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Articles 1801 - 1830 of 2294

Full-Text Articles in Teacher Education and Professional Development

George Sneller, George Sneller, Institute Of Child Nutrition. Child Nutrition Archives. Jun 2007

George Sneller, George Sneller, Institute Of Child Nutrition. Child Nutrition Archives.

Oral History Project (all interviews)

George Sneller has built a child nutrition career on both coasts. George, who hails from Jacksonville, Fl, was State Director of Child Nutrition Programs for the state of Florida before taking early retirement, moving across the entire United States, and taking the same position with the state of Washington. Read George’s story to see some of the similarities and differences in how child nutrition programs are administered from state to state.

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Inside Unlv, Diane Russell, Shane Bevell, David Ashley, Mamie Peers, Grace Russell, Lisa Shawcroft May 2007

Inside Unlv, Diane Russell, Shane Bevell, David Ashley, Mamie Peers, Grace Russell, Lisa Shawcroft

Inside UNLV

No abstract provided.

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Inside Unlv, Cate Weeks, Eppie Moore, David Ashley, Grace Russell, Lori Bachand, Shane Bevell Apr 2007

Inside Unlv, Cate Weeks, Eppie Moore, David Ashley, Grace Russell, Lori Bachand, Shane Bevell

Inside UNLV

No abstract provided.

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Doris (Yaeko) Mau, Doris Yaeko Mau, Institute Of Child Nutrition. Child Nutrition Archives. Mar 2007

Doris (Yaeko) Mau, Doris Yaeko Mau, Institute Of Child Nutrition. Child Nutrition Archives.

Oral History Project (all interviews)

Doris Mau is a retired School Food Service Manager and a past president of the Oahu School Food Service Association. Mrs. Mau was President-elect of her association when Hawaii hosted the Annual National Convention in 1976. The youngest of Mrs. Mau’s three daughters followed her into the school food service profession and is currently a School Food Service Manager on Oahu.

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Sue Uyehara, Sue Uyehara, Institute Of Child Nutrition. Child Nutrition Archives. Mar 2007

Sue Uyehara, Sue Uyehara, Institute Of Child Nutrition. Child Nutrition Archives.

Oral History Project (all interviews)

Sue Uyehara is a Louisiana native and a registered dietitian. She worked with the Women, Infants, and Children Program (WIC) in Louisiana, before relocating to Hawaii, where she works with the Office of Hawaii Child Nutrition Programs.

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Donna Matsufuru, Donna Matsufuru, Institute Of Child Nutrition. Child Nutrition Archives. Mar 2007

Donna Matsufuru, Donna Matsufuru, Institute Of Child Nutrition. Child Nutrition Archives.

Oral History Project (all interviews)

Donna Matsufuru is currently the School Food Service Supervisor for the state of Hawaii, and has held a variety of positions within the child nutrition field during her thirty-five years of service.

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Peggy Nakamoto, Peggy Nakamoto, Institute Of Child Nutrition. Child Nutrition Archives. Mar 2007

Peggy Nakamoto, Peggy Nakamoto, Institute Of Child Nutrition. Child Nutrition Archives.

Oral History Project (all interviews)

Peggy Nakamoto is a retired School Food Service Manager and a past president of the Oahu School Food Service Association. Peggy is very interested in child nutrition and continues to attend the School Nutrition Association’s Annual National Conventions.

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Nancy Miura, Nancy Miura, Institute Of Child Nutrition. Child Nutrition Archives. Mar 2007

Nancy Miura, Nancy Miura, Institute Of Child Nutrition. Child Nutrition Archives.

Oral History Project (all interviews)

Nancy Miura is a retired School Food Service Manager and a past president of the Oahu School Food Service Association, having served several terms as president of the Oahu association. Nancy remains very interested in child nutrition and continues to attend the School Nutrition Association’s Annual National Conventions, along with Peggy Nakamoto, another Oahu School Food Service Association past president.

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Nancy Miura & Peggy Nakamoto, Nancy Miura, Peggy Nakamoto, Institute Of Child Nutrition. Child Nutrition Archives Mar 2007

Nancy Miura & Peggy Nakamoto, Nancy Miura, Peggy Nakamoto, Institute Of Child Nutrition. Child Nutrition Archives

Oral History Project (all interviews)

After Nancy Miura & Peggy Nakamoto finished their individual oral history interviews they felt they had more to share, and sat down later the same day for a join interview.

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Janice Low, Janice Low, Institute Of Child Nutrition. Child Nutrition Archives. Mar 2007

Janice Low, Janice Low, Institute Of Child Nutrition. Child Nutrition Archives.

Oral History Project (all interviews)

Janice Low is a former Food Service Manager who started her career on the island of Lanai. Janice now works with the School Food Authority for the State of Hawaii. Janice is based in Honolulu.

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About The Authors, Volume 25 (2007) Jan 2007

About The Authors, Volume 25 (2007)

To Improve the Academy: A Journal of Educational Development

About the editors and authors/contributors of volume 25 (2007) of To Improve the Academy: A Journal of Educational Development.

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Preface, Volume 25 (2007), Douglas Reimondo Robertson Jan 2007

Preface, Volume 25 (2007), Douglas Reimondo Robertson

To Improve the Academy: A Journal of Educational Development

Preface to volume 25 (2007) of To Improve the Academy: A Journal of Educational Development, by Douglas Reimondo Robertson of Highland Heights, Kentucky.

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Introduction, Volume 25 (2007), Douglas Reimondo Robertson Jan 2007

Introduction, Volume 25 (2007), Douglas Reimondo Robertson

To Improve the Academy: A Journal of Educational Development

Introduction to volume 25 (2007) of To Improve the Academy: A Journal of Educational Development, by Douglas Reimondo Robertson of Highland Heights, Kentucky.

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Ethical Guidelines For Educational Developers Jan 2007

Ethical Guidelines For Educational Developers

To Improve the Academy: A Journal of Educational Development

Ethical guidelines for educational developers brepared by Mintz, Smith, and Warren, January 1999. Revised March 1999, September 1999, and March 2000.

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It All Started In The Sixties: Movements For Change Across The Decades—A Personal Journey, R. Eugene Rice Jan 2007

It All Started In The Sixties: Movements For Change Across The Decades—A Personal Journey, R. Eugene Rice

To Improve the Academy: A Journal of Educational Development

A combination of memoir and social commentary, this chapter explores changes in higher education throughout five decades—1960s: utopian quest for learning communities; 1970s: faculty development movement; 1980s: focus on the academic workplace; 1990s: broadening the understanding of scholarship; and 2000s: new pathways and the engaged campus. This chapter provides a context for the careers and work of faculty, academic administrators, and faculty development specialists (both new and experienced) as well as for the Professional and Organizational Development Network in Higher Education (POD).

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Living Engagement, Bell Hooks, Douglas Reimondo Robertson Jan 2007

Living Engagement, Bell Hooks, Douglas Reimondo Robertson

To Improve the Academy: A Journal of Educational Development

In this “talking chapter” bell hooks reveals, through dialogue about her thoughts and experiences related to college teaching and learning, a profound and robust perspective on what could be called “deep” faculty development. Topics include engaged pedagogy, therapeutic conversations, spiritual practice, difference, conflict, and love.

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Surviving To Tenure, James M. Lang Jan 2007

Surviving To Tenure, James M. Lang

To Improve the Academy: A Journal of Educational Development

For most new faculty, anxiousness about the tenure application begins from the first day on the job. Surviving the six intervening years on the tenure track requires a range of time- and career-management skills that new faculty may only learn piecemeal along the way. New faculty need help in five specific areas in order to survive their path down the tenure track: 1) developing teaching strategies that will fit their personalities and reach as many students as possible, 2) managing their time to allow for research and publication, 3) determining what and how many service commitments to make, 4) existing …

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The Abcs Of Fractal Thinking In Higher Education, Edward Nuhfer Jan 2007

The Abcs Of Fractal Thinking In Higher Education, Edward Nuhfer

To Improve the Academy: A Journal of Educational Development

All learning establishes and often stabilizes neural networks in the brain. These carry both cognitive and affective attributes and have fractal form. Fractal networks produce many actions and products that exhibit fractal qualities. Awareness of such qualities provides a unifying key to understanding and applying educational knowledge. It represents a marked shift in perception that differs from thinking customarily employed in considering information as a specialist. This alternate perspective helps professionals in higher education draw on diverse information from specialty research and apply it more effectively.

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Toward A Scholarship Of Teaching And Learning In Educational Development, Peter Felten, Alan Kalish, Allison Pingree, Kathryn M. Plank Jan 2007

Toward A Scholarship Of Teaching And Learning In Educational Development, Peter Felten, Alan Kalish, Allison Pingree, Kathryn M. Plank

To Improve the Academy: A Journal of Educational Development

Educational development traditionally has been a practice-based field. We propose that as a profession we adopt the methods of the scholarship of teaching and learning (SoTL), so often shared with our clients, in order to look through a scholarly lens at the outcomes of our own practice. Using SoTL approaches in our work would deepen the research literature in our field and improve the effectiveness of decisions we make about where to spend limited time and resources. In this chapter, we explore what it might mean for individual developers, and for our professional community, to apply SoTL methods to our …

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Faculty Development Through Student Learning Initiatives: Lessons Learned, Nancy Simpson, Jean Layne, Adalet Baris Gunersel, Blake Godkin, Fred Froyd Jan 2007

Faculty Development Through Student Learning Initiatives: Lessons Learned, Nancy Simpson, Jean Layne, Adalet Baris Gunersel, Blake Godkin, Fred Froyd

To Improve the Academy: A Journal of Educational Development

A project aimed at improving student learning while facilitating the professional development of faculty participants in the area of teaching has yielded a rich collection of data. In addition to providing critical information about how faculty members think, the project has broadened our thinking regarding the link between student learning initiatives and faculty development. The project has also increased our understanding of the interests of faculty members who are not typically clients of faculty development centers and motivated thinking on how to serve the professional development goals of this group.

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Action Research For Instructional Improvement: Using Data To Enhance Student Learning At Your Institution, Constance E. Cook, Mary Wright, Christopher O'Neal Jan 2007

Action Research For Instructional Improvement: Using Data To Enhance Student Learning At Your Institution, Constance E. Cook, Mary Wright, Christopher O'Neal

To Improve the Academy: A Journal of Educational Development

Action research is a powerful tool that can be used by teaching centers to improve teaching and learning. This chapter describes an action research project conducted at the Center for Research on Learning and Teaching at the University of Michigan. The project concerns retention and attrition in science gateway courses, with particular attention given to the role of the teaching assistant. This chapter concludes with a discussion of six principles for teaching center staff who wish to conduct their own action research projects.

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Moving From The Scholarship Of Teaching And Learning To Educational Research: An Example From Engineering, Ruth A. Streveler, Maura Borrego, Karl A. Smith Jan 2007

Moving From The Scholarship Of Teaching And Learning To Educational Research: An Example From Engineering, Ruth A. Streveler, Maura Borrego, Karl A. Smith

To Improve the Academy: A Journal of Educational Development

In The Advancement of Learning , Huber and Hutchings (2005) state that the “scholarship of teaching and learning . . . is about producing knowledge that is available for others to use and build on” (p. 27). Can viewing the scholarship of teaching and learning (SoTL) as an educational research activity help make SoTL findings more available and easier to build on? This chapter describes a program that prepared engineering faculty to conduct rigorous research in engineering education. Project evaluation revealed that engineering faculty had difficulty making some of the paradigm shifts that were presented in the project.

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Structuring Complex Cooperative Learning Activities In 50–Minute Classes, Barbara J. Millis Jan 2007

Structuring Complex Cooperative Learning Activities In 50–Minute Classes, Barbara J. Millis

To Improve the Academy: A Journal of Educational Development

Given the power of learning-centered teaching, faculty can be coached to structure cooperative activities wisely and well, even within 50-minute class periods where there is a perception that complex group work is difficult. In addition to giving some basic advice on team formation and classroom management, this chapter provides examples of five complex cooperative learning structures—Jigsaw, Send-a-Problem, Cooperative Debates, Guided Reciprocal Peer Questioning, and Bingo—that can be conducted within 50-minute classes. The specific literature-based examples are complemented by examples in a variety of other disciplines, making them seem doable to more faculty.

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“Heritage Rocks”: Principles And Best Practices Of Effective Intercultural Teaching And Learning, Peter Frederick, Mary James Jan 2007

“Heritage Rocks”: Principles And Best Practices Of Effective Intercultural Teaching And Learning, Peter Frederick, Mary James

To Improve the Academy: A Journal of Educational Development

This portrayal of the intercultural teaching/learning culture and classroom stories at one fully multicultural institution, Heritage University, itself reflecting many diverse “heritages,” provides a glimpse into the faces of the future of higher education in America. We offer several examples and a synthesis of the principles and best practices of effective intercultural teaching and learning, with the intention of helping other institutions move intercultural education from the margins to the “center,” thereby preparing both teachers and learners for effective intercultural learning and living in the 21st century.

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How Do You Handle This Situation? Responses By Faculty In Great Britain And The United States To Workshops On The Ethics Of Teaching, Miriam Rosalyn Diamond Jan 2007

How Do You Handle This Situation? Responses By Faculty In Great Britain And The United States To Workshops On The Ethics Of Teaching, Miriam Rosalyn Diamond

To Improve the Academy: A Journal of Educational Development

Faculty in the United States and Great Britain took part in workshops exploring educational ethics. Participants articulated concerns about balancing approachability with fairness, cross-cultural communication, conveying standards to students, and academic integrity. Responses to the session were positive, and both groups indicated an interest in continuing discourse on the topic. The groups differed on specific issues of interest, as well as feedback on the session. Some of these appear to be culturally influenced. Overall, this workshop presents a model for providing faculty with the opportunity to examine and formulate direction when dealing with ethical issues related to teaching.

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In The Eye Of The Storm: Students' Perceptions Of Helpful Faculty Actions Following A Collective Tragedy, Therese A. Huston, Michele Dipietro Jan 2007

In The Eye Of The Storm: Students' Perceptions Of Helpful Faculty Actions Following A Collective Tragedy, Therese A. Huston, Michele Dipietro

To Improve the Academy: A Journal of Educational Development

On occasion, our campus communities are shaken by national tragedies such as Hurricane Katrina and the terrorist attacks of September 11, 2001, or by local tragedies such as the murder of a faculty member or student. Because these are unusual circumstances, faculty are often initially confused about how to respond, and later have little or no sense of how effective their actions have been (DiPietro, 2003). This chapter investigates the most common instructor responses following a tragedy and which of those responses students find most helpful. Implications for faculty and faculty developers are discussed.

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Sustaining The Undergraduate Seminar: On The Importance Of Modeling And Giving Guidelines, Shelley Z. Reuter Jan 2007

Sustaining The Undergraduate Seminar: On The Importance Of Modeling And Giving Guidelines, Shelley Z. Reuter

To Improve the Academy: A Journal of Educational Development

Student-led discussion is a valuable means of involving students in the collaborative creation of knowledge. This activity becomes especially important in the seminar course where, either individually or in small groups, students lead their peers through a set of readings. Unfortunately, student-led discussions often focus more on summary than critical analysis, largely because seminar leaders, left to their own devices, do not know what a seminar should look like or how to lead one effectively. This chapter demonstrates tliat undergraduates can learn seminar leadership when provided with guidelines and opportunities to see the skill modeled.

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Teaching Business By Doing Business: An Interdisciplinary Faculty–Friendly Approach, Larry K. Michaelson, Mary Mccord Jan 2007

Teaching Business By Doing Business: An Interdisciplinary Faculty–Friendly Approach, Larry K. Michaelson, Mary Mccord

To Improve the Academy: A Journal of Educational Development

This chapter describes the implementation of an interdisciplinary undergraduate curricular innovation in two different university settings. The Integrative Business Experience (IBE) requires students to enroll concurrently in three required core business courses and a practicum course in which they develop and operate a startup business (based on a real-money loan of up to $5,000) and carry out a hands-on community service project. This chapter also reports outcomes for students (including data from an assessment), examines the variables that minimize the difficulty of achieving cross-disciplinary integration in IBE, and suggests keys to enabling faculty-friendly integrative course designs in other settings.

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The Scholarship Of Civic Engagement: Defining, Documenting, And Evaluating Faculty Work, Robert G. Bringle, Julie A. Hatcher, Patti H. Clayton Jan 2007

The Scholarship Of Civic Engagement: Defining, Documenting, And Evaluating Faculty Work, Robert G. Bringle, Julie A. Hatcher, Patti H. Clayton

To Improve the Academy: A Journal of Educational Development

Civic engagement, which is presented as teaching, research, and service in and with the community, presents new challenges for evaluating faculty work as part of the reappointment, promotion, and tenure process. The nature of service-learning, professional service, and participatory action research are examined as faculty work that can be scholarly (i.e., well informed) and the basis of scholarship (i.e., contributing to a knowledge base). As such, examples of evidence for documenting the work and issues associated with evaluating dossiers are presented.

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Faculty Development In Student Learning Communities: Exploring The Vitality Of Mid–Career Faculty Participants, Shari Ellertson, John H. Schuh Jan 2007

Faculty Development In Student Learning Communities: Exploring The Vitality Of Mid–Career Faculty Participants, Shari Ellertson, John H. Schuh

To Improve the Academy: A Journal of Educational Development

Student learning communities result in numerous benefits for students and institutions, but less is known about the influence of learning community participation on faculty renewal and development. This qualitative study examines mid-career faculty members’ involvement in student learning communiities to explore the degree to which the construct of vitality appropriately describes and illuminates their experiences. Findings suggest that learning communities foster vitality by serving as a boundary-spanning activity where faculty can merge various work interests, allowing them to engage in purposeful production and providing them with experiences that help generate feelings of energy, excitement, and engagement with their work.

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