Teacher Education and Professional Development Commons^™

The Rhetoric Of Recovery: Can Twelve Step Programs Inform The Teaching Of Writing?, Christopher C. Weaver

The Journal of the Assembly for Expanded Perspectives on Learning

The article examines the spiritual dimensions of recovery programs and explores some of the ways the rhetoric of these programs as well as the structure of twelve step meetings may illuminate the nature of composition classes and particularly of peer writing groups.

Successful Blunders: Reflection, Deflection, Teaching, Devan Cook

The Journal of the Assembly for Expanded Perspectives on Learning

Often we expect students' experience with assignments to reflect our own or those of previous students, but we may blunder when we base our teaching on past successes. By deflecting such assignments and constructing unexpected identities, students and instructors alike learn and teach.

The Landscape Listens— Hearing The Voice Of The Soul, Robbie Clifton Pinter

The Journal of the Assembly for Expanded Perspectives on Learning

This essay offers a view of Mary Rose O'Reilley's "radical listening," applying it to the classroom as a way for teachers and students to "learn to their lives."

The Accidental Curriculum, Terrance Riley

The Journal of the Assembly for Expanded Perspectives on Learning

True learning—learning which results in some permanent cognitive change—is far too unpredictable to be controlled by format curricular designs. The formal curriculum of English studies is valuable largely as a stage setting for educational accidents.

Back Matter

The Journal of the Assembly for Expanded Perspectives on Learning

No abstract provided.

Something To Have At Heart: Another Look At Memorization, Gina Briefs-Elgin

The Journal of the Assembly for Expanded Perspectives on Learning

After tracing the history of learning by heart, this essay explores its advantages and suggest that we restore this time-honored practice which can enrich our students' relationships with words and books and empower their personal lives.

Connecting, Helen Walker, Lisa Ruddick, Kathleen Mccolley Foster, Chauna Craig, Steven Vanderstaay, Meg Peterson, Linda K. Parkyn

The Journal of the Assembly for Expanded Perspectives on Learning

No abstract provided.

Jaepl, Vol. 8, Winter 2002-2003, Katie S. Fleckenstein, Linda T. Calendrillo

The Journal of the Assembly for Expanded Perspectives on Learning

Essays

Charles Suhor. James Moffett's Lit Crit and Holy Writ. In one of Moffett's final presentations, he traced parallels between literary criticism and the study of scripture from various traditions. He explained the development of his Points of View spectrum as a response to his high school teaching experiences and presented an updated version of the spectrum.

Gina Briefs-Elgin. Something to Have at Heart: Another Look at Memorization. After tracing the history of learning by heart, this essay explores its advantages and suggest that we restore this time-honored practice which can enrich our students' relationships with words and …

Stories Of Re-Reading: Inviting Students To Reflect On Their Emotional Responses To Fiction, Brenda Daly

The Journal of the Assembly for Expanded Perspectives on Learning

Although most literature courses teach students to focus on textual analysis, this essay argues that students should be given opportunities for exploring their emotional responses to the text.

James Moffett’S Lit Crit And Holy Writ, Charles Suhor

The Journal of the Assembly for Expanded Perspectives on Learning

In one of Moffett's final presentations, he traced parallels between literary criticism and the study of scripture from various traditions. He explained the development of his Points of View spectrum as a response to his high school teaching experiences and presented an updated version of the spectrum.

Integrating Science In Agricultural Education: Attitudes Of Indiana Agricultural Science And Business Teachers, Mark Balschweid, Gregory W. Thompson

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

The purpose of this study was to determine how Indiana Agricultural Science and Business (ASB) teachers perceived the impact of integrating science on agricultural education programs. The population consisted of all Indiana ASB teachers employed during the fall 1999 semester (N = 243). The Integrating Science Survey Instrument developed by Thompson (1996) was used to identify the perceptions of the ASB instructors. From the data it was concluded that many of Indiana’s Agricultural Science and Business instructors have responded positively to the call for the integration of science into the agricultural education curriculum. As a result of their efforts, over …

Jaepl, Vol. 7, Winter 2001-2002, Linda T. Calendrillo, Editor, Kristie S. Fleckenstein, Editor

The Journal of the Assembly for Expanded Perspectives on Learning

Morris Berman tells the story of his maternal grandfather, who, when he was five years old in 1883 or 1884, was sent to a Jewish elementary school in Belorussia. On the first day of class, the teacher startled the young boy by taking each child's slate and smearing the first two letters of the Hebrew alphabet—aleph and beys—on it in honey. His grandfather's first lesson consisted of eating the letters off the slate. The symbolism of this act is complex, Berman muses, but central to the ritual is the belief that what is real must be taken into oneself, ingested: …

Inside Unlv, Diane Russell, Jennifer Vaughan, Richard Jensen, Mae Worthey-Flennoy

Inside UNLV

No abstract provided.

Inside Unlv, Betty Blodgett, Tom Flagg, Diane Russell

Inside UNLV

No abstract provided.

Inside Unlv, Andy Grossman, Mark Wallington, Dave Phillips

Inside UNLV

No abstract provided.

Inside Unlv, Carol C. Harter, Betty Biodgett

Inside UNLV

No abstract provided.

Gen Ms 10 Harriet Sweetser Letters, John D. Knowlton

Search the General Manuscript Collection Finding Aids

Provenance: Donated by Elizabeth Sweetser Baxter in 1999. Ownership & Literary Rights: The Harriet Sweetser Letters are the physical property of the University of Southern Maine Library. Literary rights, including copyright, belong to the creator or his legal heirs and assigns. For further information, consult the Head of Special Collections. Cite as: Harriet Sweetser Letters, Special Collections, University of Southern Maine Libraries. Restrictions on access: This collection is open for research.

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 …