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Full-Text Articles in Teacher Education and Professional Development

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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Defeating The Developer's Dilemma: An Online Tool For Individual Consultations, Michele Dipietro, Susan A. Ambrose, Michael Bridges, Anne Fay, Marsha C. Lovett, Mari Kamala Norman Jan 2009

Defeating The Developer's Dilemma: An Online Tool For Individual Consultations, Michele Dipietro, Susan A. Ambrose, Michael Bridges, Anne Fay, Marsha C. Lovett, Mari Kamala Norman

To Improve the Academy: A Journal of Educational Development

This chapter introduces an online consultation tool that helps resolve the tension that developers often experience in consultations between offering quick fixes and providing in-depth but time-consuming conceptual understanding. The tool that the Eberly Center for Teaching Excellence has developed provides instructors with concrete teaching strategies to address common teaching problems, while also educating them about the pedagogical principles informing those strategies. The tool can be used to enhance traditional face-to-face consultations or, by itself, to reach a wider faculty audience, including adjunct and off site faculty.

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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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Starting And Sustaining Successful Faculty Development Programs At Small Colleges, Michael Reder, Kim M. Mooney, Richard A. Holgren, Paul J. Kuerbis Jan 2009

Starting And Sustaining Successful Faculty Development Programs At Small Colleges, Michael Reder, Kim M. Mooney, Richard A. Holgren, Paul J. Kuerbis

To Improve the Academy: A Journal of Educational Development

This chapter complements a recent chapter in To Improve the Academy by Mooney and Reder (2008) that discusses the distinctive features and challenges of faculty development at small and liberal arts colleges. As a continuation and expansion of that more conceptual discussion, we aim to convey practical strategies for relatively new faculty developers at small institutions with incipient programs. The suggestions offered in this chapter are grounded in our experiences as faculty developers at liberal arts colleges and developed through numerous national conference presentations and conversations with colleagues in the field over the past decade. Although our recommendations are particularly …

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Establishing External, Blind Peer Review Of Scholarship Of Teaching And Learning Within The Disciplines, Cheryl A. Stevens, Erik Rosegard Jan 2009

Establishing External, Blind Peer Review Of Scholarship Of Teaching And Learning Within The Disciplines, Cheryl A. Stevens, Erik Rosegard

To Improve the Academy: A Journal of Educational Development

Colleges and universities face growing pressure to reward multiple forms of scholarship in order to align their missions with faculty roles and rewards. This chapter proposes that disciplinary societies develop templates, processes, and criteria for external, blind peer review of the scholarship of teaching and learning (SoTL) in order to provide a reliable and valid way to judge the quality of faculty SoTL work. Although SoTL requires support from faculty development programs and other interdisciplinary SoTL forums, it will continue to be viewed as evidence of teaching excellence rather than scholarship until discipline-based external, blind peer-review processes are established.

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Learning–Centered Evaluation Of Teaching, Trav D. Johnson Jan 2009

Learning–Centered Evaluation Of Teaching, Trav D. Johnson

To Improve the Academy: A Journal of Educational Development

Over the past decade, institutions of higher education have placed increased emphasis on promoting student learning. This emphasis has influenced thinking about teaching, course design, and faculty development, but it has had little effect on the evaluation of teaching. In other words, the evaluation of teaching remains focused on instruction (that is, teacher performance and course characteristics) rather than on student learning. Learning-centered evaluation of teaching provides a viable way to emphasize student learning in the evaluation process. This approach uses principles of program evaluation and emphasizes learning goals, learning activities, learning assessments, and learning outcomes in the evaluation of …

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Meeting New Faculty At The Intersection: Personal And Professional Support Points The Way, Ann Riley Jan 2009

Meeting New Faculty At The Intersection: Personal And Professional Support Points The Way, Ann Riley

To Improve the Academy: A Journal of Educational Development

Faculty developers can play a significant role in increasing the retention of new faculty. This chapter presents a study conducted at a public research university that reveals that first-year faculty need personal, relational, and professional support. However, the importance of each type of support shifts during this first year, suggesting that faculty development efforts aimed toward new faculty should adjust accordingly. This study uses a sequential mixed-method design and is grounded in adult development theory, which views new faculty as adult learners in a career-life transition and faculty developers as adult educators.

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When Mentoring Is The Medium: Lessons Learned From A Faculty Development Initiative, Jung H. Yun, Mary Deane Sorcinelli Jan 2009

When Mentoring Is The Medium: Lessons Learned From A Faculty Development Initiative, Jung H. Yun, Mary Deane Sorcinelli

To Improve the Academy: A Journal of Educational Development

Campuses across the country are investing considerable time, effort, and expense to replenish their faculty ranks with a new generation of scholars. How can mentoring help these new faculty juggle the many demands of surviving and thriving in academia? And how can institutions frame mentoring as a broader faculty development initiative in which faculty at all stages of the academic career can teach and learn from each other? This chapter addresses these questions by sharing the goals, design, and lessons learned from the Mutual Mentoring Initiative at the University of Massachusetts, Amherst.

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Preparing Advocates For Faculty Development: Expanding The Meaning Of “Growing Our Own”, Deborah S. Meizlish, Mary C. Wright Jan 2009

Preparing Advocates For Faculty Development: Expanding The Meaning Of “Growing Our Own”, Deborah S. Meizlish, Mary C. Wright

To Improve the Academy: A Journal of Educational Development

Discussions about preparing newcomers for faculty development focus almost exclusively on the staffing needs of teaching centers. Unfortunately, this emphasis significantly narrows what it means to prepare people for the field. Instead, we suggest that successful preparation has two elements: preparation of talented individuals for formal positions in the field and preparation of knowledgeable advocates or allies. As evidence, we present results from a survey of our center’s graduate teaching consultants, documenting how their work shaped their future connections to faculty development. Our results challenge centers to consider how their programming can “grow” both professionals in and advocates for faculty …

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Teaching Learning Processes—To Students And Teachers, Pamela E. Barnett, Linda C. Hodges Jan 2009

Teaching Learning Processes—To Students And Teachers, Pamela E. Barnett, Linda C. Hodges

To Improve the Academy: A Journal of Educational Development

Our teaching and learning center serves faculty and graduate students as teachers and undergraduates as learners. Here we share the experiences of graduate student facilitators whom we trained to lead problem-solving skills workshops for undergraduates. Our aim was to help these graduate students see themselves as teachers of disciplinary thinking as much as of disciplinary content. However, they also began to reexamine their teaching beliefs and practices, recognize and respond to the needs of novice learners, and become more conscious of the demands of learning their disciplines. We offer this program as a model for developing future facuity.

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Contents Jan 2009

Contents

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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Formulating A State Approach To Professional Development, R. E. Howard, S. Sarani, J. Woods Jan 2009

Formulating A State Approach To Professional Development, R. E. Howard, S. Sarani, J. Woods

Journal of Mathematics and Science: Collaborative Explorations

When viewed from the perspective of an entire state's needs, the challenges of designing professional development to meet the requirements of the federal No Child Left Behind legislation of 2001 are daunting. In Oklahoma, the concerns about delivering to rural and urban populations which contain a variety of underserved populations are further complicated by the differences in the way science and mathematics are structured as disciplines. We describe two model programs, one in science and one in mathematics, which take much different approaches. However, the programs have three common elements that make them highly successful. Each program engages teachers strongly, …

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Building Middle-Level Mathematics Teachers' Capacities As Teachers And Leaders: The Math In The Middle Institute Partnership, R. M. Heaton, W. J. Lewis, W. M. Smith Jan 2009

Building Middle-Level Mathematics Teachers' Capacities As Teachers And Leaders: The Math In The Middle Institute Partnership, R. M. Heaton, W. J. Lewis, W. M. Smith

Journal of Mathematics and Science: Collaborative Explorations

This article describes professional development for middle-level mathematics teachers offered through the Math in the Middle Institute Partnership, a National Science Foundation-funded project to build teachers’ capacities to improve mathematics learning for all students. An overview of the project, including descriptions of its goals and curriculum are provided. Detailed descriptions of two mathematics courses and one pedagogy course are offered. The mathematics courses included here are the introductory course to the Math in the Middle Institute, as well as one of the final math courses of the Institute in which participants apply mathematical knowledge and processes to real-world problems. The …

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The Penn Science Teacher Institute: A Proven Model, C. Blasie, J. Butler-Kahle Jan 2009

The Penn Science Teacher Institute: A Proven Model, C. Blasie, J. Butler-Kahle

Journal of Mathematics and Science: Collaborative Explorations

The University of Pennsylvania’s Master of Chemistry Education (MCE) program graduated five cohorts of approximately twenty teachers between 2002 and 2006. One year after the teachers in the last cohort earned their degrees, the Penn Science Teacher Institute (Penn STI) initiated a follow-up study to ascertain if the goals of the MCE program had been sustained. For example, were the teachers incorporating updated content knowledge into their lessons and were their students learning more chemistry? A total of seventy-four of the eighty-two graduates participated in some aspect of this study. Because baseline data were not available for the MCE teachers …

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Let's Observe!, S. W. Brown Jan 2009

Let's Observe!, S. W. Brown

Journal of Mathematics and Science: Collaborative Explorations

Teaching the non-science major how to teach science is a challenge! No matter what science course is being taught, professors must model good teaching strategies that promote an inquiry approach that incorporates prior knowledge, connections, a social environment, relevance, and time to actively construct new understandings of scientific concepts.

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Virginia's Mathematics Specialist Institute Project: A Summary Of Evaluation Findings, P. S. Smith, M. Wickwire Jan 2009

Virginia's Mathematics Specialist Institute Project: A Summary Of Evaluation Findings, P. S. Smith, M. Wickwire

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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Developing Leadership In A National Cohort Of Secondary Biology Teachers: Uses Of An On-Line Course Structure To Develop Geographically Distant Professional Learning Community, P. Balcerzak, V. May, B. Schaal Jan 2009

Developing Leadership In A National Cohort Of Secondary Biology Teachers: Uses Of An On-Line Course Structure To Develop Geographically Distant Professional Learning Community, P. Balcerzak, V. May, B. Schaal

Journal of Mathematics and Science: Collaborative Explorations

This report is a descriptive study of the role that on-line courses might have on the development of Professional Learning Communities (PLC’s) that support national leadership initiatives of participating high school biology teachers. The one hundred teachers involved in the Life Sciences for a Global Community (LSGC) Institute are expected not only to deepen their content knowledge, but also impact their district and state biology curricula. Additionally, the dispersion of Institute participants across the country presents a unique opportunity to develop, communicate. and implement a national coherent reform agenda. However, the geographic distance presents a barrier to collaborative design of …

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The Impact Of The Lead Teacher Professional Learning Community Within The Rice University Mathematics Leadership Institute, J. Sack, N. Kamau Jan 2009

The Impact Of The Lead Teacher Professional Learning Community Within The Rice University Mathematics Leadership Institute, J. Sack, N. Kamau

Journal of Mathematics and Science: Collaborative Explorations

Now in its fourth year, Rice University’s Mathematics Leadership Institute (MLI) has developed over sixty high school mathematics Lead Teachers. We focus on how membership in MLI has impacted participant teachers’ professional lives. The Lead Teacher community that emerged during MLl’s first Summer Leadership Institute embodies the characteristics of a sustaining and coherent knowledge community where teachers are able to share their secret “stories of practice in safe places . . . in order to make their personal practical knowledge explicit to themselves and to others” [1]. This article includes stories of individual teachers who refused to sacrifice hours of …

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Helping Kindergarteners Make Sense Of Numbers To 100, L. B. Jaslow, V. R. Jacobs Jan 2009

Helping Kindergarteners Make Sense Of Numbers To 100, L. B. Jaslow, V. R. Jacobs

Journal of Mathematics and Science: Collaborative Explorations

The authors share what was learned about kindergarteners' abilities to make sense of numbers to 100 when one of the authors, Linda Jaslow, took over a kindergarten class from February through the end of the school year. Through examples of how she engaged her students in nine weeks of problem solving and discussions focused on making sense of the number system, we provide evidence that the children grew substantially in their ability to count and show understanding when counting by 10's and using 10's during problem solving. Suggestions for tasks to promote continued growth are also provided. Throughout this teaching …

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Aims & Scope Jan 2009

Aims & Scope

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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Understanding Elementary Teachers' Use Of Science Teaching Time: Lessons From The Big Sky Science Partnership, R. Jones, E. Swanson Jan 2009

Understanding Elementary Teachers' Use Of Science Teaching Time: Lessons From The Big Sky Science Partnership, R. Jones, E. Swanson

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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Journal Of Mathematics And Science: Collaborative Explorations Jan 2009

Journal Of Mathematics And Science: Collaborative Explorations

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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Campus Crisis Management: A Comprehensive Guide To Planning, Prevention, Response, And Recovery, S. Nicole Hoefle Jan 2009

Campus Crisis Management: A Comprehensive Guide To Planning, Prevention, Response, And Recovery, S. Nicole Hoefle

Growth: The Journal of the Association for Christians in Student Development

No abstract provided.

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The Schooled Heart: Moral Formation In American Higher Education, D. Andrew Parker, Kimberly S. Parker Jan 2009

The Schooled Heart: Moral Formation In American Higher Education, D. Andrew Parker, Kimberly S. Parker

Growth: The Journal of the Association for Christians in Student Development

No abstract provided.

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Contributing Factors To Persistence Among African-American And Hispanic Students In Higher Education: A Phenomenological Qualitative Study At A Diverse Small Institution On The East Coast, W. Bernt King Jan 2009

Contributing Factors To Persistence Among African-American And Hispanic Students In Higher Education: A Phenomenological Qualitative Study At A Diverse Small Institution On The East Coast, W. Bernt King

Growth: The Journal of the Association for Christians in Student Development

The purpose for this phenomenological study is to understand the persistence of academically successful African-American and Hispanic students in an ethnically diverse higher education context where services and support targeting minority students do not formally exist. The research for this study has been conducted on campuses where the student body demographics are largely mono-ethnic. It would seem that as institutions of higher education become increasingly diverse, contributing factors to success for students of color may change. Themes that emerged include having a spiritual perspective, having a sense of purpose or the big picture, having support from family, having support from …

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Residential Learning Communities: Facilitating Seamless Learning, Polly Graham Jan 2009

Residential Learning Communities: Facilitating Seamless Learning, Polly Graham

Growth: The Journal of the Association for Christians in Student Development

Research has shown that residential learning communities positively affect student outcomes. This study looked at the literature, finding a basis for this trend and uncovering the current impact residential learning communities are having on higher education. This study sought to challenge Christian higher education administrators and faculty to consider whether residential learning communities fit within their institution’s mission and vision.

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Student Affairs Reconsidered: A Look Back, A Response To Barry Loy, David M. Johnstone Jan 2009

Student Affairs Reconsidered: A Look Back, A Response To Barry Loy, David M. Johnstone

Growth: The Journal of the Association for Christians in Student Development

On the tenth anniversary of David Guthrie’s Student Affairs: Reconsidered (SAR), Barry Loy wrote an article entitled: “Student Affairs Reconsidered: A Look Back.” He observed, after identifying a number of seminal works, that many in Christian Student Development have not really engaged or grappled with what it means to be an educator outside of the classroom. In letter format, I have chosen to interact with Barry in his observations with the hope that this is a conversation which is not ignored or forgotten by our colleagues. My purpose is not to disagree but continue the conversation which was started a …

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