Teacher Education and Professional Development Commons^™

Koinonia, Brent Ellis, Steve Austin, Randy Blackford, Brad Voyles, Sara Oyer, Rob Loane

Koinonia

Ways to Grow Our Profession
Vocational Education: A New Perspective, Brent Ellis

Forging Ahead in Student Programs, Steve Austin

Ways to Train Others
The Steps to Thinking Well are as Easy as 1-2-3, Randy Blackford

Ten Things Every RA Should Know, Brad Voyles

Ways We Have Learned
I Learned Too, Sara Oyer

One Year Later, Rob Loane

Regular Features
President's Corner

Editor's Disk

ACSD Accolades

Volume 14, Number 01, G. William Hill Editor

Reaching Through Teaching

Full text of Volume 14, Number 01 of Reaching Through Teaching.

Nefdc Exchange, Volume 12, Number 2, Fall 2001, New England Faculty Development Consortium

NEFDC Exchange

Contents

Message from the President - Jeff Halprin, Nichols College

Teaching Through Disaster - Matt Ouellett, University of Massachusetts-Amherst

From the Editor - Sue Barrett, Boston College

Connecticut College Responds to September 11 - Michael Reder, Connecticut College

Annual NEFDC Fall 2001 Conference; theme: Higher Education After Technology: Faculty Work In a Wired World; keynote speaker: Randy Bass, Georgetown University; Friday, November 16th, 2001, College of the Holy Cross, Worcester, Massachusetts

Spirit of Teaching - Bill Searle, Asnuntuck Community College

The Hope Photographs -Sue Barrett, Boston College

Board of Directors

Brief 5: For Funders Of Multi-Institutional Collaborations In Higher Education: Support Partnership Building, New England Resource Center For Higher Education, University Of Massachusetts Boston

New England Resource Center for Higher Education Publications

This brief was derived from the discussions of NERCHE’s think tank for coordinators of GEAR UP school-college partnerships. The insights of these coordinators point to the principle that it is the quality of the relationships among the partners that determines the effectiveness of multi-institutional collaborations. This means then that those who support and invest in multi-institutional collaborations should also focus on supporting the process of partnership building. But what does this mean in practical terms? It means being strategic right from the beginning in the design of grant structures, and throughout the relationship with the grantees. This brief provides examples …

Scholarship Unbound: Assessing Service As Scholarship In Promotion And Tenure Decisions, Kerryann O’Meara

New England Resource Center for Higher Education Publications

Scholars of higher education have long recognized that existing reward systems and structures in academic communities do not weight faculty professional service as they do teaching and research. This paper examines how four colleges and universities with exemplary programs for assessing service as scholarship implemented these policies within colleges of education. Case studies suggest that policies to assess service as scholarship can increase consistency among an institution’s service mission, faculty workload, and reward system; expand faculty’s views of scholarship; boost faculty satisfaction; and strengthen the quality of an institution’s service culture.

A Look At The Bigger Picture: In Response To Guthrie, Carolyn Arthur

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

No abstract provided.

In Search Of A Seamless Partnership: A Response To Barnes, Tom Emigh

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

No abstract provided.

A Response To David Guthrie's Report Card For Christian College Student Affairs, Barry Loy

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

No abstract provided.

The Outrageous Idea Of Christian Scholarship, James Caridi

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

No abstract provided.

The Effects Of A Study Abroad/Mission Trip On The Faith Development Of College Students, Stephen T. Beers

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

No abstract provided.

To Know As We Are Known: A Spirituality Of Education, Brian L. Carrier

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

No abstract provided.

Millennials Rising: The Next Great Generation, David M. Johnstone

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

No abstract provided.

In Search Of The Seamless Curriculum, Jay Barnes

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

No abstract provided.

The Multicultural Competence Of Resident Assistants In Christian Colleges And Universities, Dennis A. Sheridan, Hilma Anderson

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

No abstract provided.

The State Of Christian Student Development, Skip Trudeau, Ginny Carpenter, Norris Friesen, Tim Herrmann

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

No abstract provided.

A Report Card For Christian College Student Affairs, David S. Guthrie

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

No abstract provided.

Growth No. 1 (2001) - Full Issue

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

The full issue of the first edition of Growth: The Journal of the Association for Christians in Student Development.

Koinonia, David S. Guthrie, Laurie A. Schreiner, Jerry Pattengale, Tess Bradley, Jesse Brown, Calvin Miller

Koinonia

In This Issue
The Fabric of Our Faithfulness: Part 1, David S. Guthrie

What is the Sophomore Slump-and Why Should We Care?: Excerpted from Visible Solutions for Invisible Students: Helping Sophomores Succeed, by Laurie A. Schreiner & Jerry Pattengale

Around Campus
Servant Leadership, Tess Bradley

The 7 "Be's" of Student Leader Supervision, Jesse Brown

Spotlight on Speakers
John 7:53-8:11: The Politically Correct Version, Calvin Miller

Regular Features
President's Corner

Editor's Disk

ACSD Business: Placement Services 2001, Conference Thoughts: Something Old...Something New..., Submissions Sought

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.

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 …

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 …

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.

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 …

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.

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 …

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.

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 …

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.

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.

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 …