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Teacher Education and Professional Development Commons™
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Articles 421 - 450 of 500
Full-Text Articles in Teacher Education and Professional Development
The Knowledge Survey: A Tool For All Reasons, Edward Nuhfer, Delores Knipp
The Knowledge Survey: A Tool For All Reasons, Edward Nuhfer, Delores Knipp
To Improve the Academy: A Journal of Educational Development
Knowledge surveys provide a means to assess changes in specific content learning and intellectual development. More important, they promote student learning by improving course organization and planning. For instructors, the tool establishes a high degree of instructional alignment, and, if properly used, can ensure employment of all seven best practices during the enactment of the course. Beyond increasing success of individual courses, knowledge surveys inform curriculum development to better achieve, improve, and document program success.
Establishing A Teaching Academy: Cultivation Of Teaching At A Research University Campus, Patricia Kalivoda, Jodef Broder, William K. Jackson
Establishing A Teaching Academy: Cultivation Of Teaching At A Research University Campus, Patricia Kalivoda, Jodef Broder, William K. Jackson
To Improve the Academy: A Journal of Educational Development
The University of Georgia (UGA) has worked hard over the last 22 years to increase the respect and reward for teaching through the faculty development programs of the office of instructional support and development and through the establishment of two campus-wide teaching awards. Looking for a means to extend a celebration of teaching beyond one-time recognition or one-time participation, the university established a campus-wide teaching academy. The purpose of this chapter is to chronicle the evolution of the teaching academy that was founded at the University of Georgia in 1999. The mission, goals, membership, funding, and programs and activities of …
Using Cooperative Games For Faculty Development, Barbara J. Millis
Using Cooperative Games For Faculty Development, Barbara J. Millis
To Improve the Academy: A Journal of Educational Development
Learning through games has been going on for centuries. Faculty developers, however, are only now realizing the impact of well-structured and well-planned games. They not only “educate” engaged faculty members, but they can also motivate them. This chapter discusses the educational value of games, reveals their key underlying principles, and offers two examples of successfal faculty development games (scavenger hunt and Bingo) that can be replicated on any campus.
Proven Faculty Development Tools That Foster The Scholarship Of Teaching In Faculty Learning Communities, Milton D. Cox
Proven Faculty Development Tools That Foster The Scholarship Of Teaching In Faculty Learning Communities, Milton D. Cox
To Improve the Academy: A Journal of Educational Development
Faculty learning communities have played a key role in the development of the scholarship of teaching and learning at Miami University for over 20 years. This chapter describes a sequence of developmental steps, evidence of success, and supporting documents and artifacts that can guide faculty developers in a community approach to the development of this scholarship.
Assessing And Reinvigorating A Teaching Assistant Support Program: The Intersections Of Institutional, Regional, And National Needs For Preparing Future Faculty, Kathleen S. Smith
Assessing And Reinvigorating A Teaching Assistant Support Program: The Intersections Of Institutional, Regional, And National Needs For Preparing Future Faculty, Kathleen S. Smith
To Improve the Academy: A Journal of Educational Development
This article discusses an assessment of an 11-year old teaching assistant (TA) support program at a Research I institution. The TA support program was developed on the premise that professional preparation of teachers includes fundamental teaching competencies or skills that call be identified, developed, and evaluated (Simpson & Smith, 1993; Smith & Simpson, 1995). The purpose of this longitudinal study was to identify and enhance the institutional enabling factors that help graduate teaching and laboratory assistants in performing their duties and in using their graduate experience to prepare for careers at a variety of academic institutions.
Transforming Instructional Development: Online Workshops For Faculty, Laurie Bellows, Joseph R. Danos
Transforming Instructional Development: Online Workshops For Faculty, Laurie Bellows, Joseph R. Danos
To Improve the Academy: A Journal of Educational Development
Two vastly different institutions, the University of Nebraska, Lincoln and Delgado Community College, cooperated in the delivery of online faculty development workshops in syllabus construction. This chapter describes the experiences of a flagship university and an urban community college in employing electronic delivery of the same workshop content to their respective faculty members. It shares successful and unsuccessful strategies, nuts and bolts, and the discovery of an unexpected, pleasant irony: The technology that can separate and isolate us has the potential to bring us together, as though we were on electronic legs in a virtual Athenian agora.
Accommodating Students With Disabilities: Professional Development Needs Of Faculty, Sheryl Burgstahler
Accommodating Students With Disabilities: Professional Development Needs Of Faculty, Sheryl Burgstahler
To Improve the Academy: A Journal of Educational Development
Faculty members play an important role in making academic programs accessible to postsecondary students with disabilities. However, instructors do not always possess the knowledge, experiences, and attitudes that result in the most inclusive environment for these students. A literature review was conducted to explore what faculty members need to know about accommodating students with disabilities in their courses and how they can best gain this knowledge. These results were used to develop a comprehemive set of training options that can be used with postsecondary instructors nationwide. The content of these options focuses on legal issues, accommodation strategies, and resources. Modes …
Integrity In Learner–Centered Teaching, Douglas Reimondo Robertson
Integrity In Learner–Centered Teaching, Douglas Reimondo Robertson
To Improve the Academy: A Journal of Educational Development
Learner-centered teaching challenges teachers with inherent conflicts and can be viewed as a conflicted educational helping relationship. This chapter explores fundamental conflicts in learner-centered teaching as well as ways to handle them constructively. Learner-centered teacher integrity is seen as the degree to which contradictory demands on the teacher (e.g., facilitating learning as well as evaluating it) are brought into synergistic relationship. A process for enhancing these synergies is suggested. This discussion emerges from a line of work that attempts to further develop the learner-centered teaching role in higher education (Robertson, 1996, 1997, 1999a, 1999b, 2000a, 2000b, 2000c, 2001).
Something More: Moments Of Meeting And The Teacher–Learner Relationship, Richard G. Tiberius, John Techima, Alan R. Kindler
Something More: Moments Of Meeting And The Teacher–Learner Relationship, Richard G. Tiberius, John Techima, Alan R. Kindler
To Improve the Academy: A Journal of Educational Development
The Boston Group, drawing upon developmental and clinical research, has identified special moments in human interaction that they call “moments of meeting.” These moments occur spontaneously within the context of ongoing relational interaction and can effectively restructure relationships. We think of these moments of meeting as pivotal moments because of their potentially pivotal effect on relationships. In this chapter we briefly describe the theory underlying these moments of relational change, using examples from education. Then we suggest strategies that may help teachers participate creatively in such moments. Finally, we explore the implications of this theory for the concept of authenticity.
Undergraduate Students As Collaborators In Building Student Learning Communities, Candyce Reynolds
Undergraduate Students As Collaborators In Building Student Learning Communities, Candyce Reynolds
To Improve the Academy: A Journal of Educational Development
Colleges and universities have recently used the concept of learning communities as a strategy to improve undergraduate student learning. This chapter describes a learning community approach where upper-division undergraduates serve as mentors for freshman and sophomore students and develop and sustain learning communities with faculty partners. The impact of this program is described and implications are discussed.
Improving Teaching And Learning: Students' Perspectives, X. Mara Chen, Ellen M. Lawler, Elichia A. Venso
Improving Teaching And Learning: Students' Perspectives, X. Mara Chen, Ellen M. Lawler, Elichia A. Venso
To Improve the Academy: A Journal of Educational Development
Despite much debate among educators over methods to improve the climate and effectiveness of teaching and learning, very limited effort has been directed toward seeking input from students. In this study. a survey of students’ opinions regarding college teaching and learning was given in six courses with 163 students completing the survey. This chapter analyzed the survey results and proposed specific strategies that professors can use to make teaching engaging as well as informative, and thus, to enhance student learning.
The Essential Role Of Faculty Development In New Higher Education Models, Devorah A. Lieberman, Alan E. Guskin
The Essential Role Of Faculty Development In New Higher Education Models, Devorah A. Lieberman, Alan E. Guskin
To Improve the Academy: A Journal of Educational Development
There is a growing interest in and active discussion about new educational environments, which shift the emphasis of education from faculty and their teaching to students and their learning. This shift enables us to view the education of students in multiple educational environments beyond the traditional model of faculty teaching students in a classroom. Combining both different instructional roles and educational settings into new higher education models of undergraduate education will demand that faculty learn new roles. It also holds out the hope that reducing the demands on faculty time and increasing the availability of other institutional resources will enhance …
Are They Really Teachers? Problem–Based Learning And Information Professionals, Michael Anderson, Virginia Baldwin
Are They Really Teachers? Problem–Based Learning And Information Professionals, Michael Anderson, Virginia Baldwin
To Improve the Academy: A Journal of Educational Development
Traditionally, working with teaching faculty is the primary consulting role for most faculty development professionals. The boundaries, however, are not always clear regarding instructional assistance that is provided to other personnel. This chapter demonstrates how collaboration among faculty consultants and information specialists can result in enhanced library utilization and better research-related instruction. Our model uses problem-based learning (PBL) as a vehicle for teaching research and retrieval skills in either a single class experience or in multiple classroom visits with an engineering librarian.
Embracing A Philosophy Of Lifelong Learning In Higher Education: Starting With Faculty Beliefs About Their Role As Educators, Carolin D. Kreber
Embracing A Philosophy Of Lifelong Learning In Higher Education: Starting With Faculty Beliefs About Their Role As Educators, Carolin D. Kreber
To Improve the Academy: A Journal of Educational Development
Recent events on the international political scene point to a need to teach course content and learning skills that focus on issues of equity and diversity, understanding of the local culture and differences among cultures,· learning for ethics, citizenship, and democracy. interpersonal skills; and an ability to make informed and responsible value judgments. These, among others, are important aspects of lifelong learning. To embrace a philosophy of lifelong learning in higher education it seems paramount to focus on faculty beliefs about teaching to encourage a critical interrogation of course and program goals. The chapter concludes with several suggestions for the …
A Matrix For Reconsidering, Reassessing, And Shaping E–Learning Pedagogy And Curriculum, Laura Bush, Barry Maid, Duane Roen
A Matrix For Reconsidering, Reassessing, And Shaping E–Learning Pedagogy And Curriculum, Laura Bush, Barry Maid, Duane Roen
To Improve the Academy: A Journal of Educational Development
Educational stakeholders are increasingly engaged in discussions about the effective design, distribution, and evaluation of e-learning. We invite educators to build on already existing scholarship as they make future e-learning decisions. Specifically, we combine four categories of academic scholarship from Boyer (1990) with six assessment criteria from Glassick, Huber, and Maeroff (1997) to construct a matrix that may be applied to any post-secondary learning or teaching context. We argue that while each medium in which faculty might find themselves teaching differs from others, the teaching itself, and effective teaching in general, is definable and, therefore, can be evaluated using the …
Bibliography, Volume 21 (2003)
Bibliography, Volume 21 (2003)
To Improve the Academy: A Journal of Educational Development
Bibliography for volume 21 (2003) of To Improve the Academy: A Journal of Educational Development.
Preface, Volume 20 (2002), Devorah Lieberman
Preface, Volume 20 (2002), Devorah Lieberman
To Improve the Academy: A Journal of Educational Development
Preface to volume 20 (2002) of To Improve the Academy: A Journal of Educational Development, by Devorah Lieberman of Portland State University.
Introduction. Volume 20 (2002), Devorah Lieberman
Introduction. Volume 20 (2002), Devorah Lieberman
To Improve the Academy: A Journal of Educational Development
Introduction to volume 20 (2002) of To Improve the Academy: A Journal of Educational Development, by Devorah Lieberman of Portland State University.
Institutional Transformation And Change: Insights For Faculty Developers, Peter D. Eckel
Institutional Transformation And Change: Insights For Faculty Developers, Peter D. Eckel
To Improve the Academy: A Journal of Educational Development
This chapter presents a series of insights about the process of institutional change and how leaders might implement it. Since the majority of energy goes into what the institution should do, little attention in higher education is given to how institutions should go about change. Based upon six years of work with 24 diverse institutions working on a range of change agendas in two projects, this chapter presents some conceptualizations of change and offers some language to discuss the type of intended change that might be useful for faculty developers and other campus leaders. It identifies three key elements in …
A Brief History Of Educational Development: Implications For Teachers And Developers, Richard G. Tiberius
A Brief History Of Educational Development: Implications For Teachers And Developers, Richard G. Tiberius
To Improve the Academy: A Journal of Educational Development
An historical review of the practice of educational development identified four belief systems about teaching and learning that shape the practice. Each system is characterized by an assumption about the teacher’s role: content expert; performer, who makes learning happen; facilitator, who encourages learning through interaction; and helper, whose relationship with learners is a vehicle for learning. The good news is that even teachers who are limited to only one of these belief systems can be successful. On the other hand, developers must have an appreciation for more than one belief system if they are to be successful at helping teachers.
Linking Change Initiatives: The Carnegie Academy For The Scholarship Of Teaching And Learning In The Company Of Other National Projects, Barbara Cambridge
Linking Change Initiatives: The Carnegie Academy For The Scholarship Of Teaching And Learning In The Company Of Other National Projects, Barbara Cambridge
To Improve the Academy: A Journal of Educational Development
The scholarship of teaching and learning provides an overarching framework for progress on a number of important educational issues today. The Carnegie Academy for the Scholarship of Teaching and Learning encourages connections with other national projects that deal with issues such as defining student learning outcomes, building an infrastructure of support, and establishing evidence for purposes of accountability in mutually supportive ways. Connecting such efforts honors faculty time in the midst of multiple demands and raises the likelihood of significant, lasting impact on the quality of teaching and learning.
Could It Be That It Does Make Sense? A Program Review Process For Integrating Activities, Terrel Rhodes
Could It Be That It Does Make Sense? A Program Review Process For Integrating Activities, Terrel Rhodes
To Improve the Academy: A Journal of Educational Development
This chapter presents a model for a comprehensive program review process that can be used on any campus. Faculty developers maintain a critical role in a campus-wide program review initiative. This model is based upon the development of institutional priorities that guide the development of goals and objectives far academic units across the campus. The program review process is based on a core of regularly produced institutional data that can be used by all units to inform decision-making. The review process is conducted on an annual or biannual basis with periodic major review coinciding with accreditation visits. The ultimate success …
Getting Started With Faculty Development, Nadia Cordero De Figueroa, Pedro A. Sandín-Fremaint
Getting Started With Faculty Development, Nadia Cordero De Figueroa, Pedro A. Sandín-Fremaint
To Improve the Academy: A Journal of Educational Development
As a result of an academic senate decision to reconceptualize the baccalaureate, the Río Piedras Campus of the University of Puerto Rico began, in late 1994, a major transformational process that has led it to rethink itself as a community of learners. One of the principal instruments of change has been our Center for Academic Excellence, created in early 1998 as a result of the transformational process. This chapter discusses the process that led to the creation of the center, as well as its structure, activities, and vision for the future. We hope that our experience will be useful to …
Research On Faculty As Teaching Mentors: Lessons Learned From A Study Of Participants In Uc Berkeley's Seminar For Faculty Who Teach With Graduate Student Instructors, Linda Von Hoene, Jacqueline Mintz
Research On Faculty As Teaching Mentors: Lessons Learned From A Study Of Participants In Uc Berkeley's Seminar For Faculty Who Teach With Graduate Student Instructors, Linda Von Hoene, Jacqueline Mintz
To Improve the Academy: A Journal of Educational Development
This chapter describes the results of a research study of University of California, Berkeley’s annual seminar for faculty teaching with Graduate Student Instructors (GSIs). It demonstrates that such a faculty development activity can have a significant impact not only on faculty mentoring of GSIs but also on faculty teaching, attitudes, and behaviors vis-à-vis teaching and learning in higher education. The chapter presents an overview of the seminar, a description of the format and methodology of the research project, and qualitative and quantitative outcomes.
Evaluating Teaching Workshops: Beyond The Satisfaction Survey, David G. Way, Virleen M. Carlson, Susan C. Piliero
Evaluating Teaching Workshops: Beyond The Satisfaction Survey, David G. Way, Virleen M. Carlson, Susan C. Piliero
To Improve the Academy: A Journal of Educational Development
Workshops are a prevalent approach to fostering instructional development for both teaching assistants (TAs) and faculty. Frequently we evaluate workshops by asking participants to fill out a satisfaction-oriented survey at the end. To what degree do such surveys evaluate adequately the workshop’s long-term effect on participants’ learning? The authors explicate earlier investigative work on transfer of training, and present the results of a follow-up survey to two groups of TA workshop participants designed to assess the degree to which conditions theoretically conducive to the transfer of training exist at their institution.
Mandatory Faculty Development Works, Mona B. Kreaden
Mandatory Faculty Development Works, Mona B. Kreaden
To Improve the Academy: A Journal of Educational Development
This chapter tells the story of a successful, ongoing, mandatory faculty development program. It explains the historical reasons why a business school in a large, urban Research I institution felt the need to make their program mandatory, examines how it was developed, and the university faculty development program’s role in the process. The author makes the case that mandatory programs can be successful in faculty development when they are administered by an outside credible entity, are faculty driven, and guarantee confidentiality.
Operational Diversity: Saying What We Mean, Doing What We Say, Wayne Jacobson, Jim Borgford-Parnell, Katherine Frank, Michael Peck, Lois Reddick
Operational Diversity: Saying What We Mean, Doing What We Say, Wayne Jacobson, Jim Borgford-Parnell, Katherine Frank, Michael Peck, Lois Reddick
To Improve the Academy: A Journal of Educational Development
Diversity issues, ranging from individual learning styles to institutional equity, are central to teaching and learning, but identifying and addressing these issues is a formidable task. At the Center for Instructional Development and Research (CIDR), our staff is gaining ground on this work through the Inclusive Practices Portfolio, a collaborative forum for documenting, sharing, and supporting our individual and organizational diversity initiatives. The process of developing the center’s portfolio and the portfolio itself are mechanisms for change within the center and a model far change at our institution and beyond.
What Do The Faculty Think? The Importance Of Concerns Analysis In Introducing Technological Change, Heekap Lee, Amy Lawson
What Do The Faculty Think? The Importance Of Concerns Analysis In Introducing Technological Change, Heekap Lee, Amy Lawson
To Improve the Academy: A Journal of Educational Development
Change management strategies tend to focus on the inherent characteristics of the proposed change. However, there is a personal side to change and it is reflected in what are called perceptions or personal concerns. To manage change successfully, facilitators must take measures to understand the personal concerns had by those who are required to implement the change. Moreover, this concerns analysis should be done early in the project, ideally before the change is implemented. The purposes of this chapter are to explain the importance of conducting a concerns analysis and to propose a theoretical framework for concerns analysis. The framework …
Harnessing The Potential Of Online Faculty Development: Challenges And Opportunities, Timothy P. Shea, Pamela D. Sherer, Eric V. Kristensen
Harnessing The Potential Of Online Faculty Development: Challenges And Opportunities, Timothy P. Shea, Pamela D. Sherer, Eric V. Kristensen
To Improve the Academy: A Journal of Educational Development
This chapter explores several issues regarding the current state of online faculty development resources. First, it describes the breadth and depth of today’s online teaching and learning resources. Then, it explains the benefits of designing an institutional teaching and learning center portal as a means for organizing and focusing resources. Finally, it discusses the importance of the faculty developer’s role in harnessing these resources for individual and institutional advantage. The online portal provides a powerful tool for institutional change on a scale heretofore impossible for most, and puts faculty development at the center of an institution’s mission.
The Millennial Learner: Challenges And Opportunities, Suandra Y. Mcguire, Dennis A. Williams
The Millennial Learner: Challenges And Opportunities, Suandra Y. Mcguire, Dennis A. Williams
To Improve the Academy: A Journal of Educational Development
Students enrolled in college today are, in many respects, quite different from students enrolled a few decades ago. Learners today seem more focused on being credentialed, and less concerned with obtaining a broad-based, liberal arts education. Today’s faculty may find it challenging to provide engaging learning activities for this generation of students. Millennial educators must instill in students a desire to think critically and provide them with strategies that will make them more efficient learners. Campus learning centers and faculty development centers can work together to foster an academic climate that helps all students to realize their full academic potential.