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

Teacher Education and Professional Development Commons™

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

Higher Education Administration

Institution
Keyword
Publication Year
Publication
Publication Type
File Type

Articles 961 - 990 of 1914

Full-Text Articles in Teacher Education and Professional Development

Im:Pact: Supporting Faculty Innovation In Course Redesign, Pat Reid Feb 2013

Im:Pact: Supporting Faculty Innovation In Course Redesign, Pat Reid

Teaching and Learning Technologies Presentations

M:PACT is a centrally supported program that encourages faculty innovation in the redesign of large-enrollment courses at Purdue University. In two years, IM:PACT has seen the participation of 61 faculty, representing 49 courses and 11 colleges. FLC (faculty learning community) sessions lead faculty through the course redesign process, focusing on creating student-centered learning and leveraging instructional technology. Faculty work closely with design teams composed of staff from the academic technologies division of the central IT organization (ITaP), the Center of Instructional Excellence (CIE), and Libraries. Participants will explore how to begin a similar program at their own institutions.

Go to article

Teacher Training: Teacher Education In Transition, Muhammad Ali, Reshma Parveen Jan 2013

Teacher Training: Teacher Education In Transition, Muhammad Ali, Reshma Parveen

Institute for Educational Development, Karachi

No abstract provided.

Go to article

Parts Of The Whole: When Variation Is The Goal, Dorothy Wallace Jan 2013

Parts Of The Whole: When Variation Is The Goal, Dorothy Wallace

Numeracy

The goals of higher education are a population of extreme variability in expertise, a diffusion of specialized knowledge across disciplinary boundaries, and production of strong K-12 teachers. Promoting these three goals has implications at all granularities, from the pedagogy of an individual college professor to the incentives and policies that shape systemic change.

Go to article

Undocumented Students In Christian Higher Education: Theological And Legal Ramifications For Financing Student Leaders, Nathanael P. Austin, Maddie Deegan, Leah N. Fulton, Keartsten Karrick Jan 2013

Undocumented Students In Christian Higher Education: Theological And Legal Ramifications For Financing Student Leaders, Nathanael P. Austin, Maddie Deegan, Leah N. Fulton, Keartsten Karrick

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

Private institutions in the United States of America are being forced to confront an increasing number of undocumented persons who seek employment, education, healthcare, and personal development. In this case study we considered the options which Christian colleges must weigh when interested in allowing undocumented students to serve in (traditionally) paid leadership roles on campus. Through research, interviews with student development professionals, and conversations with formerly undocumented students, this study provides a unique solution for Christian colleges to consider when faced with the consideration of undocumented students in leadership roles. The scope of our research is focused in three primary …

Go to article

The Heart Of Higher Education, John Delony, Sheila Delony Jan 2013

The Heart Of Higher Education, John Delony, Sheila Delony

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

No abstract provided.

Go to article

Growth No. 12 (2013) - Full Issue Jan 2013

Growth No. 12 (2013) - Full Issue

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

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

Go to article

Fostering A Growth Mind-Set: Integrating Research On Teaching And Learning And The Practice Of Teaching, Beth A. Fisher, Carolyn L. Dufault, Michelle D. Repice, Regina F. Frey Jan 2013

Fostering A Growth Mind-Set: Integrating Research On Teaching And Learning And The Practice Of Teaching, Beth A. Fisher, Carolyn L. Dufault, Michelle D. Repice, Regina F. Frey

To Improve the Academy: A Journal of Educational Development

Centers for teaching and learning have a crucial role to play in helping facuity learn about and apply research on learning. The approach we have developed integrates discussion of recent research with specific recom mendations of teaching modifications that can be adapted for different disciplines and courses. Preliminary evaluation suggests the effectiveness of this approach in fostering a growth mind-set about teaching--a mind-set that helps faculty develop, implement, and assess effective teaching modifications, thereby transforming facuity into scholars of teaching and learning and further developing a collaborative, innovative culture that integrates research on teaching and learning with the practice of …

Go to article

Navigating The New Normal, Terre H. Allen, Holly Harbinger, Donald J. Para Jan 2013

Navigating The New Normal, Terre H. Allen, Holly Harbinger, Donald J. Para

To Improve the Academy: A Journal of Educational Development

Faculty socialization and satisfaction are critical to retaining quality teacher/scholars and key to a well-functioning teaching-intensive, research-driven university (Ponjuan, Conley, and Trower, 2011). This chapter reports on a year-long research project aimed at investigating faculty work life and satisfaction at a large, urban, comprehensive state university. Our goal was to use empirical evidence to understand and support faculty work under the "new normal" conditions characterized by reduced state funding and increased faculty workload. We discuss the results in terms of a revitalized direction for facuity and explore directions for organizational development within the context of the new normal.

Go to article

Envisioning Creative Collaboration Between Faculty And Technologists, Gail A. Rathbun, Sally Kuhlenschmidt, David Sacks Jan 2013

Envisioning Creative Collaboration Between Faculty And Technologists, Gail A. Rathbun, Sally Kuhlenschmidt, David Sacks

To Improve the Academy: A Journal of Educational Development

Faculty developers must often mediate conflicts resulting from differences between seemingly mutually exclusive cultures that university technolo gists and university teachers inhabit. Activity theory embraces workplace conflict as normal and as contributing to organizing health and adapta tion, in contrast to a functionalist approach that focuses on how to maintain system equilibrium. Engestrom’s (1987) interpretation of activity theory provides a theoretically informed framework for under standing different forms of human activity, mediated by culturally mol ded rules, values, and division of labor, without suffering from the polarizing effects of an us-versus-them approach.

Go to article

Keeping The Fire Burning: Strategies To Support Senior Faculty, Michael J. Zeig, Roger G. Baldwin Jan 2013

Keeping The Fire Burning: Strategies To Support Senior Faculty, Michael J. Zeig, Roger G. Baldwin

To Improve the Academy: A Journal of Educational Development

Recent reports indicate that at some colleges and universities, as many as one in three professors are age sixty or older. This increase in senior faculty raises the question of what institutions do to support this large and important cohort. Historically, faculty development programs have focused on early-career faculty, with less attention paid to more seasoned professors. Based on a national web-based investigation, this chapter reviews the strategies some institutions have implemented to support senior faculty. It also provides recommendations for how senior faculty and their administrator colleagues can provide new meaning and purpose to this phase of academic life.

Go to article

Connect To Learning: Using E-Portfolios In Hybrid Professional Development, Bret Eynon, Judit Török, Laura M. Gambino Jan 2013

Connect To Learning: Using E-Portfolios In Hybrid Professional Development, Bret Eynon, Judit Török, Laura M. Gambino

To Improve the Academy: A Journal of Educational Development

Based at LaGuardia Community College, the Connect to Learning (C2L) project has developed an innovative hybrid professional development model using e-portfolios, online conversations, and face-to-(ace meetings to support campus leadership teams as they strengthen e-portfolio initiatives on twenty-five diverse campuses nationwide. The C2L model adapts a conceptual framework of inquiry, reflection, and integration to a hybrid context and addresses the challenge of local professional devel opment leadership for classroom and institutional change.

Go to article

Developing A Faculty Learning Community Grounded In The Science Of How People Learn: A Year-Long, Faculty-Led Teaching And Learning Seminar, Alison Rudnitsky, Glenn W. Ellis, Patricia Marten Dibartolo, Kevin M. Shea Jan 2013

Developing A Faculty Learning Community Grounded In The Science Of How People Learn: A Year-Long, Faculty-Led Teaching And Learning Seminar, Alison Rudnitsky, Glenn W. Ellis, Patricia Marten Dibartolo, Kevin M. Shea

To Improve the Academy: A Journal of Educational Development

This chapter describes a multiyear professional development effort undertaken by a learning and teaching center at a liberal arts college. As part of its founding mandate, the center helps faculty improve teaching by paying attention to the current literature about how people learn. This core commitment of our center is pursued through support of a year-long faculty seminar. Now in its fourth year, the seminar has had a significant impact on its faculty participants and their thinking about teaching and learning. Moreover, the seminar has seeded a number of teaching and assessment initiatives at the college.

Go to article

Faculty Development Scholarship: An Analysis Of To Improve The Academy, 1982-2011, Kathryn E. Linder, Suzanna Klaf Jan 2013

Faculty Development Scholarship: An Analysis Of To Improve The Academy, 1982-2011, Kathryn E. Linder, Suzanna Klaf

To Improve the Academy: A Journal of Educational Development

As To Improve the Academy enters its thirty-second year, this chapter offers a retrospective to honor the history of the field through a timely analysis of the content published in TIA and editorial and authorship trends over the previous three decades. Frequency distributions identify the most published authors, their institutional affiliations, the most written about topics, and patterns of collaborative authorship in volumes 1 (1982) through 30 (2011), and findings from a citation analysis of ten years of TIA (volumes 21-30), highlight trends in resources cited and types of resources.

Go to article

Program Planning, Prioritizing, And Improvement: A Simple Heuristic, Peter Felten, Deandra Little, Leslie Ortquist-Ahrens, Michael Reder Jan 2013

Program Planning, Prioritizing, And Improvement: A Simple Heuristic, Peter Felten, Deandra Little, Leslie Ortquist-Ahrens, Michael Reder

To Improve the Academy: A Journal of Educational Development

As educational developers working with multiple constituencies and demands on our time, how can we efficiently and creatively improve our programming and prioritize our efforts? In this chapter, we offer a simple heuristic to prompt quick yet generative examination of our goals or programs in relationship to three key characteristics of effective educa tional development on three different institutional levels. We then describe uses and applications of the tool and reflective process, which allow developers to efficiently gain insight into their work and effectively frame priorities for planning and improvement.

Go to article

A Consultations Tracking Database System For Improving Faculty Development Consultation Services, Jason Rhode, Murali Krishnamurthi Jan 2013

A Consultations Tracking Database System For Improving Faculty Development Consultation Services, Jason Rhode, Murali Krishnamurthi

To Improve the Academy: A Journal of Educational Development

The role of the facuity development center in supporting the academic environment of the institution often includes creating or sustaining a culture of teaching excellence, responding to individual faculty members’ needs, and advancing new initiatives in teaching and learning (Sorcinelli, Austin, Eddy, and Beach, 2006). The varied programs, resources, and services offered routinely result from efforts to meet the expressed needs of faculty. While workshops and seminars are effective for introducing new pedagogical approaches or emerging technologies, faculty often have unique questions within specialized contexts that cannot be fully addressed in a large group setting. In such instances, a more …

Go to article

From Outsiders To Insiders: Graduate Assistant Development At State Comprehensive Universities, Kathleen M. Brennan, Laura Cruz, Freya B. Kinner Jan 2013

From Outsiders To Insiders: Graduate Assistant Development At State Comprehensive Universities, Kathleen M. Brennan, Laura Cruz, Freya B. Kinner

To Improve the Academy: A Journal of Educational Development

We assess graduate assistant competency in key skills that employers in and outside of academia value and examine whether these skills are developed in the context of the graduate assistantship (GA) at a specific state comprehensive university. The GAs in our sample rate themselves as competent or very competent on all skills and report their GA experience somewhat influenced or influenced their skill competencies. Furthermore, perception of how one’s graduate assistantship influenced skill compe tency was significantly associated with perceived skill competency level. Based on these findings, we qiscuss distinct gaps that could be addressed to facilitate GA development at …

Go to article

Using Undergraduates To Prepare International Teaching Assistants For The American Classroom: Development Of Senior Faculty, Warren E. Christian, Brian J. Rybarczyk Jan 2013

Using Undergraduates To Prepare International Teaching Assistants For The American Classroom: Development Of Senior Faculty, Warren E. Christian, Brian J. Rybarczyk

To Improve the Academy: A Journal of Educational Development

This chapter describes how undergraduates may be used in the training of international teaching assistants (IT As) in three ways: as conversation partners, classroom consultants, and guest instructors. Increasing the contact between undergraduates and international graduate students before they meet in the classroom as students and instructors can benefit each group. After a brief review of the literature that explores the chal lenges IT As face in the American university classroom, we describe the roles that undergraduates may perform in training IT As, explain the benefits to both IT As and undergraduates, and provide a list of best practices for …

Go to article

Tomorrow's Professor Today: Tracking Perceptions Of Preparation For Future Faculty Competencies, Michael S. Palmer, Deandra Little Jan 2013

Tomorrow's Professor Today: Tracking Perceptions Of Preparation For Future Faculty Competencies, Michael S. Palmer, Deandra Little

To Improve the Academy: A Journal of Educational Development

The University of Virginia’s Tomorrow’s Professor Today (TPT) pro gram is a broadly conceived graduate student professional development program designed to facilitate the transition from student to academic professional. Begun in 2005 in response to the recommendations of a number of national reform initiatives, TPT focuses on improving pre paredness in three key areas: teaching, research, and service. We describe the key elements of the program and ongoing assessment efforts. Pre- and postprogram participant surveys from the first eight years show that TPT is improving perceptions of preparedness in twenty-one competencies tracked; follow-up studies support long-term impact.

Go to article

Student Consultants Of Color And Faculty Members Working Together Toward Culturally Sustaining Pedagogy, Alison Cook-Sather, Praise Agu Jan 2013

Student Consultants Of Color And Faculty Members Working Together Toward Culturally Sustaining Pedagogy, Alison Cook-Sather, Praise Agu

To Improve the Academy: A Journal of Educational Development

Through positioning undergraduate students as pedagogical consultants to college faculty, Students as Learners and Teachers is a program that provides reconceptualized "counterspaces" for students and facuity members with whom they work. In our study of the experiences of consultants of color, we found that those students and their faculty partners used program counterspaces to explore links between their lived identities and pedagogical commitments and to share authority and responsibility in developing culturally sustaining pedagogy. In this chapter we report on participants’ experiences in these collaborations and how they legitimate the knowledge of students of color in faculty learning.

Go to article

Measuring Student Learning To Document Faculty Teaching Effectiveness, Linda B. Nilson Jan 2013

Measuring Student Learning To Document Faculty Teaching Effectiveness, Linda B. Nilson

To Improve the Academy: A Journal of Educational Development

Recent research has questioned the validity of student ratings as proxy measures for how much students learn, and this learning is a commonly accepted meaning of faculty teaching effectiveness. Student ratings capture student satisfaction more than anything else. Moreover, the overriding assessment criterion in accreditation and accountability-that applied to programs, schools, and institutions-is student learning, so it only makes sense to evaluate faculty by the same standard. This chapter explains and evaluates course-level measures of student learning based on data that are easy for facuity to collect and administrators to use.

Go to article

Mobile App Learning Lounge: A Scalable And Sustainable Model For Twenty-First-Century Learning, Michael H. Truong Jan 2013

Mobile App Learning Lounge: A Scalable And Sustainable Model For Twenty-First-Century Learning, Michael H. Truong

To Improve the Academy: A Journal of Educational Development

Twenty-first-century learning is increasingly defined by the use of mobile devices and applications. Centers for teaching and learning can help facuity and students acquire greater familiarity and fluency with just-in-time learning using mobile apps by creating informal, inviting, and informative learning spaces on their campuses. This chapter features the Mobile App Learning Lounge (MALL), a low-cost, high impact initiative of a center for teaching and learning at a California research university. Beyond sharing how MALL works, this chapter offers practical suggestions and strategies for replicating a similar ini tiative at other institutions.

Go to article

Determining Our Own Tempos: Exploring Slow Pedagogy, Curriculum, Assessment, And Professional Development, Peter A. Shaw, Jennifer L. Russell Jan 2013

Determining Our Own Tempos: Exploring Slow Pedagogy, Curriculum, Assessment, And Professional Development, Peter A. Shaw, Jennifer L. Russell

To Improve the Academy: A Journal of Educational Development

Key concepts and values in the Slow Living movement speak to many questions and tensions arising around calls for change in higher educa tion, porous work/life boundaries, rapid developments in technology, concerns about sustainability, and a desire to question assumptions and move beyond tips and tricks to more fundamental issues in curriculum and pedagogy. We propose a framework for Slow learning and teaching that incorporates various trends in curriculum, pedagogy, and assessment with implications for the role of technology and for professional development.

Go to article

Pedagogical Gamification: Principles Of Video Games That Can Enhance Teaching, Kevin Yee Jan 2013

Pedagogical Gamification: Principles Of Video Games That Can Enhance Teaching, Kevin Yee

To Improve the Academy: A Journal of Educational Development

Edutainment products have long tried to harness the "fun" quotient of games and video games for education, but the principles of gamification have only recently begun to be better understood and operationalized for business and education. The concepts that underpin successful games can be put to use in online as well as face-to-face classes, resulting in edu cational experiences that have the best of both worlds: a game-based overlay without becoming too technical. This chapter explains the con cepts involved in successful games and provides ideas for translating those principles into practice in the classroom (or online) environment.

Go to article

The Reacting To The Past Pedagogy And Engaging The First–Year Student, Paula Kay Lazrus, Gretchen Kreahling Mckay Jan 2013

The Reacting To The Past Pedagogy And Engaging The First–Year Student, Paula Kay Lazrus, Gretchen Kreahling Mckay

To Improve the Academy: A Journal of Educational Development

This chapter investigates the value of the Reacting to the Past pedagogy with regard to engaging first-year students. In recent years, calls to improve student engagement and active learning techniques have grown, and few have been as successful in producing the desired results as Reacting to the Past. This chapter investigates why Reacting is so suc cessful in meeting the goals of high-impact practices that increase student engagement and learning. We also examine how the Reacting pedagogy and first-year seminars encourage problem solving, critical thinking, and writing among students.

Go to article

Formal And Informal Support For Pretenure Faculty: Recommendations For Administrators And Institutions, Gwendolyn Mettetal, Gail M. Mcguire Jan 2013

Formal And Informal Support For Pretenure Faculty: Recommendations For Administrators And Institutions, Gwendolyn Mettetal, Gail M. Mcguire

To Improve the Academy: A Journal of Educational Development

We analyze interviews from sixty-five faculty and administrators to understand the formal and informal types of support that pretenure faculty use to navigate their way to tenure. By understanding the different types of support that pretenure faculty need, institutions can better address the diverse issues that junior facuity confront when preparing for tenure and can ensure that all candidates receive some type of support. We conclude that institutions need to be intentional about offering both formal and informal support to pretenure faculty at various points in their careers.

Go to article

Assessing The Long–Term Impact Of A Professional Development Program, Marcia M. Tennill, Margaret W. Cohen Jan 2013

Assessing The Long–Term Impact Of A Professional Development Program, Marcia M. Tennill, Margaret W. Cohen

To Improve the Academy: A Journal of Educational Development

This study was designed to explore the long-term impact of a year-long facuity development program on participants. Three guiding questions focused the study: In what ways did the program influence the profes sional lives of participants five years after completion? How did the participants integrate those experiences into their professional lives? and What recommendations for best practices in the field of facuity devel opment can be drawn? Donald Kirkpatrick’s four-level evaluation model was the template for this qualitative research. Results indicated that participants retained program learning over time.

Go to article

Enhancing Vitality In Academic Medicine: Faculty Development And Productivity, Megan M. Palmer, Krista Longtin-Hoffmann, Tony Ribera, Mary E. Dankoski, Amy K. Ribera, Tom F. Nelson Laird Jan 2013

Enhancing Vitality In Academic Medicine: Faculty Development And Productivity, Megan M. Palmer, Krista Longtin-Hoffmann, Tony Ribera, Mary E. Dankoski, Amy K. Ribera, Tom F. Nelson Laird

To Improve the Academy: A Journal of Educational Development

The prevalence of low satisfaction and increased stress among faculty in academic medicine makes understanding facuity vitality in this field more important than ever before. To explore the contributors to and outcomes of faculty vitality, we conducted a multi-institutional study of faculty in academic medicine (N = 1,980, 42 percent response rate). Faculty were surveyed about climate and leadership, career and life management, satisfaction, engagement, productivity, and involvement in faculty development. Analysis reveals that controlling for other factors, academic medicine faculty who participate regularly in facuity development activ ities are significantly more satisfied, engaged, and productive.

Go to article

Accessing The Inaccessible : Educational Development And Improvement Programme (Edip) An Extenstion Of The Diamir District Gilgit-Baltistan : A Case Study, Mola Dad Shafa, Haider Fancy Jan 2013

Accessing The Inaccessible : Educational Development And Improvement Programme (Edip) An Extenstion Of The Diamir District Gilgit-Baltistan : A Case Study, Mola Dad Shafa, Haider Fancy

Professional Development Centre, Gilgit

No abstract provided.

Go to article

Youth Development And Education In Pakistan : Exploring The Relationship, Dilshad Ashraf, Takbir Ali, Anya Hosain Jan 2013

Youth Development And Education In Pakistan : Exploring The Relationship, Dilshad Ashraf, Takbir Ali, Anya Hosain

Institute for Educational Development, Karachi

This paper provides a critical examination of the inter-linkages between youth education, development, empowerment, and engagement in Pakistan. Currently, the majority of the population falls within the youth age bracket of 15-24 years. The country stands at a critical juncture, where it can capitalize on this demographic dividend for transformational and sustainable socioeconomic growth. However, this paper argues that there is inadequate intersection and convergence between Pakistan’s national and provincial Education and Youth policy frameworks. An indepth overview of current trends in terms of quality of education and access to and participation in various forms of education programmes indicates that …

Go to article

In Search Of The Unpredictable: Complexifying The Classroom In The Age Of Globalization, Anne Dalke, Elizabeth Mccormack Jan 2013

In Search Of The Unpredictable: Complexifying The Classroom In The Age Of Globalization, Anne Dalke, Elizabeth Mccormack

Literatures in English Faculty Research and Scholarship

No abstract provided.

Go to article

First Prev Next Last