Teacher Education and Professional Development Commons^™

Community And Technology, Skip Trudeau, Andre Broquard

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

No abstract provided.

Linking Theory To Practice: Case Studies For Working With College Students, 2nd Edition, Roger Wessel

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

No abstract provided.

Student Affairs Divisions' Incorporation Of Student Learning Principles At Cccu Versus Non-Cccu Institutions, Jeff Doyle

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

With the shift from an industry-based to a knowledge-based society, American higher education, and student affairs in particular, is under increasing pressure to prove its role in facilitating students' learning. The Student Learning Imperative (ACPA, 1994) and the Principles of Good Practice for Student Affairs (ACPA & NASPA, 1997) provided a professionally supported foundation for the new learning philosophy within student life.

The strong religious mission and the ministry model of student development in Christian higher education may affect the degree to which student-centered learning is incorporated. This study examined the extent to which chief student affairs officers at institutions …

Education, Religion And The Common Good: Advancing A Distinctly American Conversation About Religion's Role In Our Shared Life, David M. Johnstone

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

No abstract provided.

Science Teacher Education: A Wonderful Journey Around The World, Nelofer Halai

Institute for Educational Development, Karachi

No abstract provided.

A Response To Jay Barnes Essay, John Witte

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

No abstract provided.

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

New England Faculty Development Consortium 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 …

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.

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

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.

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.

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.

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.

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 …

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 …

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.

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 …

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.

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 …

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 …

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.

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 …

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.

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 …

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.

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.

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.