F. Latta Jan 2009

Maturation Of Organizational Development In Higher Education, Gail F. Latta

To Improve the Academy: A Journal of Educational Development

Organizational development (OD) is fundamentally about increasing institutional capacity for change. Organizational culture is a pivotal variable mediating the success of institutional change initiatives. Faculty and OD professionals are poised to address the need for increased understanding of organizational culture and change in higher education institutions. This chapter presents a conceptual guide to theories of change and cultural analysis that inform OD practice. Distinctions between content and process theories of change, as well as normative and idiomatic approaches to cultural analysis, are reviewed with respect to their utility for facilitating change in the academy. Implications for the maturation of OD …

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Ten Ways To Use A Relational Database At A Faculty Development Center, A. Jane Birch, Tara Gray Jan 2009

Ten Ways To Use A Relational Database At A Faculty Development Center, A. Jane Birch, Tara Gray

To Improve the Academy: A Journal of Educational Development

Providing quality support to faculty requires attention to administrative details and event logistics. As professionals, we must also assess the impact of our work and be prepared to report to those who will judge its worth and allocate resources. To do this we need current, accurate data that are easy to access and easy to use. We also need a simple way to manage faculty development activities and evaluate the outcomes. The best technology for achieving these goals is a relational database. This chapter describes ten ways a relational database can be used to support faculty developers in their various …

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Practical Tools To Help Faculty Use Learner–Centered Approaches, Phyllis Blumberg Jan 2009

Practical Tools To Help Faculty Use Learner–Centered Approaches, Phyllis Blumberg

To Improve the Academy: A Journal of Educational Development

Instructors often resist dramatic changes in their teaching, and learner-centered approaches are not intuitive for most instructors. They need tools to help them adopt these approaches. This chapter describes four tools—1) a list of components of Weimer’s five practices of learner-centered teaching, 2) reflection questions to prepare instructors to determine the learner-centered status of their courses, 3) self-assessment rubrics, and 4) a Planning for Transformation form—to help instructors change their teaching. Taken together, these tools form a comprehensive system with which to plan for change. This system encourages and assists instructors to make incremental changes toward using learner-centered approaches in …

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Romancing The Muse: Faculty Writing Institutes As Professional Development, Elizabeth Ambos, Mark Wiley, Terre H. Allen Jan 2009

Romancing The Muse: Faculty Writing Institutes As Professional Development, Elizabeth Ambos, Mark Wiley, Terre H. Allen

To Improve the Academy: A Journal of Educational Development

Conclusion
Given the tremendous success of the SWIs, we intend to continue to offer them for the foreseeable future, maintaining the features that faculty value most: space, sustenance, and editorial, statistical, and coaching assistance. But we will also make changes based on faculty feedback gathered during the final day’s luncheon debriefing and from the written evaluations. In addition, we intend to conduct formal research on the Institutes’ long-term effects on faculty productivity, satisfaction with scholarly work, and faculty retention. Important questions remain. For example, what is the return on investment in these Institutes, in terms of faculty productivity, career advancement, …

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Leadership For Learning: A New Faculty Development Model, Jane V. Nelson, Audrey M. Kleinsasser Jan 2009

Leadership For Learning: A New Faculty Development Model, Jane V. Nelson, Audrey M. Kleinsasser

To Improve the Academy: A Journal of Educational Development

The authors provide examples of a model that develops faculty leaders for learning in all institutions that prize research. The examples come from seven university-wide initiatives, which were sponsored by the institutions faculty development center. The initiatives spanned a nearly ten-year period. Based on four conceptual groundings—scholarship of teaching and learning principles, educational renewal, the production of social capital through soft projects, and horizontal structures—the model has the power to transform faculty into leaders. Elements of the model include a call to participate, a diverse cohort of participants, commitment to providing resources, conference center planners, and peer review and assessment. …

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Searching For Meaning On College Campuses: Creating Programs To Nurture The Spirit, Donna M. Qualters, Beverly Dolinsky, Michael Woodnick Jan 2009

Searching For Meaning On College Campuses: Creating Programs To Nurture The Spirit, Donna M. Qualters, Beverly Dolinsky, Michael Woodnick

To Improve the Academy: A Journal of Educational Development

Discussing spirituality on a secular college campus can be risky. Yet faculty and students have expressed a need to explore meaning in their lives and work. This chapter describes one university’s year-long efforts to develop a social web of activities around spirituality and meaning in community members’ lives. We describe the process of determining needs and the resulting programs. But more important, we share lessons learned, including advice on creating the climate for spiritually oriented programming to gain acceptance and be viewed as an enhancement to campus life.

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Lessons Learned From Developing A Learning–Focused Classroom Observation Form: Learning-Focused Observation Form, Steven K. Jones, Kenneth S. Sagendorf, D. Brent Morris, David Stockburger, Evelyn T. Patterson Jan 2009

Lessons Learned From Developing A Learning–Focused Classroom Observation Form: Learning-Focused Observation Form, Steven K. Jones, Kenneth S. Sagendorf, D. Brent Morris, David Stockburger, Evelyn T. Patterson

To Improve the Academy: A Journal of Educational Development

At the United States Air Force Academy, we are attempting to go through a cultural transformation, making an overt shift toward a more learning-focused paradigm. In this chapter, we describe the nature of this transformation, as well as why we have chosen to move in this direction. We also describe one specific initiative we have undertaken: the development of a new learning-focused classroom observation form. We conclude by sharing a baker’s dozen lessons we have learned about classroom observation, effective teaching, and faculty development in general as a result of having developed this form.

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Reported Long–Term Value And Effects Of Teaching Center Consultations, Wayne Jacobson, Donald H. Wulff, Stacy Grooters, Phillip M. Edwards, Karen Freisem Jan 2009

Reported Long–Term Value And Effects Of Teaching Center Consultations, Wayne Jacobson, Donald H. Wulff, Stacy Grooters, Phillip M. Edwards, Karen Freisem

To Improve the Academy: A Journal of Educational Development

We regularly ask clients for feedback on their recent consultations with Center for Instructional Development and Research (CIDR) staff, but in the past we have not systematically assessed our longer-term contributions to the teaching of our clients. We recently surveyed faculty and teaching assistants who consulted with CIDR one to five years ago and found that many former clients highly valued CIDR’s contribution to the development of their teaching. However, some of the most highly valued benefits they identified were not limited to what they did each day in class. This chapter identifies benefits of consulting with a teaching center …

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Promoting The Scholarship Of Teaching And Learning At Community Colleges: Insights From Two Learning Communities, Stanford T. Goto, Andrei Cerqueira Davis Jan 2009

Promoting The Scholarship Of Teaching And Learning At Community Colleges: Insights From Two Learning Communities, Stanford T. Goto, Andrei Cerqueira Davis

To Improve the Academy: A Journal of Educational Development

The Scholarship of Teaching and Learning (SoTL) is a powerful vehicle for professional development. Faculty make their teaching public as they investigate phenomena in their classes. This process encourages sustained discussions of teaching. In conducting SoTL, community college faculty face substantial hurdles: heavy workloads, few institutional supports, no employment rewards, perceived irrelevance, and weak peer networks. Can these challenges be overcome within existing institutional structures? This chapter explores this question by examining how SoTL is pursued in two learning communities. Evidence from these institutional case studies suggests that SoTL programs are viable in community colleges, despite major challenges.

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