Teacher Education and Professional Development Commons^™

Koinonia, Kate Bowman Johnston, James Spiegel, Glen Kinoshita, Todd Ream, Jesse M. Brown

Koinonia

Spotlight Feature
The Cult of Cool: Rejecting Relevance and Pursuing Faithfulness, Kate Bowman Johnston

Reflection
Faith and the Problem of Suffering, James Spiegel

ACSD Summer 2006
Photos from ACSE

Author Interview
Our Place at the Table: The Role of White People in Racial Reconciliation: An Interview with Doug Schaupp, Glen Kinoshita

Thinking Theologically
Thinking Theologically: The Seasons of Hope's Redemption Part I, Todd Ream

Book Review
Skin Games, reviewed by Jessie M. Brown

Features
The President's Corner

Editor's Desk

Volume 18, Number 01, G. William Hill Editor, Linda M. Noble Editor, Tom Pusateri Editor

Reaching Through Teaching

Full text of Volume 18, Number 01 of Reaching Through Teaching.

Koinonia, Jo Anne Lyon, Amy E. Bartley, Todd Ream, Josh Staffieri, Glen Kinoshita

Koinonia

Conference Spotlight
The Blessing of Purpose, Jo Anne Lyon

Dealing With Burnout
Light at the End of the Tunnel: A Burnout Intervention Plan for Student Development Professionals, Amy E. Bartley

Community Considerations
Thinking Theologically: Considering Community, Todd Ream

Men's Issues
Everybody Loves Raymond, Josh Staffieri

Book Review
Being White: Finding Our Place in a Multiethnic World, reviewed by Glen Kinoshita

Features
The President's Corner; Editor's Disk

Strategic Planning: Is It Worth The Effort? The Superintendent’S Perspective, Ralph Jasparro

Higher Education

No abstract provided.

Externalizing Tacit Knowledge For Improving Leadership Practices: Experiences From Leadership Programmes Under Esra, Muhammad Babur, Sajid Ali

Book Chapters / Conference Papers

This paper draws upon the experiences gained from a leadership development course held at AKU-IED that included participants from 9 districts from Sind and Balochistan provinces. It describes the attempt, by the course planners, to conceptualize and deliver the course with a focus on externalizing participants’ tacit knowledge. The paper shares strategies used during the course, and describes successes and challenges in this respect, and the subsequent impact on participants’ learning and practices. Based on the outcome of the course, the paper suggests that the design of leadership and management development courses should focus clearly on strategies that capture and …

Continuous Teacher Professional Development In Post-Soviet Kyrgyzstan, Rahat Joldoshalieva

Book Chapters / Conference Papers

No abstract provided.

Pre-Service Teacher Education In Central Asia, Jamal Papieva

Book Chapters / Conference Papers

This paper presents the nature of pre-service teacher education in Soviet and post-Soviet Central Asia, a case of Kyrgyzstan; highlights the main issues and discuses the possibilities and approaches undertaken for improving pre-service teacher education. After Central Asian republics gained independence, their higher education was challenged by broad changes in political and economic life, and by the destruction of their ideological values. In general, higher education was always part of the bigger Soviet system of education. All principles of higher education structurization, its missions and goals, its strategy and main curriculum requirements were centrally developed in Moscow, and then sent …

Learning And Modes To Ascertain Learning: Perception, Purpose And Practice, Unaeza Alvi

Book Chapters / Conference Papers

No abstract provided.

Teachers Professional Development For Quality Education, Nadeem Kirmani, Muhammad Zahid, Rehana Naz

Book Chapters / Conference Papers

Quality is at the heart of education and teachers play crucial role to provide quality education. This belief encourages us to state that the quality in education depends on teachers’ role, which set scenario for the students. Every teacher has his / her own impact on his / her students. But what is it that enables the teachers to have the greatest impact? In this context there are several professional development programmes offered for the teachers in different parts of the world to build capacity of teachers so they can better serve the needs of the growing population. This paper …

Policies And Practices Of Capacity-Building For Educational Managers: Prior To And After Decentralisation, Sajid Ali, Meher Rizvi

Book Chapters / Conference Papers

Decentralisation trends in education are consistently being followed around the world including South Asian countries (Govinda, 1997). In Pakistan, decentralisation in education came through a radical devolution policy in August, 2001, and new governing structures are currently undergoing a transition phase. Effective decentralisation requires education managers, key players in a devolved system, to acquire new knowledge and skills. In order to understand the policies and practices of capacity-building of educational managers and their impact on educational decentralisation, a research was conducted between March and November, 2005. This paper reports on the major initial findings emerging from this research which suggest …

Researching Education And Society In Central Asia, Sarfaroz Niyozov, Duishon Shamatov

Book Chapters / Conference Papers

No abstract provided.

Student Success In College: Creating Conditions That Matter, Treva Barham

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

No abstract provided.

Achieving And Sustaining Institutional Excellence For The First Year College, Robert C. Pepper

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

No abstract provided.

A Phenomenological Interpretation Of John Dewey's View On Education, Wasim Qazi Dr., Khalid Rawat

Curriculum and Instruction Faculty and Staff Scholarship

Education in our times is promoting nihilism. The reason for this conclusion is that modern education is largely knowledge based and asks the learner to learn ideas that have nothing in common with the reality of the learner. Knowledge, on the other hand, does not enjoy absolute value, and, to say that a person who has more knowledge is more valuable is wrong. John Dewey’s criticism on traditional education is equally valid for modern education, for modern education is not performing its functions properly. The function of education is to establish a strong relationship between learner and Being. However, modern …

Koinonia, Bill Millard, Todd Ream, Cara Copeland, Melanie Hulbert, Tony Marchese, Canaan Crane, David Johnstone

Koinonia

Conference Spotlight
A Life Calling Conceptual and Developmental Model, Bill Millard

Community Considerations
Thinking Theologically: Considering Community, Todd Ream

Women's Issues
Women, Work, and Family, Cara Copeland & Melanie Hulbert

Calling and Career
Vocational Realization Through the Discovery of Human Assets, Tony Marchese

Human Sexuality
Creating an Effective Human Sexuality Statement, Canaan Crane

Book Review
Bono: In Conversation with Michka Assayas, reviewed by David Johnstone

Features
The President's Corner; Editor's Disk

The Vocation Of A Christian Scholar: How Christian Faith Can Sustain The Life Of The Mind, Todd C. Ream, Lauren E. Sheehan

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

No abstract provided.

Harnessing Innovative Technologies In Higher Education: Access, Equity, Policy & Instruction, Kathleen P. King, Joan K. Griggs

Department of Leadership, Policy, and Lifelong Learning

This publication is an attempt to capture the evolution of distributed higher education over the last decade by tracing the applications of new technologies funded by the Fund for the Improvement of Postsecondary Education (FIPSE). As FIPSE surveyed the current state of distance/distributed education, there existed an opportunity to help post econdary education make the transition to this new generation of distance education made possible by the explosive growth of the Internet and other new technologies. These technologies created the potential for students to access learning that was interactive, customized, and self-paced; to more easily merge lifelong learning with the …

Preface, Volume 24 (2006), Sandra Chadwick Blossey

To Improve the Academy: A Journal of Educational Development

Preface to volume 24 (2006) of To Improve the Academy: A Journal of Educational Development, by Sandra Chadwick Blossey of Rollins College.

An Adventure On Pod's High Cs: Culture, Creativity, And Communication In The Academy: A Humanist Perspective, James Downey

To Improve the Academy: A Journal of Educational Development

Keynote address given at the November 2004 POD Conference in Montreal, Quebec.

Monster At The Foot Of The Bed: Surviving The Challenge Of Marketplace Forces On Higher Education, Raoul A. Arreola

To Improve the Academy: A Journal of Educational Development

The impact of technology on society has caused a paradigm shift in the basic support for higher education. Where higher education was traditionally supported as a function of government, the knowledge explosion and global economy resulting from the impact of computer and other technologies is moving the underlying support of higher education to the marketplace. There is evidence that traditional academic strategies and practices that were successful under the old paradigm may no longer be working. Twelve suggestions are offered for revolutionary changes that the academy must make in order to survive, even thrive, in the new paradigm.

The Advantages Of A Reciprocal Relationship Between Faculty Development And Organizational Development In Higher Education, Leora Baron

To Improve the Academy: A Journal of Educational Development

No campus organization exists in a vacuum, nor can it afford to be an island unto itself. Thus, the functions of faculty development need to be viewed in the context of the entire institution. The effectiveness of faculty development, and sometimes its very survival, are dependent to a large extent on its ability to influence and participate in organizational development outside of its own confines. This chapter suggests practical ways in which faculty development can contribute to, and indeed benefit from, a reciprocal relationship with institutional organizational development.

A Different Way To Approach The Future: Using Chaos Theory To Improve Planning, Marc Cutright

To Improve the Academy: A Journal of Educational Development

Strategic planning is a good idea that gets a bad name from dubious efforts carrying the title. Much of this rap comes from half-hearted exercises, but some of it comes from efforts that founder due to faulty or limited conceptions of how the future “works.” Chaos theory is an alternative approach and metaphor with potential to let us see the future and its dynamics in new ways. Cognizance of chaos’s nature and underlying structure might help us do planning in new, nonintuitive, and more successful ways.

The New Demand For Heterogeneity In College Teaching, George Keller

To Improve the Academy: A Journal of Educational Development

The past half century has brought an astounding increase in U.S. college and university enrollments. The rapid rise of mass higher education has forced major changes at every institution and is reshaping the U.S. higher education enterprise. Each college needs to ask itself what the huge expansion means for future faculty hires, programs, and modes of teaching.

Not Making Or Shaping: Finding Authenticity In Faculty Development, Patricia Cranton

To Improve the Academy: A Journal of Educational Development

Authenticity is defined as a multifaceted concept that includes self-awareness, awareness of others, genuine relationships, awareness of contextual constraints, and living a critical life. Authenticity develops over time and with experience; a developmental continuum for authenticity is discussed. Drawing on a three-year research project on authenticity in teaching in higher education, this chapter suggests ways in which faculty developers can help foster authentic practice.

Perceptions Of Faculty Developers About The Present And Future Of Faculty Development At Historically Black Colleges And Universities, Phyllis Worthy Dawkins, Andrea L. Beach, Stephen L. Rozman

To Improve the Academy: A Journal of Educational Development

The development of faculty at Historically Black Colleges and Universities (HBCUs) has been a challenge and commitment since their inception before and after the civil war. Historically, faculty have assumed many roles, but they primarily sought to address the needs of black students. The HBCU Faculty Development Network, founded in 1994, has been instrumental in providing a platform to showcase accomplishments and challenges in education at this unique group of colleges and universities. To address future needs, we surveyed the membership to explore current program goals and influences, practices, and new directions. The results are compared with data for the …

Preparing Faculty For Pedagogical Change: Helping Faculty Deal With Fear, Linda C. Hodges

To Improve the Academy: A Journal of Educational Development

How receptive faculty are to changing their pedagogical approach is a complex issue, but one factor that impedes change is the fear of taking a risk. Underlying this fear may be the fear of loss, fear of embarrassment, or fear of failure. Addressing these issues can empower faculty to be more innovative in their teaching. Drawing on research literature, personal teaching narratives, and my own work in faculty development, I discuss some of these underlying fears. I then offer concrete strategies for working with faculty to enable them to overcome these emotional barriers and embrace change.

Tailoring Faculty Development Programs To Faculty Career Stages, Peter Seldin

To Improve the Academy: A Journal of Educational Development

College faculty progress through a series of sequential career stages. Each is characterized by different motivations and professional development needs. Yet, too often, faculty developers rely on hunches rather than empirical data to guide programming decisions. This chapter describes the important research findings of a just completed national study to determine the different programming interests and needs of more than 500 beginning, mid-career, and senior-level faculty in the United States.

Creating Engaged Departments: A Program For Organizational And Faculty Development, Kevin J. Kecskes, Sherril B. Gelmon, Amy Spring

To Improve the Academy: A Journal of Educational Development

Portland State University encourages faculty participation in service-learning by providing faculty with individual incentives to support and reward them. Now, in recognition of this central role of the department in higher education, administrators interested in creating sustained civic engagement initiatives on campus are looking to the department as a strategic leverage point for change. This chapter investigates a yearlong engaged department initiative and finds that a collective approach can (re)connect individual faculty to their initial motivations for engaging in the profession, to a community of scholars, to their students, and also to their surrounding community.

Promoting Intellectual Community And Professional Growth For A Diverse Faculty, Dorothe J. Bach, Marva A. Barnett, José D. Fuentes, Sherwood C. Frey

To Improve the Academy: A Journal of Educational Development

Minority faculty retention is key to increasing faculty diversity at most colleges and universities. Because retention depends on individual faculty choice and administrative tenure decisions, institutions need to help junior faculty develop a tenurable profile and enhance their desire to remain at their institution. This chapter examines a fellows program that supports beginning faculty in developing successful long-term careers, taking into account research on helping diverse faculty members thrive. It also presents strategies for establishing viable peer support networks and partnerships with senior consultants and for creating programming that ensures new faculty successfully transition into teaching, research, and the university …

An Electronic Advice Column To Foster Teaching Culture Change, Donna M. Qualters, Thomas C. Sheahan, Jacqueline A. Isaacs

To Improve the Academy: A Journal of Educational Development

First-year engineering students receive most of their teaching from instructors outside of engineering. As a result, these instructors are typically not a teaching community with a shared commitment to engineering student learning. Retention of engineering students is strongly tied to the quality of teaching, thus addressing collective teaching quality is important. This chapter describes the development of a carefully crafted, electronically distributed advice column on teaching developed by an interdisciplinary editorial team, written under the pseudonym Jonas Chalk. Surveys of Chalk Talk readers indicate that this is an effective means to promote teaching culture change.