Open Access. Powered by Scholars. Published by Universities.®

Teacher Education and Professional Development Commons™

Open Access. Powered by Scholars. Published by Universities.®

Curriculum and Instruction

Institution
Keyword
Publication Year
Publication
Publication Type
File Type

Articles 6481 - 6510 of 7528

Full-Text Articles in Teacher Education and Professional Development

My First Day Of School, Martha Hall Jan 2001

My First Day Of School, Martha Hall

Perspectives In Learning

Dr. Martha Hall shares the reflections of a five year old girl regarding her first day of school. The details tell the reader that the first day of school for the girl happened in the distant past: Sawdust on the floors, new feed sack dress, etc. Perhaps the girl's observations can be understood by students of every generation.

Go to article

Preface, Volume 19 (2001), Devorah Lieberman Jan 2001

Preface, Volume 19 (2001), Devorah Lieberman

To Improve the Academy: A Journal of Educational Development

Preface to volume 19 (2001) of To Improve the Academy: A Journal of Educational Development, written by Devorah Lieberman of Portland State University.

Go to article

Introduction, Volume 19 (2001), Devorah Lieberman Jan 2001

Introduction, Volume 19 (2001), Devorah Lieberman

To Improve the Academy: A Journal of Educational Development

Introduction to volume 19 (2001) of To Improve the Academy: A Journal of Educational Development, written by Devorah Lieberman of Portland State University.

Go to article

Ethical Guidelines For Educational Developers Jan 2001

Ethical Guidelines For Educational Developers

To Improve the Academy: A Journal of Educational Development

Ethical guidelinesfor educational developers prepared by Mintz, Smith, and Warren, January 1999, revised March 1999, September 1999, and March 2000.

Go to article

Fostering The Scholarship Of Teaching And Learning: Communities Of Practice, Barbara L. Cambridge Jan 2001

Fostering The Scholarship Of Teaching And Learning: Communities Of Practice, Barbara L. Cambridge

To Improve the Academy: A Journal of Educational Development

September 1999, and March 2000.

Go to article

Transitions And Transformations: The Making Of Department Chairs, Irene W. D. Hecht Jan 2001

Transitions And Transformations: The Making Of Department Chairs, Irene W. D. Hecht

To Improve the Academy: A Journal of Educational Development

When we talk about a need for leadership in higher education, we are in fact demanding that chairs be leaders. Is there then another level of transition that is required today of those who become chairs? Is task mastery a guarantee of being a leader? If there are other adaptations needed, what might they be? That is the focus of this exploration. This chapter examines the theory behind leadership and applies to it models that are aligned with the leadership skills needed for successful chair leadership. This article specifically addresses the role of faculty developers in supporting department chairs in …

Go to article

Education For Responsible Citizenship: A Challenge For Faculty Developers, Thomas Ehrlich Jan 2001

Education For Responsible Citizenship: A Challenge For Faculty Developers, Thomas Ehrlich

To Improve the Academy: A Journal of Educational Development

Higher education professionals need clearer, stronger frameworks for the integration of both civic and moral learning and the more common cognitive learning that occurs in traditional classrooms. This article addresses when and why this author chose to focus on community service-learning as a way to reengage in direct work with students and other civic responsibilities. His discussion focuses on student acquisition of academic knowledge and skills through service-learning and the study of ethical dilemmas facing professionals in different fields. He proffers in-depth discussion on service-learning programs championed by the Carnegie Foundation and addresses how these programs working with faculty across …

Go to article

A Prophet In Your Own Land? Using Faculty And Student Focus Groups To Address Issues Of Race, Ethnicity, And Gender In The Classroom, James Francisco Bonnilla, Patricia R. Palmerton Jan 2001

A Prophet In Your Own Land? Using Faculty And Student Focus Groups To Address Issues Of Race, Ethnicity, And Gender In The Classroom, James Francisco Bonnilla, Patricia R. Palmerton

To Improve the Academy: A Journal of Educational Development

In this study, six focus groups of faculty and students addressed issues of how race, ethnicity, and gender affected their classroom experiences. Consistent themes emerged across all groups, including feeling unsafe and vulnerable, concerns about equity, power, and role modeling. As importantly, the research process itself became a vehicle for growth and change in the community at large, both inside and outside the classroom. Six recommendations are offered for those who seek innovative approaches to addressing race and gender in the classroom.

Go to article

Faculty Learning Communities: Change Agents For Transforming Institutions Into Learning Organizations, Milton D. Cox Jan 2001

Faculty Learning Communities: Change Agents For Transforming Institutions Into Learning Organizations, Milton D. Cox

To Improve the Academy: A Journal of Educational Development

In my 20 years of faculty development, I have found faculty learning communities to be the most effective programs for achieving faculty learning and development. In addition, these communities build communication across disciplines, increase faculty interest in teaching and learning, initiate excursions into the scholarship of teaching, and foster civic responsibility. They provide a multifaceted, flexible, and holistic approach to faculty development. They change individuals, and, over time, they change institutional culture. Faculty learning communities and their “graduates” are change agents who can enable an institution to become a learning organization. In this article I introduce faculty learning communities and …

Go to article

Doing Faculty Development As If We Value Learning Most: Transformative Guidelines From Research To Practice, Thomas Anthony Angelo Jan 2001

Doing Faculty Development As If We Value Learning Most: Transformative Guidelines From Research To Practice, Thomas Anthony Angelo

To Improve the Academy: A Journal of Educational Development

If producing high-quality student learning is American higher education’s defining goal, how can faculty development best contribute to its realization? In response to that question, this essay synthesizes theories, findings, and strategies from a variety of literatures into seven transformative ideas which, taken together, have the potential to make our mental models of and approaches to faculty development more effective. It also offers seven guidelines based on these ideas, as well as related, practical strategies for doing faculty development as if student learning matters most.

Go to article

Higher–Level Learning: The First Step Toward More Significant Learning, L. Dee Fink Jan 2001

Higher–Level Learning: The First Step Toward More Significant Learning, L. Dee Fink

To Improve the Academy: A Journal of Educational Development

In order to design significant learning experiences far students, teachers first need to be able to formulate powerful and challenging goals for their courses. This essay describes a taxonomy of higher-level learning that consists of six kinds of learning: foundational knowledge, application, integration, the human dimension, motivation, and learning how to learn. The argument is made that this taxonomy goes beyond the familiar taxonomy of Benjamin Bloom and encompasses a wide range of goals that are currently advocated by many national organizations and scholars in higher education. The taxonomy can be used to design better courses, choose among alternative teaching …

Go to article

Clarity In Teaching In Higher Education: Dimensions And Classroom Strategies, Nira Hativa Jan 2001

Clarity In Teaching In Higher Education: Dimensions And Classroom Strategies, Nira Hativa

To Improve the Academy: A Journal of Educational Development

This essay presents research knowledge regarding the main dimensions of effective teaching in higher education, concentrating on clarity in teaching and its components—classroom behaviors and strategies that promote clear teaching. On this basis, I suggest arranging all dimensions and classroom strategies of effective teaching within a logical structure of interconnected teaching behaviors whose contribution to student learning is based on theory and research. The model organizes all dimensions and strategies of effective teaching in three hierarchical levels and is illustrated by successively breaking down clarity in teaching into intermediate dimensions and classroom behaviors and strategies. The model may help faculty …

Go to article

Preparing Today's Faculty For Tomorrow's Students: One College's Faculty Development Solution, Patrick Nellis, Helen Clarke, Jacalyn Dimartino, David K. Hosman Jan 2001

Preparing Today's Faculty For Tomorrow's Students: One College's Faculty Development Solution, Patrick Nellis, Helen Clarke, Jacalyn Dimartino, David K. Hosman

To Improve the Academy: A Journal of Educational Development

Valencia Community College in Orlando, Florida, has created a faculty development program underwritten for the past five years by a US Department of Education Title III Strengthening Institutions Grant. Our program rose from a deliberate desire to build active, collaborative faculty teams that would, in turn, build active, collaborative classrooms; our results demonstrate that faculty development programs based on observable and measurable outcomes can positively affect student academic performance and persistence. This essay details this faculty development project.

Go to article

After Twelve Years Of Teaching The College–Teaching Course, Michael B. Paulsen Jan 2001

After Twelve Years Of Teaching The College–Teaching Course, Michael B. Paulsen

To Improve the Academy: A Journal of Educational Development

This essay provides a detailed presentation of the perspectives, approaches, activities, materials, and evaluative information that characterize and distinguish a formal, credit-earning, semester-long graduate course in college teaching. This report is based on the author’s experiences and reflections drawn from, and expressed after, 12 years of teaching the college-teaching course. Based on an intensive study of advances in theory and research related to teaching, learning, learners, and diversity; students engage in 1) actual teaching, in which they integrate learning theory and other pedagogical knowledge with the content knowledge of their own subject-matter areas; 2) extensive theory and research informed observation …

Go to article

Faculty Development That Transforms The Undergraduate Experience At A Research University, Kathleen S. Smith Jan 2001

Faculty Development That Transforms The Undergraduate Experience At A Research University, Kathleen S. Smith

To Improve the Academy: A Journal of Educational Development

Rethinking the undergraduate experience at research universities is a necessary goal for the new millennium according to the Boyer Commission on Educating Undergraduates (1998). Faculty development efforts provide a starting place for a transformation of the traditional teaching-learning model. This essay describes the faculty development support structure included in a FIPSE sponsored program to promote learning by inquiry. The Center for Undergraduate Research Opportunities (CURO) at the University of Georgia meshes teaching and research so that undergraduate students become participants in the strengths of a research university by becoming part of a community of learners.

Go to article

The Case For Sophisticated Course Syllabi, Michael J. Strada Jan 2001

The Case For Sophisticated Course Syllabi, Michael J. Strada

To Improve the Academy: A Journal of Educational Development

Just as the last thing a fish would notice is water, academics tend to overlook the value of a comprehensive course syllabus. It seems too prosaic for some instructors to take seriously. Despite operating largely in obscurity, a nascent body of literature appreciative of the syllabus’ latent potential is emerging. The distinguishing features of model syllabi are traced here, and their respective benefits analyzed. First and foremost, good syllabi enhance student learning by improving the way courses are taught. But the potential of syllabi can also be tapped by using them more prominently in the faculty evaluation process. Much slower …

Go to article

The Role Of A Teaching Center In Curricular Reform, Constance Ewing Cook Jan 2001

The Role Of A Teaching Center In Curricular Reform, Constance Ewing Cook

To Improve the Academy: A Journal of Educational Development

Instructional consultants can play a crucial role in curricular reform. They gather evaluation and assessment data about the current curriculum so that faculty decisions about improvements are based on empirical evidence. They organize and facilitate meetings and retreats at which faculty make curricular decisions, and they provide pedagogical expertise and resources to help with course design and enhancement. They also provide ongoing data for formative evaluation of the new curriculum. Examples from the University of Michigan’s Center for Research on Learning and Teaching illustrate instructional consultants’ contributions to the curricular reform process.

Go to article

Technology And The Culture Of Teaching And Learning, Sean Courtney Jan 2001

Technology And The Culture Of Teaching And Learning, Sean Courtney

To Improve the Academy: A Journal of Educational Development

Faculty development professionals in postsecondary institutions face many challenges helping faculty adapt to the new forms of information technology. Chief among them is understanding how technology is forcing us to rethink current classroom practices. To aid this effort, this essay identifies and analyzes six key dimensions of traditional cultures of teaching and learning and attempts to show how technology, particularly computer-mediated forms, is transforming their meaning and potential impact.

Go to article

Developing New Faculty: An Evolving Program, Gloria Pierce Jan 2001

Developing New Faculty: An Evolving Program, Gloria Pierce

To Improve the Academy: A Journal of Educational Development

This essay describes the evolution of a program for the development of new faculty at a public teaching university. The year-long process of orienting the newest professors to the campus and assisting them with their scholarship and teaching results in additional (albeit unplanned and unexpected) benefits, such as professional renewal of senior faculty who serve as advisors and enhanced functioning of the university itself. Vital to the program’s success is the productive involvement of key campus constituencies and responsiveness to feedback.

Go to article

Publish, Don't Perish: A Program To Help Scholars Flourish, Tara Gray, Jane Birch Jan 2001

Publish, Don't Perish: A Program To Help Scholars Flourish, Tara Gray, Jane Birch

To Improve the Academy: A Journal of Educational Development

Faculty often believe that if they do not publish, they will perish. Faculty developers can respond to this need by helping faculty increase their scholarly productivity. Research shows that faculty are more productive if they write for 15-30 minutes daily, organize their writing around key sentences, and get extensive feedback on drafts. This article evaluates a program hosted on two campuses that aimed at supporting 115 faculty achieve these goals. Throughout the program, participants kept records of time they spent writing and the number of pages they wrote and at the end of the program, they were surveyed. These data …

Go to article

Designing Teaching Portfolios Based On A Formal Model Of The Scholarship Of Teaching, Carolin Kreber Jan 2001

Designing Teaching Portfolios Based On A Formal Model Of The Scholarship Of Teaching, Carolin Kreber

To Improve the Academy: A Journal of Educational Development

Many universities now encourage, and some even require, faculty to submit a teaching portfolio as part of their tenure application package. How to evaluate these portfolios, however, remains an unresolved issue, particularly if the task is to make a judgment about whether what is demonstrated in the portfolio reflects engagement in the scholarship of teaching. The thesis of this chapter is that judgments regarding the validity and truthfulness of a teaching portfolio can be made by assessing the extent to which the author has attended to an agreed-upon process of knowledge construction and validation in teaching. A model of the …

Go to article

Strengthening Collegiality To Enhance Teaching, Research, And Scholarly Practice: An Untapped Resource For Faculty Development, Gerlese S. Åkerlind, Kathleen M. Quinlan Jan 2001

Strengthening Collegiality To Enhance Teaching, Research, And Scholarly Practice: An Untapped Resource For Faculty Development, Gerlese S. Åkerlind, Kathleen M. Quinlan

To Improve the Academy: A Journal of Educational Development

Collegiality lies at the intersection of various aspects of academic practice, including teaching as well as research. As such, assisting junior faculty in learning to build their collegial networks becomes a powerful point of intervention for faculty developers, even for those who focus on teaching development. Data from interviews with faculty engaged in both teaching and research, plus our experiences in conducting a series of career building initiatives are analyzed to identify junior faculty perceptions of the role of collegiality and barriers to establishing collegial ties. Two main barriers are identified: 1) knowing that collegiality and networking is important, and …

Go to article

Faculty Quality Of Life, Sally S. Atkins, Kathleen T. Brinko, Jeffrey A. Butts, Charles S. Claxton, Glenda T. Hubbard Jan 2001

Faculty Quality Of Life, Sally S. Atkins, Kathleen T. Brinko, Jeffrey A. Butts, Charles S. Claxton, Glenda T. Hubbard

To Improve the Academy: A Journal of Educational Development

An interdisciplinary research team conducted a formal assessment of campus culture and faculty quality of life at Appalachian State University. Interviews with a stratified random sample of full-time, tenure-track faculty revealed five themes: 1) the importance of human relationships, 2) the deep commitment of faculty to student learning, 3)general satisfaction with academic life, 4) the personal sacrifice of faculty members for their work, and 5) perceptions of incongruence between institutional rhetoric and action. Recommendations are offered for readers to apply to their own universities to help faculty, staff, students, and administrators work together toward becoming an institution that is a …

Go to article

Getting Administrative Support For Your Project, Joan K. Middendorf Jan 2001

Getting Administrative Support For Your Project, Joan K. Middendorf

To Improve the Academy: A Journal of Educational Development

For faculry development professionals to succeed with projects, we need the help of key administrators. More than anyone else, they can link our efforts to campus priorities, help us understand the decision-making system, and facilitate our efforts. This essay describes six steps for gaining and maintaining administrative support for projects. The steps entail 1) knowing administrator needs, 2) identifying likely supporters, 3) maintaining good working relationships, 4) involving the sponsors, 5) evaluating the sponsors’ commitment, and 6) recognizing the support of sponsors. Collaboration with administrators and application of the stages is illustrated with a case study of Indiana University’s Freshman …

Go to article

Bibliography, Volume 19 (2001) Jan 2001

Bibliography, Volume 19 (2001)

To Improve the Academy: A Journal of Educational Development

Bibliography to volume 19 (2001) of To Improve the Academy: A Journal of Educational Development.

Go to article

Leadership Styles Of Park And Recreation Professionals In Grpa, Chris Bryant, Trannie Carter, Larry Coates, Robert Dwyer, Kelly Folden, Gary Mccormick, Trevor Mccarthney, Michaell K. Taylor Jan 2001

Leadership Styles Of Park And Recreation Professionals In Grpa, Chris Bryant, Trannie Carter, Larry Coates, Robert Dwyer, Kelly Folden, Gary Mccormick, Trevor Mccarthney, Michaell K. Taylor

Perspectives In Learning

Undergraduates in the Park and Recreation program at Columbus State University conducted a temperament survey using the Keirsey Temperament Sorter II to identify the temperaments/leadership styles of 50 randomly chosen Park and Recreation professionals within GRPA (Georgia Recreation and Park Association). The Keirsey divides individuals into four main temperaments: Guardian, Artisan, Idealist, and Rational. It is the duty of every leader to evaluate himself or herself in recognizing strengths, weaknesses, capabilities, and limitations. Of the 33 respondents, 73% tested as Guardians, 12% as Artisans, 6% as Idealists, and 3% as Rational. Twenty-seven percent (27%) are more specifically described as Guardian …

Go to article

Focus On Writing: Collaborative Action Research In The Classroom, Carol Marchel, Dianne Whitaker Jan 2001

Focus On Writing: Collaborative Action Research In The Classroom, Carol Marchel, Dianne Whitaker

Perspectives In Learning

In higher education, professors are expected to provide quality instruction, although rewards are often based on research activities. For those who value teaching for its own sake, it is difficult to balance the competing demands of life within academe with the demands of teaching. As teachers, we seek to understand student needs to improve our classroom practice. More importantly, we want to show students how to improve their own skills. This article describes how we combined both research and instruction to improve the quality of instruction while providing students with a way to improve their skills. We utilized this approach …

Go to article

Assumptions Of Qualitative Research Methods, Craig H. Walters Jan 2001

Assumptions Of Qualitative Research Methods, Craig H. Walters

Perspectives In Learning

Many characteristics make up the collective term of qualitative research, Methods used specify a certain framework in which researchers operate, Within this framework, there are two major assumptions in which I believe take precedence, Inductive reasoning and topic specificity are the two characteristics that I believe define qualitative research, Inductive reasoning is the epitome of qualitative research design. Researchers seek information out of the data that is gathered; they do not proceed to a project looking for specific findings, Maxwell (1996) states that qualitative research allows researchers to examine explanations and data - not to prove a self-fulfilling prophecy, Inductive …

Go to article

Nsu Early Childhood Education Associate Of Arts Degree Program Of Study 2001, Nova Southeastern University Jan 2001

Nsu Early Childhood Education Associate Of Arts Degree Program Of Study 2001, Nova Southeastern University

Abraham S. Fischler College of Education and School of Criminal Justice College Archive

No abstract provided.

Go to article

Back Matter Jan 2001

Back Matter

The Journal of the Assembly for Expanded Perspectives on Learning

Back Matter

Go to article

First Prev Next Last