Teacher Education and Professional Development Commons^™

Using Undergraduate Students As Teaching Assistants, Joseph "Mick" La Lopa

Professional and Organizational Development Network in Higher Education: Archives

Given the procedure for recruiting and selecting undergraduate students to be teaching assistants (TAs) and the pros and cons mentioned, there is every reason to continue using them to help administer my classes. I completely trust undergraduate TAs to keep an accurate record of attendance, grade assignments based on the rubric, and adhere to the course policies concerning attendance and assignment deadlines. Other educators should consider using the recruitment techniques suggested in this essay to select bright undergraduates to serve as a TA. They will reap many benefits from their work.

Facilitating Group Discussions: Understanding Group Development And Dynamics, Kathy Takayama

Professional and Organizational Development Network in Higher Education: Archives

Facilitating discussions requires the ability to engage different perspectives and skills in response to the needs of the group. How well a group works together depends upon the dynamics among participants and the ability of the facilitator to gauge and respond to these dynamics. An effective facilitator works to create an inclusive learning environment while being prepared to set boundaries and rules when necessary. Yet, even experienced facilitators can be confronted with situations or individuals that prevent the group from functioning. Such situations are even more daunting for new faculty and graduate student Teaching Assistants (TAs) who are new to …

The Value Of The Narrative Teaching Observation, Niki Young

Professional and Organizational Development Network in Higher Education: Archives

Narrative teaching observations allow educational developers to document a variety of teaching behaviors and, by framing these behaviors with the appropriate vocabulary, to highlight their pedagogical functions. We use the vocabulary not to obfuscate good teaching in educational jargon but to illuminate effective teaching behaviors using an agreed upon professional vocabulary and to make the teaching process more transparent (Hatzipanagos ND Lygo-Baker, 2006). Similarly, through its examples of narrative teaching observations, this essay adds to the literature by making our contribution as faculty developers more evident and making our professional practice more explicit.

Learning Styles And Entrance Requirements For Online Master's Programs, Dr. Stanley L. Lightner, Dr. Anthony Mark Doggett, Dr. Vesta R. Whisler

Architectural and Manufacturing Sciences Faculty Publications

As more online graduate programs are created and traditional programs shift to an online format, the need to identify and understand skill sets necessary for students’ success becomes more apparent. Typically, graduate programs rely on entrance requirements such as the GRE, undergraduate GPA, and a writing sample to evaluate an applicant’s potential success. Is it reasonable to expect that other entrance requirements might be needed for student success in online graduate degree programs?
Research comparing learning and personality styles of online learners exists; however, application of this information as part of the admissions process for online graduate programs is sporadic. …

Well-Prepared Middle School Teachers: Common Ground Or Subtle Divide Between Practitioners And University Faculty In The State Of Oregon, United States, Linda L. Samek, Younghee M. Kim, Jay Casbon, Micki M. Caskey, William L. Greene, Patricia Maureen Musser

Curriculum and Instruction Faculty Publications and Presentations

This qualitative study followed a survey study that investigated university faculty, classroom teachers, and principals' perceptions of well-prepared middle school teachers in the state of Oregon in the United States. A qualitative approach allowed the researchers to explore and interpret the participants' views (Denzin & Lincoln, 1998). In spite of many similarities, a number of differences in emphasis or priority were found among the groups, including views on assessment, curriculum development, and the importance of family and community connections for beginning classroom teachers. This study provides a foundation for deeper analysis and discussion among university faculty and practitioners concerning the …

A Capsule Of The International History And Philosophy Of Andragogy To 2010, John A. Henschke Edd

Adult Education Faculty Works

This capsule on the International History and Philosophy of Andragogy is mainly limited (with a few exceptions) to a chronological history and the accompanying philosophy of andragogy, in line with when the English language documents were published and personal descriptions of events were written down. Some of these documents, however, presents aspect of the events and ideas which recount the years and contexts prior to the time in which they appeared in published form. To date, more than 330 documents have been discovered, but space limitation in this chapter allowed the inclusion of only a fraction of that number. Each …

Looking At A More Comprehensive Picture Of Reading As Enacted By Second-Grade Readers, Glorianne Lopata-Prosperi

Wayne State University Dissertations

This study examined the reading of fiction and nonfiction text by second grade readers. A comparison of their reading processes, comprehension, and perceptions are highlighted. The study was conducted given the changing demands of reading in the 21st century and the current literacy experiences typically presented in elementary schools.

The study investigated three questions: For second-grade readers, some with more exposure to nonfiction text and some with less: 1) What are the differences, if any, in their reading processes? 2) What differences, if any, occur in their comprehension? and 3) What differences, if any, are there in participant's perceptions of …

Impact Of A Ninth-Grade Transition Program On Cumulative Gpas And Credits, Ninth-Grade Dropout Rates, And Student Satisfaction, B. R. Buhrman

Walden Dissertations and Doctoral Studies

Concerned educators have been implementing ninth-grade transition programs to help freshmen adjust to the demands in high school and to reduce ninth-grade failure rates. The purpose of this quasi-experimental quantitative study was to investigate the impact of a ninth-grade transition program. The research questions addressed impact on cumulative GPAs and credits, ninth-grade dropout rates, and student satisfaction with ninth grade as measured by a survey of 120 ninth-grade transition program participants and 102 nonparticipants. Theoretical foundations were provided by the construction of new knowledge based on different background knowledge, different social conditions, and different life experiences. Another theoretical foundation was …

Perceived Attributes And Organizational Support Influencing Course Management System Adopter Status In Historically Black Colleges And Universities, Gayla Spooner Keesee

Walden Dissertations and Doctoral Studies

The rapid growth of online learning fueled by technologies including course management systems (CMS) has transformed the traditional educational landscape. Little research shows why faculty members at Historically Black Colleges and Universities (HBCUs) have been slow to adopt this new teaching paradigm. This quantitative, nonexperimental study utilized Rogers's diffusion of innovation theory as the theoretical base. Research questions explored faculty perceptions of the CMS's attributes (relative advantage, compatibility, complexity, trialability, observability) and organizational support (policies, procedures, and norms) in order to predict adopter status. The study used a convenience sample of 137 full-time faculty from 3 public and 2 private …

Attitudes Towards Inclusion Of General Education Teachers Who Have And Have Not Taught In An Inclusive Classroom, Nicole P. Maccarthy

Walden Dissertations and Doctoral Studies

Through the lens of Bandura's social-cognitive theory, which proposes that one's sense of self-efficacy can foster positive beliefs, the purpose of this descriptive, quantitative study was to determine whether the attitudes held by general education teachers have an influence on their perceptions of inclusion. General education teachers' beliefs in their abilities regarding teaching in inclusive classrooms may have an influence on the success of inclusion. This study examined the difference in attitudes toward inclusion between elementary school general education teachers whose previous teaching experience was with solely general education students but who now teach in an inclusive classroom, and those …

Multicultural Education, Elaine Chan

Department of Teaching, Learning, and Teacher Education: Faculty Publications

North American society is becoming increasingly diverse through immigration and the birth of children into immigrant families. The foreign-born population in the United States (U.S.) represented 11.1% of the total population in the year 2000, for a total of 31.1 million people who were born outside of the country. In addition, over 22 million people in the U.S. changed their state of residence between 1995 and 2000. In Canada, 18.4% of the total population, for a total of 5.4 million people, were born outside the country, and 11.2% of the population identified themselves as members of a visible minority group. …

About The Authors, Volume 28 (2010)

To Improve the Academy: A Journal of Educational Development

About the editors and authors of volume 28 (2010) of To Improve the Academy: A Journal of Educational Development.

Preface, Volume 28 (2010), Linda B. Nilson

To Improve the Academy: A Journal of Educational Development

Preface to volume 28 (2010) of To Improve the Academy: A Journal of Educational Development, by Linda B. Nilson of Clemson University.

Acknowledgments, Volume 28 (2010), Linda B. Nilson

To Improve the Academy: A Journal of Educational Development

Acknowledgments for volume 28 (2010) of To Improve the Academy: A Journal of Educational Development, by Linda B. Nilson of Clemson University.

Ethical Guidelines For Educational Developers

To Improve the Academy: A Journal of Educational Development

Ethical guidelines for educational developers, prepared by Mintz, Smith, and Warren, January 1999. Revised March 1999, September 1999, and March 2000.

Developing Competency Models Of Faculty Developers: Using World Café To Foster Dialogue, Debra Dawson, Judy Britnell, Alicia Hitchcock

To Improve the Academy: A Journal of Educational Development

Recent research by Chism (2007); Sorcinelli, Austin, Eddy, and Beach (2006); and Taylor (2005) speaks to the critical roles that faculty developers play in ensuring institutional success. Yet we have not as a profession identified the specific competencies necessary for success at different career stages. Our research generated these competencies for three faculty developer positions—entry-level, senior-level, and director—within a teaching and learning center. We used World Café, a collaborative discussion-based technique, to engage developers in building a matrix of competencies for each position and in determining how these competencies could be demonstrated.

A Conceptual Framework For Higher Education Faculty Mentoring, Pamela S. Lottero-Perdue, Steve Fifield

To Improve the Academy: A Journal of Educational Development

There is considerable variability in conceptions of faculty mentoring in higher education. Rather than view this diversity as a problem, we see it as a potential resource that can inform design, implementation, and evaluation of faculty mentoring. To learn from this diversity, we review the literature on facuity mentoring in higher education to create a conceptual framework of mentoring. The conceptual framework is a tool that program administrators, participants, and evaluators can use to adapt mentoring to the unique needs of particular faculty and institutions.

Strategic Committee Involvement: A Guide For Faculty Developers, Phyllis Blumberg

To Improve the Academy: A Journal of Educational Development

Faculty developers should seek purposeful involvement in committee service because committees are essential to the functioning of higher education institutions. The unique expertise and perspectives that faculty developers bring to the table help committees execute their tasks and benefit faculty development efforts. Given the number of possible institutional committees and limitations on time, developers should decide carefully about their service. Offered here is a framework for making strategic decisions about committee membership on five criteria: committee characteristics, individual’s impact on the committee, personal characteristics, conditions that should discourage service, and pitfalls to consider before deciding to serve.

A Model For Putting A Teaching Center In Context: An Informal Comparison Of Teaching Centers At Larger State Universities, Wesley H. Dotson, Daniel J. Bernstein

To Improve the Academy: A Journal of Educational Development

An informal comparative analysis of teaching centers at larger state universities around the United States was conducted as part of a self-initiated ten-year review of our center. We compared centers along several dimensions, among them programs, resources, and size. This chapter offers our methods, results, and general impressions of the process as an example for others who might decide to conduct a similar analysis.

The Value Of The Narrative Teaching Observation To Document Teaching Behaviors, Niki Young

To Improve the Academy: A Journal of Educational Development

A central mission of teaching and learning centers is to help faculty members improve their teaching. The teaching observation is an established tool to support this effort. Although educational developers have created general guides and forms for conducting teaching observations, the literature contains few examples of observation narratives. This chapter offers detailed examples of these narratives, deconstructing the process and demonstrating the value of narrative to document teaching behaviors. This chapter extends and develops the literature, showing how—and making explicit why—we do what we do, in the interest of making our work transparent and replicable.

Promoting Dialogue And Action On Meta–Professional Skills, Roles, And Responsibilities, Michael Theall, Bonnie B. Mullinix, Raoul A. Arreola

To Improve the Academy: A Journal of Educational Development

Collecting and using information about faculty skills can serve as an organizational development activity to guide faculty evaluation and professional development policy and practice with the goal of leading to improved teaching and learning. This chapter presents findings from a study with international, local, quantitative, and qualitative components. Readers are encouraged to explore data patterns and consider courses of action that these imply, and to reflect on the potential usefulness of the Meta-Profession model for furthering reflection, dialogue, and action on development and evaluation processes on their own campus.

Macgyvers, Medeas, And Bionic Women: Patterns Of Instructor Response To Negative Feedback, Allison P. Boye, Suzanne Tapp

To Improve the Academy: A Journal of Educational Development

Few studies have examined instructor responses to negative feedback and their interplay with gender, but faculty developers must be cognizant of and sensitive to the needs of the instructors with whom they work. This chapter identifies six general patterns of response among male and female instructors to negative feedback from students and consultants, based on survey results, interviews, and observations. A combination of empathy, resources, and time is the key to understanding and responding to those patterns and meeting the needs of individual instructors. Further, comparisons across gender reveal interesting differences related to language use, internalization versus externalization of feedback, …

Conversations About Assessment And Learning: Educational Development Scholarship That Makes A Difference, Sue Fostaty Young, Susan Wilcox

To Improve the Academy: A Journal of Educational Development

To facilitate deeper understanding of teachers’ assessment practices, we undertook an educational development inquiry with college and university faculty. Our conversations with instructors about their assessment practices highlighted the complex relationship between teachers’ beliefs about teaching, their institutional contexts, and their experiences of teaching. The project gave us valuable opportunities to examine our interactions with faculty and enabled us to identify approaches to educational development that help postsecondary faculty understand and improve their practice.

Dysfunctional Illusions Of Rigor: Lessons From The Scholarship Of Teaching And Learning, Craig E. Nelson

To Improve the Academy: A Journal of Educational Development

My initial teaching practices were based on nine “dysfunctional illusions of rigor.” Overcoming them required revision of my ideas on the value of “hard” courses, the effectiveness of traditional methods, grade inflation, what students should be able to do initially, the fairness of traditional approaches, the importance of fixed deadlines, the importance of content coverage, the accessibility of critical thinking, and the appropriate bases for revising courses and curricula. I present the initial illusions and some more realistic views. These more realistic views are framed in terms of key research findings and some readily accessible models for improved practices.

Class Size: Is Less More For Significant Learning?, John Zubizarreta

To Improve the Academy: A Journal of Educational Development

Mixed as it might be, educational research suggests that engaged students are more effectively stimulated and fulfilled in the small class. Of course, students can thrive in large classes if discipline, course level, teacher characteristics, goals, methods, assessment strategies, and outcomes work together to inspire and produce significant learning. The small class environment does not by itself necessarily ensure higher level learning, but studies indicate that if faculty and institutions want to promote and support the active learning pedagogies, mentoring, reflection, feedback, and personal relationships that result in deep and lasting learning, then less is more.

Weaving Promising Practices For Inclusive Excellence Into The Higher Education Classroom, María Del Carmen Salazar, Amanda Stone Norton, Franklin A. Tuitt

To Improve the Academy: A Journal of Educational Development

Higher education is faced with an increasingly diverse student body and historic opportunities to foster inclusive excellence, meaning a purposeful embodiment of inclusive practices toward multiple student identity groups. Although the benefits of inclusive excellence are well established, college faculty often cite barriers to promoting it in classrooms, and this creates an opening for faculty developers to support them in weaving promising practices for inclusive excellence into their teaching. This chapter highlights the practices of inclusive faculty and the methods faculty developers can use to promote inclusive excellence along five dimensions: (1) intrapersonal awareness, (2) interpersonal awareness, (3) curricular transformation, …

Communication Climate, Comfort, And Cold Calling: An Analysis Of Discussion-Based Courses At Multiple Universities, Tasha J. Souza, Elise J. Dallimore, Eric Aoki, Brian C. Pilling

To Improve the Academy: A Journal of Educational Development

One of the challenges in discussion facilitation is creating a climate that allows multiple voices to be heard. Although the practice of calling on students whose hands are not raised has been used to engage the entire class in discussions, many believe that cold calling sabotages the communication climate and makes students extremely uncomfortable. This study examines the impact of cold calling on student comfort and communication climate. The results suggest that when instructors choose to cold-call, they must create a supportive communication climate to ensure student comfort. This study challenges the assumption that cold calling makes students uncomfortable.

Theoretical Frameworks For Academic Dishonesty: A Comparative Review, Michele Dipietro

To Improve the Academy: A Journal of Educational Development

Academic dishonesty has so far been understood using theoretical frameworks derived from criminology literature. These frameworks contribute pieces of the puzzle and even enjoy some empirical support, but conceptualizing students as delinquents is problematic and ultimately ineffective. This chapter reviews the current frameworks, including their theoretical underpinnings, empirical support, and strategies they suggest, and goes on to analyze their limitations and suggest alternative frameworks.

Engaging Faculty In Conversations About Teaching Through A Research Proposal Workshop, Susanna Calkins, Denise Drane

To Improve the Academy: A Journal of Educational Development

Faculty who consider themselves primarily researchers can be difficult to engage in faculty development activities. However, as agencies such as the National Science Foundation now require educational activities in research grants, proposal writing may represent a new avenue for engaging research faculty in their teaching. In this chapter, we outline an innovative workshop on writing the pedagogical component of a grant proposal that was developed for faculty at Northwestern University. During the workshop, while learning how to structure an education plan for their grant, faculty engaged in a lively discussion about formulating learning objectives and aligning them with pedagogical methods …

Developing And Renewing Department Chair Leadership: The Role Of A Teaching Center In Administrative Training, Mary C. Wright, Constance E. Cook, Chris O'Neal

To Improve the Academy: A Journal of Educational Development

Most faculty development centers offer limited resources for leadership development, and most existing programs focus on training the new chair. The key questions we address are: What role do teaching centers play in administrative professional development? How can we develop programs that assist new chairs with their immediate questions, while also promoting continued growth in institutional leadership? We present one model at the University of Michigan, initiated by the provost and organized by the Center for Research on Learning and Teaching, which involves an extensive needs assessment process, a developmentally oriented leadership training program, and an evaluation.