Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Teacher Education and Professional Development (76)
- Curriculum and Instruction (61)
- Higher Education (52)
- Educational Administration and Supervision (49)
- Higher Education and Teaching (48)
-
- Higher Education Administration (46)
- Life Sciences (27)
- Arts and Humanities (18)
- Curriculum and Social Inquiry (16)
- Food Science (15)
- Educational Methods (14)
- Law (14)
- Law and Gender (13)
- Social and Behavioral Sciences (13)
- Adult and Continuing Education (12)
- Creative Writing (12)
- Disability and Equity in Education (12)
- Early Childhood Education (12)
- Educational Psychology (12)
- English Language and Literature (12)
- Instructional Media Design (12)
- Liberal Studies (12)
- Special Education and Teaching (12)
- Agricultural Education (11)
- Agriculture (11)
- Entomology (11)
- Family and Consumer Sciences (11)
- Health and Physical Education (11)
- Institution
-
- University of Nebraska - Lincoln (60)
- University of Mississippi (15)
- University of Tennessee, Knoxville (12)
- Utah State University (12)
- University of Nevada, Las Vegas (7)
-
- Southwestern Oklahoma State University (3)
- Chapman University (2)
- Edith Cowan University (2)
- Morehead State University (2)
- Western Kentucky University (2)
- Australian Council for Educational Research (ACER) (1)
- Bank Street College of Education (1)
- Bridgewater State University (1)
- Central Washington University (1)
- Kennesaw State University (1)
- Old Dominion University (1)
- Technological University Dublin (1)
- University of Massachusetts Boston (1)
- University of Nebraska at Omaha (1)
- University of North Florida (1)
- Western University (1)
- Keyword
-
- Child Nutrition (15)
- School Feeding (14)
- Higher Education (3)
- ADVANCE (2)
- Advance (2)
-
- Department Heads (2)
- Education (2)
- SWOSU (2)
- Thailand (2)
- Academia (1)
- Academic -- UNF – Education; Dept. of Counseling and Educational Leadership; College of Education and Human Services; Dept. of Counseling and Educational Leadership (1)
- Adolescent Behavior (1)
- Adolescent Health Services (1)
- Adolescent Nutrition (1)
- Alternative education (1)
- Alternative school (1)
- Apprenticeship (1)
- Arnhem Land (1)
- Australia (1)
- Beginning Teachers (1)
- Bibliography (1)
- Bolivia (1)
- Books — Reviews (1)
- Business English (1)
- Business Information Systems (1)
- Business performance (1)
- Business results (1)
- CASE (1)
- Cadre Project (1)
- Careers (1)
- Publication
-
- To Improve the Academy: A Journal of Educational Development (46)
- Oral History Project (all interviews) (15)
- ADVANCE Library Collection (12)
- The Journal of the Assembly for Expanded Perspectives on Learning (12)
- NEBLINE Newsletter Archive from Nebraska Extension in Lancaster County (11)
-
- Inside UNLV (3)
- DLPS Faculty Publications (2)
- Education Faculty Articles and Research (2)
- Library Faculty Research (2)
- Office of Research and Sponsored Programs Reports and Publications (2)
- Theses: Doctorates and Masters (2)
- UNLV Magazine (2)
- Undergraduate Catalogs (2)
- Aboriginal Policy Research Consortium International (APRCi) (1)
- All Graduate Projects (1)
- Bridgewater Review (1)
- College of Education and Human Sciences: Dissertations, Theses, and Student Research (1)
- Department of Agricultural Leadership, Education, and Communication: Faculty Publications (1)
- Faculty Articles (1)
- Graduate Student Independent Studies (1)
- Graduation Programs (1)
- Heartland Center for Leadership Development Materials (1)
- Labor Studies Faculty Publication Series (1)
- Reports (1)
- STEMPS Faculty Publications (1)
- Shannon Research Press (1)
- Teacher Education Faculty Publications (1)
- UNF Graduate Theses and Dissertations (1)
- Publication Type
Articles 61 - 90 of 128
Full-Text Articles in Other Education
Negotiation Workshop, Lisa Barren
Case: Academic Careers In Engineering &Science, Lynn Singer, John Angus, Mary Barkley, Diana Bilimoria
Case: Academic Careers In Engineering &Science, Lynn Singer, John Angus, Mary Barkley, Diana Bilimoria
ADVANCE Library Collection
No abstract provided.
The Joys Of Leading An Academic Department, Mos Kaveh
The Joys Of Leading An Academic Department, Mos Kaveh
ADVANCE Library Collection
t is often said that being a professor is the best job and being a department head or chair is the toughest job in an academic institution. This observation stems from the fact that, particularly in U.S. research universities, faculty members have considerable freedom, outside of assigned teaching and service duties, to manage their own time and scholarly effort and directions. Meanwhile, department chairs operate in a buffer zone between deans and upper administration, faculty colleagues, students, and increasingly institutional and government regulators and alumni. This necessitates wearing many hats, as administrator, teacher, researcher, lawyer, entrepreneur, and juggling a multitude …
Energeia Advance, Mary Lynn Realff, Angela Shartar, Jean L. Shumway
Energeia Advance, Mary Lynn Realff, Angela Shartar, Jean L. Shumway
ADVANCE Library Collection
No abstract provided.
Best Practices Checklist For Running A Faculty Search: From Identification Of Needs To Invitation To Interview
ADVANCE Library Collection
No abstract provided.
On Campus With Women: Balancing Act
Alternative Education : An International Perspective, Yoshiyuki Nagata
Alternative Education : An International Perspective, Yoshiyuki Nagata
Shannon Research Press
Chapter 1 discusses how the characteristics of alternative education are to be understood, for the purposes of this research, in the contemporary context and in light of former interpretations. Chapters 2 to 8 take up cases of alternative education in practice in six countries and discuss the realities of the systems and mechanisms involved in practice and theory in alternative schools.
Music Education In Remote Aboriginal Communities, Graham Chadwick, George Rrurrambu
Music Education In Remote Aboriginal Communities, Graham Chadwick, George Rrurrambu
Aboriginal Policy Research Consortium International (APRCi)
These papers deal with some of the complex cultural and pedagogical issues involved in the delivery of a secondary-school music education program to remote Aboriginal communities. The papers outline the history of the program, the challenges in its delivery and some of the prospects for its future.
The Scholarship Of Teaching And Learning: Past Lessons, Current Challenges, And Future Visions, Kathleen Mckinney
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.
An International Perspective On Assessing Group Projects, Deborah Willis, Barbara J. Millis
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.
Evidence Of The Transformational Dimensions Of The Scholarship Of Teaching And Learning: Faculty Development Through The Eyes Of Sotl Scholars, Connie M. Schroeder
Evidence Of The Transformational Dimensions Of The Scholarship Of Teaching And Learning: Faculty Development Through The Eyes Of Sotl Scholars, Connie M. Schroeder
To Improve the Academy: A Journal of Educational Development
This analysis began ftom two unlikely starting points: a favorite Marcel Proust quote below that has nothing to do with faculty development, but could, and Pat Hutchings (2000) descriptive quote, “The scholarship of teaching and learning [SoTL]is characterized by a transformational agenda” (p. 8). Do SoTL faculty development programs faster transformation? Is there evidence of a transformational process and transformative learning? The project summaries of eight SoTL scholars were analyzed for evidence of transformation. The evidence for transformation of landscapes of learning, teaching, scholarship, and self are explored ftom SoTL scholars’ perspectives in a faculty development program, providing insight into …
A Vision Beyond Measurement: Creating An Integrated Data System For Teaching Centers, Kathryn M. Plank, Alan Kalish, Stephanie V. Rohdieck, Kathleen A. Harper
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 …
Achieving A Campus Consensus On Learning–Centered Teaching: Process And Outcomes, Phyllis Blumberg, Everett Justin
Achieving A Campus Consensus On Learning–Centered Teaching: Process And Outcomes, Phyllis Blumberg, Everett Justin
To Improve the Academy: A Journal of Educational Development
Fifty faculty and staff members attended a consensus conference on learning-centered teaching. Within small groups, participants agreed that 1) this approach develops student responsibility for their learning; 2) a consistently implemented philosophy yields a culture of learning-centered teaching, and 3) graduates of such programs become lifelong learners, self-directing, self-initiating leaders. Not all participants agreed that they could fully implement this method. They emphasized that support by administrators is a prerequisite to making changes in teaching approaches. However, the conference effectively determined levels of agreement and stimulated discussion. Results were consistent with the literature on learning-centered teaching.
Teaching Partners: Improving Teaching And Learning By Cultivating A Community Of Practice, Richard A. Holmgren
Teaching Partners: Improving Teaching And Learning By Cultivating A Community Of Practice, Richard A. Holmgren
To Improve the Academy: A Journal of Educational Development
The Teaching Partners Program and its follow-up activities demonstrate that a carefully designed faculty tkvelopment program can shift a campus culture to derive significant, measurable benefits for faculty and students. The program seeks to transform the imtitutional culture from one in which teaching is sequestered behind closed doors to one that supports substantive conversations about both the learning-teaching process and the methods by which that process might best be facilitated. Following Shulman’s (1993) lead, the program opens the doors of the classroom, reenvisions teaching as community property, and nurtures informed and sustaining discussion of teaching.
A Faculty Development Program To Promote Engaged Classroom Dialogue: The Oral Communication Institute, Kim M. Mooney, Traci Fordham, Valerie D. Lehr
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.
Transforming The Environment For Learning: A Crisis Of Quality, Lion F. Gardiner
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.
The Hue And Cry Of Campus Climate: Faculty Strategies For Creating Equitable Work Environments, Christine M. Cress, Jennifer L. Hart
The Hue And Cry Of Campus Climate: Faculty Strategies For Creating Equitable Work Environments, Christine M. Cress, Jennifer L. Hart
To Improve the Academy: A Journal of Educational Development
Quantitative and qualitative data from faculty at a large public research university provide contrasting work lift experiences for faculty of color and white faculty. Significant differences are evident regarding teaching and research, institutional priorities, individual goals, job satisfaction, and sources of stress. Specific faculty strategies for creating equitable environments are highlighted.
Whispers And Sighs: The Unwritten Challenges Of Service–Learning, Rona J. Karasik
Whispers And Sighs: The Unwritten Challenges Of Service–Learning, Rona J. Karasik
To Improve the Academy: A Journal of Educational Development
Documentation of the benefits of service-learning abound, and published case studies of successful service-learning programs may be found for a variety of disciplines. Faculty new to service-learning, however, are likely to find themselves facing a variety of unexpected challenges. While these challenges are neither insurmountable nor unknown to experienced service-karning practitioners, they can make starting a service-learning program remarkably time-consumingand unnecessarily frustrating. Unfortunately. pitfalls and program flops are rarely published. This chapter forewarns some of the challenges associated with service-learning and offers realistic approaches to dealing with them successfully.
Faculty Development In Community Colleges: A Model For Part–Time Faculty, Mary Rose Grant
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.
Leading Change: Creating A Culture Of Assessment, Patricia M. Dwyer
Leading Change: Creating A Culture Of Assessment, Patricia M. Dwyer
To Improve the Academy: A Journal of Educational Development
In Leading Change, John Kotter (1996) outlines an eight-step process to effect major organizational change. At Shepherd College, the assessment process that evolved into a culture of assessment mirrors the sttps that Kotter describes. In 1998, Shepherd College found itself in a predicament that many colleges and universities can relate to: slated for an accreditation visit in 2002 with campus assessment efforts stalled at every turn. A new director organized an assessment task force, established a template for assessment plans and reports, and began grassroots education about assessment. Over the four years, a vision that aligned assessment with improving student …
Exploring The Inner Landscape Of Teaching: A Program For Faculty Renewal, Libby Falk Jones
Exploring The Inner Landscape Of Teaching: A Program For Faculty Renewal, Libby Falk Jones
To Improve the Academy: A Journal of Educational Development
To improve the quality of faculty lift, Berea College developed a yearlong program exploring teaching as a vocation. Sixteen faculty from different departments participated in the series of seven experiential, dialogic sessions. Participants reported experiencing increased empathy and patience, deeper engagement with their work, a stronger sense of community, and encouragement to meet the challenges of being educators.
Is The Thrill Gone? An Investigation Of Faculty Vitality Within The Context Of The Community College, Cathie J. Peterson
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.
Entertaining Strangers: Providing For The Development Needs Of Part–Time Faculty, Patricia Hanrahan Valley
Entertaining Strangers: Providing For The Development Needs Of Part–Time Faculty, Patricia Hanrahan Valley
To Improve the Academy: A Journal of Educational Development
For institutions of higher education that have increasingly relied upon part-time faculty members to meet the needs of a rapidly changing society, the challenge has been to provide adequate preparation and development opportunities for these instructors, many of whom have never taught before. This study investigated the characteristics of the part-time faculty. the extent to which they believed they had been oriented by the institution to assume their teaching roles, and their reported need for selected professional development activities at Embry-Riddle Aeronautical University’s Extended Campus, an institution employing more than 2,800 adjuncts. The data provided by the needs assessment were …
Evaluating The Return On Investment Of Faculty Development, Timothy W. Bothell, Tom Henderson
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 …
From Sgid And Gift To Bbq: Streamlining Midterm Student Evaluations To Improve Teaching And Learning, Margaret K. Snooks, Sue E. Neeley, Kathleen M. Williamson
From Sgid And Gift To Bbq: Streamlining Midterm Student Evaluations To Improve Teaching And Learning, Margaret K. Snooks, Sue E. Neeley, Kathleen M. Williamson
To Improve the Academy: A Journal of Educational Development
Faculty members want feedback about ways to improve learning. Midterm assessments are more useful than end-of-term student evaluations. Not all institutions provide faculty development consultants. This chapter presents an innovative process appropriate for institutions currently without teaching enhancement centers. The Bare Bones Questions (BBQ) process consists of empathic trained colleagues facilitating students’ evaluative discussions. Students and faculty members are overwhelmingly positive about the process piloted for the past three years. Students’ suggestions can include simple changes in classroom environment or enhanced sensitivity to cultural diversity. BBQ may build intra-institutional collegiality by reducing the isolation of teaching.
Beyond Bean Counting: Making Faculty Development Needs Assessment More Meaningful, Pamela M. Milloy, Corly Brooke
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.
A Versatile Interactive Focus Group Protocol For Qualitative Assessments, Barbara J. Millis
A Versatile Interactive Focus Group Protocol For Qualitative Assessments, Barbara J. Millis
To Improve the Academy: A Journal of Educational Development
A highly flexible focus group protocol captures efficiently and economically useful data for immediate and longitudinal course and program assessment. Special features include an index card activity that deals with satisfactions levels and a Roundtable/Ranking activity that allows participant-generated judgments about the most positive and the most negative features of a course or program. These latter activities, with data displayed in an Excel histogram and in a colored-coded Word table, can be used for what is called a “Quick Course Diagnosis” (QCD).
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
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.
The Roles Of Teaching And Learning Centers, Alan C. Frantz, Steven A. Beebe, Virginia S. Horvath, Joann Canales, David E. Swee
The Roles Of Teaching And Learning Centers, Alan C. Frantz, Steven A. Beebe, Virginia S. Horvath, Joann Canales, David E. Swee
To Improve the Academy: A Journal of Educational Development
This chapter shares findings from a survey of teaching and learning centers on college and university campuses in the United States. Topics addressed include organizational infrastructure, assessment and accountability, factors/challenges contributing to successful implementation, and a list of functions and program offerings found in teaching and learning centers across the country.
About The Authors, Volume 23 (2004)
About The Authors, Volume 23 (2004)
To Improve the Academy: A Journal of Educational Development
About the authors of articles in volume 23 (2004) of To Improve the Academy: A Journal of Educational Development.