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Articles 1861 - 1890 of 2294

Full-Text Articles in Teacher Education and Professional Development

Mary A. Hill, Mary A. Hill, Institute Of Child Nutrition. Child Nutrition Archives. Mar 2006

Mary A. Hill, Mary A. Hill, Institute Of Child Nutrition. Child Nutrition Archives.

Oral History Project (all interviews)

Mary A. Hill, Executive Director of Food Services for Jackson Public School District in Jackson, MS. She is a native of Jackson, MS, has both BS and MS degrees in Home Economics and a minor in Secondary Education from the University of Southern Mississippi and is credentialed as a Specialist (SNS) in the School Nutrition Association. Prior to beginning a career in school nutrition in 1983, she was a Commercial Food teacher who taught courses to vocational/technical students in Laurel Public Schools in Laurel, MS. Hill has directed the Child Nutrition Program in Jackson, MS for 33 years. The districts’ …

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Thelma Becker, Thelma Becker, Institute Of Child Nutrition. Child Nutrition Archives. Mar 2006

Thelma Becker, Thelma Becker, Institute Of Child Nutrition. Child Nutrition Archives.

Oral History Project (all interviews)

Thelma Becker, a native Pennsylvanian, grew up in Philadelphia. Becker served as a school food service director in Pennsylvania and is a past-president of the American School Food Service Association, now the School Nutrition Association.

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Penny Mcconnell, Penny Mcconnell, Institute Of Child Nutrition. Child Nutrition Archives. Feb 2006

Penny Mcconnell, Penny Mcconnell, Institute Of Child Nutrition. Child Nutrition Archives.

Oral History Project (all interviews)

Penny McConnell, a Canada native, had no experience in school nutrition until she moved to Virginia and took a job as food service manager in a local elementary school. McConnell has worked her way up through the Fairfax child nutrition programs, working as a manager in several high schools before becoming a supervisor, and eventually director of Food and Nutrition Services. She has also been active in the American Dietetic Association and the former American School Food Service Association, now the School Nutrition Association.

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Clarice Higgins, Clarice Higgins, Institute Of Child Nutrition. Child Nutrition Archives. Jan 2006

Clarice Higgins, Clarice Higgins, Institute Of Child Nutrition. Child Nutrition Archives.

Oral History Project (all interviews)

Clarice Higgins grew up in Waynesboro, Mississippi, and earned her bachelor’s degree in Dietetics from the University of Alabama, studying with Dr. Neige Todhunter. She then interned at Columbia Presbyterian Hospital in New York and earned her master’s from Columbia Teacher’s College. Dr. Mary de Garmo Bryan was her major advisor. In 1964 she became the School Food Service Director in Gadsden County, Florida, and held this position until her retirement in 1993. Mrs. Higgins served as President of the American School Food Service Association in 1983.

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Marcia Smith, Marcia Smith, Institute Of Child Nutrition. Child Nutrition Archives. Jan 2006

Marcia Smith, Marcia Smith, Institute Of Child Nutrition. Child Nutrition Archives.

Oral History Project (all interviews)

Marcia Smith was born in Pennsylvania and moved to Florida when she was two years old. Ms. Smith graduated from Florida State University with a degree in food nutrition specializing in school lunch administration. She later earned masters and Ph.D. degrees from Webber College and Kennedy Western University. She started her career in school foodservice in Polk County, Florida, working with Helen Walker, School Food Service Director and President of the American School Foodservice Association (ASFSA) at that time. “Within the first two weeks of being on the job, I was going to Chicago to the national conference where she …

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Career Aspirations Of Selected Ffa Members, B. Allen Talbert, Mark Balschweid Jan 2006

Career Aspirations Of Selected Ffa Members, B. Allen Talbert, Mark Balschweid

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

This descriptive study conducted in 2003 utilized random sampling techniques for accessing the 450,000 members of the National FFA Organization. The purpose of the study was to describe career aspirations of FFA members within, and related to, USDE career clusters, Supervised Agricultural Experiences, Career Development Event participation and career related demographic indicators. The study compared results to a similar study conducted in 1999. The data revealed that FFA members are busy with involvement in multiple sports and multiple clubs within their school and that a majority hold a job. FFA members across the nation consistently connect to agriculture with over …

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Preface, Volume 24 (2006), Sandra Chadwick Blossey Jan 2006

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.

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An Adventure On Pod's High Cs: Culture, Creativity, And Communication In The Academy: A Humanist Perspective, James Downey Jan 2006

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.

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Monster At The Foot Of The Bed: Surviving The Challenge Of Marketplace Forces On Higher Education, Raoul A. Arreola Jan 2006

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.

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The Advantages Of A Reciprocal Relationship Between Faculty Development And Organizational Development In Higher Education, Leora Baron Jan 2006

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.

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A Different Way To Approach The Future: Using Chaos Theory To Improve Planning, Marc Cutright Jan 2006

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.

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The New Demand For Heterogeneity In College Teaching, George Keller Jan 2006

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.

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Not Making Or Shaping: Finding Authenticity In Faculty Development, Patricia Cranton Jan 2006

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.

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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 Jan 2006

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 …

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Preparing Faculty For Pedagogical Change: Helping Faculty Deal With Fear, Linda C. Hodges Jan 2006

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.

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Tailoring Faculty Development Programs To Faculty Career Stages, Peter Seldin Jan 2006

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.

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Creating Engaged Departments: A Program For Organizational And Faculty Development, Kevin J. Kecskes, Sherril B. Gelmon, Amy Spring Jan 2006

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.

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Promoting Intellectual Community And Professional Growth For A Diverse Faculty, Dorothe J. Bach, Marva A. Barnett, José D. Fuentes, Sherwood C. Frey Jan 2006

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 …

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An Electronic Advice Column To Foster Teaching Culture Change, Donna M. Qualters, Thomas C. Sheahan, Jacqueline A. Isaacs Jan 2006

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.

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Helping Faculty Learn To Teach Better And “Smarter” Through Sequenced Activities, Barbara J. Millis Jan 2006

Helping Faculty Learn To Teach Better And “Smarter” Through Sequenced Activities, Barbara J. Millis

To Improve the Academy: A Journal of Educational Development

Faculty developers can help faculty learn to intentionally sequence assignments and activities to promote greater learning when they understand the convergent research—with its practical implications for teaching—on how people learn, on deep learning, and on cooperative learning. Such a sequence includes a motivating out-of-class assignment (homework), in-class “processing” that includes active learning and student interactions, and feedback and assessment, often given in multiple ways. This approach is modeled through two examples using graphic organizers.

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Practicing What We Preach: Transforming The Ta Orientation, Patricia Armstrong, Peter Felten, Jeffrey Johnston, Allison Pingree Jan 2006

Practicing What We Preach: Transforming The Ta Orientation, Patricia Armstrong, Peter Felten, Jeffrey Johnston, Allison Pingree

To Improve the Academy: A Journal of Educational Development

Brookfield (1995), Schön (1983), and others articulate the necessity and complexity of being critically reflective in our work. Indeed, the value of critical reflection is inherent to educational development as a field in that we frequently encourage such thinking in our consultations with instructors. But practicing what we preach can be difficult. This chapter reflects on an experiment in the transformation of a teaching assistant orientation, a central event of our teaching center. We not only describe and assess the process of revising this orientation, but we also reflect on the implicatiom of this case for broader programming issues in …

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Exploring The Application Of Best Practices To Ta Awards: One University's Approach, Laurel Willingham-Mclain, Deborah L. Pollack Jan 2006

Exploring The Application Of Best Practices To Ta Awards: One University's Approach, Laurel Willingham-Mclain, Deborah L. Pollack

To Improve the Academy: A Journal of Educational Development

This chapter explores how to adapt best practices from the general literature on teaching awards in higher education to graduate student teaching assistant (TA) awards. Although most criteria apply, they must be fitted to the career stage and aspirations of TAs. The Duquesne University Graduate Student Award for Excellence in Teaching serves as a case study demonstrating how these practices can be modified to both recognize excellent teaching and promote the professional development of graduate student instructors.

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Expeditionary Learning: A Low–Risk, Low–Cost, High–Impact Professional Development Model, Chris Carlson-Dakes, Alice Pawley Jan 2006

Expeditionary Learning: A Low–Risk, Low–Cost, High–Impact Professional Development Model, Chris Carlson-Dakes, Alice Pawley

To Improve the Academy: A Journal of Educational Development

We describe a low-risk, low-cost, high-impact professional development program to help faculty, instructional staff, postdoctoral fellows, and graduate students create space in their lives to explore the diversity of their campus community and reflect on beliefs about teaching and learning in higher education. Along with small group discussions, participants have “expeditions” onto campus to explore learning situations and academic life in ways that they have never before experienced. We describe our theoretical model, programmatic and evaluation structure, and some participants’ insights into why they participated and what they learned from our first implementation.

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Learning Communities For First–Year Faculty: Transition, Acculturation, And Transformation, Harriet Fayne, Alice Ortquist-Ahrens Jan 2006

Learning Communities For First–Year Faculty: Transition, Acculturation, And Transformation, Harriet Fayne, Alice Ortquist-Ahrens

To Improve the Academy: A Journal of Educational Development

To enhance new faculty members’ chances for teaching and career success, Otterbein College piloted a yearlong learning community program and encouraged first-year faculty to participate. Four new faculty members took part in opportunities designed to enhance their teaching, to orient them more fully to a new institution and student body, to foster collegial community, to encourage reflective practice, and to introduce them to the scholarship of teaching and learning. This qualitative case study tracks their developmental trajectory, which led them from an initial concern with self and survival to an eventual focus on student learning.

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Faculty Competency By Design: A Model For Institutional Transformation, Helen M. Clarke, Philip E. Bishop Jan 2006

Faculty Competency By Design: A Model For Institutional Transformation, Helen M. Clarke, Philip E. Bishop

To Improve the Academy: A Journal of Educational Development

For a decade, Valencia Community College has striven for a faculty development program with direct impact on student learning. The college succeeded by designing faculty learning with the same logic we apply to student learning. Valencia’s program for new tenure-track faculty focuses on significant faculty learning outcomes, a learning-centered pedagogy, high standards of scholarship, and continuous program assessment. The college’s Teaching/Learning Academy and a coordinated tenure process have cultivated new learning leaders and created a fresh partnership among deans and faculty members. This developing process of new-hire faculty development has been pivotal to Valencia’s learning-centered transformation.

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About The Authors, Volume 24 (2006) Jan 2006

About The Authors, Volume 24 (2006)

To Improve the Academy: A Journal of Educational Development

About the editors and authors of volume 24 (2006) of To Improve the Academy: A Journal of Educational Development.

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Building It For Them: Faculty–Centered Program Development And Emanagement, Bonnie B. Mullinix Jan 2006

Building It For Them: Faculty–Centered Program Development And Emanagement, Bonnie B. Mullinix

To Improve the Academy: A Journal of Educational Development

This article documents the effectiveness of a responsive, multilevel, web-based system for identifying and responding to faculty interest and needs for training and development. A case-based description illustrates the advantages of using a web-facilitated approach to schedule sessions according to faculty interest and availability. From needs assessment survey, to session design and scheduling, to registration, communication, and monitoring of participation, to evaluation and feedback, this integrated system has proven effective in engaging faculty. Data collected over two years of program implementation is shared and implications for the design, facilitation, and evaluation of such approaches are considered.

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Bibliography, Volume 24 (2006) Jan 2006

Bibliography, Volume 24 (2006)

To Improve the Academy: A Journal of Educational Development

Bibliography for volume 24 (2006) of To Improve the Academy: A Journal of Educational Development.

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Introduction. Volume 24 (2006), Sandra Chadwick Blossey Jan 2006

Introduction. Volume 24 (2006), Sandra Chadwick Blossey

To Improve the Academy: A Journal of Educational Development

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

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A Theory–Based Integrative Model For Learning And Motivation In Higher Education, Chantal S. Levesque, G. Roger Sell, James A. Zimmerman Jan 2006

A Theory–Based Integrative Model For Learning And Motivation In Higher Education, Chantal S. Levesque, G. Roger Sell, James A. Zimmerman

To Improve the Academy: A Journal of Educational Development

The shared mission of higher education institutions is to develop educated persons who are able to make connections and build on knowledge acquired across disciplines and fields and through various life experiences. This chapter offers a theory-based model that can be used by researchers and practitioners to enhance academic learning and motivation. Educators can create learning environments that move students from external regulation to self-determined forms of motivation. This model is used to describe conditions that enhance/restrict learning. It also has the potential to be used to interpret research on teaching and learning in higher education.

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