Teacher Education and Professional Development Commons^™

Teachnology: Linking Teaching And Technology In Faculty Development, Mei-Yau Shih, Mary Deane Sorcinelli

To Improve the Academy: A Journal of Educational Development

As a coordinator of teaching technologies and director of a center for teaching in a large research university, we have worked collaboratively over the last year to achieve a common goal: to implement and refine several faculty development initiatives that create linkages among the domains of teaching, learning, and technology. In this case study, we will describe the kinds of programs we’ve developedand summarize lessons we’ve learned. We hope that faculty developers on other campuses who are grappling with how to define their mission related to technology and how to work with faculty to integrate teaching and technology can adapt …

From Transparency Toward Expertise: Writing–Across–The–Curriculum As A Site For New Collaborations In Organizational, Faculty, And Instructional Development, Philip G. Cottell Jr., Serena Hansen, Kate Ronald

To Improve the Academy: A Journal of Educational Development

This paper will inform readers about a comprehensive approach to collaborative efforts between faculty developers, discipline specific faculty, and writing specialists. Miami University’s Richard T. Farmer School of Business Administration has begun to support a team of writing specialists, led by a faculty developer. This team has worked with business faculty lo build a model of collaboration far using Writing-Across-the-Curriculum that addresses some of the shortcomings of earlier models. This paper recounts the successful use of this new model in one accounting class.

Faculty Teaching Partners And Associates: Engaging Faculty As Leaders In Instructional Development, Myra S. Wilhite, Joyce Povlacs Lunde, Gail F. Latta

To Improve the Academy: A Journal of Educational Development

Special interest discussion groups provide opportunities for faculty to address specific instructional issues in a variety of areas including technology, distance learning, general teaching topics, pre-tenure issues, honors teaching, and the like. In 1995, to leverage the Teaching and Learning Center’s resources, outstanding classroom teachers were invited to provide leadership for discussion groups by serving as Partners or Associates. This chapter describes how an inexpensive faculty discussion-group leadership program maximizes a teaching improvement center’s resources, makes innovative teaching visible, and provides peer models for other faculty while helping promote an overall institutional culture that actively supports teaching excellence.

Creating A Culture Of Formative Assessment: The Teaching Excellence And Assessment Partnership Project, Roseanna G. Ross, Anthony Schwaller, Jenine Helmin

To Improve the Academy: A Journal of Educational Development

In a year-long, grant-supported collaborative effort, St. Cloud State University’s Assessment Office and Faculty Center for Teaching Excellence created a Classroom Assessment Techniques (CATs) faculty development project. This project was targeted at departments across campus at St. Cloud State University, with the intent of creating a university climate of formative assessment while improving teaching and learning. This article describes the purposes, stages of implementation, and results of the project as measured by a pre-test and post-test survey. The pre-and post-test surveys indicate that the project was highly effective in impacting the use of CATs among participants and their departmental colleagues.

Fragmentation Versus Integration Of Faculty Work, Carolin Kreber, Patricia Cranton

To Improve the Academy: A Journal of Educational Development

Present faculty development practice encourages new faculty to integrate teaching, research, and other aspects of academic work early in their careers. By drawing on both the cognitive and the developmental psychology literature, we propose integration as an advanced stage of adult development that comes about as a result of extensive experience and expertise. We argue that faculty should be advised to focus on either research or teaching at different times during their early years and that integration of professorial roles should only be expected at a later stage. We discuss the implications of such an approach for faculty development.

Getting Lecturers To Take Discussion Seriously, Stephen Brookfield, Stephen Preskill

To Improve the Academy: A Journal of Educational Development

In this chapter we examine how faculty resistant to experimenting with discussion methods can be encouraged to take them seriously. We begin by acknowledging and addressing publicly the objections to using discussion most frequently raised by skeptical faculty. We then turn to proposing what we believe are the most common reasons why attempts to use discussion sometimes fail: that teachers have unrealistic expectations of the method, that students are unprepared, that reward systems in the classroom are askew, and that teachers have not modeled their own participation in, and commitment to, discussion methods. For each of these reasons we suggest …

“It's Hard Work!”: Faculty Development In A Program For First–Year Students, Martha L. A. Stassen

To Improve the Academy: A Journal of Educational Development

Academic programs designed specifically for first-year students provide an important opportunity for faculty growth. This chapter contributes to the limited literature on this topic through a qualitative analysis of interviews with faculty members who taught in an experimental living-learning community for first-year students at a Research I Public University. The analysis suggests atleast four dimensions of faculty growth as a result of their involvement in first-year programs. In addition to outlining the types of impact this experience has on the faculty involved, the article suggests the implications of these findings for faculty development.

The Influence Of Disciplinary Differences On Consultations With Faculty, Virginia Lee

To Improve the Academy: A Journal of Educational Development

In recent years researchers have begun to investigate the nature of disciplinary differences in higher education and their implications for teaching and learning. While researchers have studied several aspects of disciplinary differences, they have given comparatively little attention to the significance of these differences for faculty development. After reviewing selective, representative studies from the literature on disciplinary differences, this paper develops a general framework for determining how the characteristics of a discipline influence the dynamics of the consulting relationship using the example of the hard sciences. It explores what kinds of discipline-specific knowledge will be important for consultants and under …

Faculty Development Centers In Research Universities: A Study Of Resources And Programs, Delivee L. Wright

To Improve the Academy: A Journal of Educational Development

The purpose of this study was to compile updated information on resources and programs of faculty/instructional development centers in Carnegie classification Research I and Research II universities. It allows centers across the country to see where they stand in regard to a number of specific aspects of center operation. Size of institution, mission, resources, budgets, and staffing vary greatly, while activities and services have a greater degree of similarity. The data reveal a number of questions for further study and discussion.

Adult Learning Theory And Reference Services: Consonances And Potentials, Jimmy Ghaphery

VCU Libraries Faculty and Staff Publications

There is long history of exchange between librarians and adult educators. This history not only points to previous successes but also highlights a tension of defining an appropriate focus within libraries for the provision of adult education. The similarities between contemporary adult education thought and reference services can provide some interesting possibilities in looking toward the future of reference in a digital age, both in terms of service and professional development.

Training Teachers Of Slavic Lctls: Student Profiles And Program Design, Mark Richard Lauersdorf

Linguistics Faculty Publications

This article focuses on the differences between Slavic LCTL and Russian "language teaching situations" in the specific areas of student constituency and basic program structure, and the importance of considering these differences in developing teacher training programs that include teachers of Slavic LCTLs. Emphasis is placed on how the realities of the typical Slavic LCTL program point to the need to train graduate student-teachers in the specific skills of course/program design and development in order to prepare them more adequately for their teaching tasks. The results of a Fall 1996 survey of second-year Polish and Czech students and instructors are …

Contents

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Examination Of Student-Active Learning Practices In A College/Middle School Educational Collaboration, S. Prattis, I. Czerwiec

Journal of Mathematics and Science: Collaborative Explorations

A college and middle school student teaching collaboration was developed to interest more college students in teaching K-12 science, to enhance diversity among K-16 teaching faculties, and to inspire the K-12 students to expand their knowledge beyond their classroom curriculum. To assess our results, we used a modified Likert survey instrument and self-reflective analysis in middle school and college students, respectively. Overall, middle school students expressed satisfaction in the science learning in which they participated. In addition, college students reported that they learned specific content when made responsible for teaching material to younger students. Collaborative projects such as this one …

The Stcc Science Teaching Intern Project, N. Rapoport

Journal of Mathematics and Science: Collaborative Explorations

The Springfield Technical Community College (STCC) Science Teaching Intern Project was implemented as a pilot study to give community college students an opportunity to experience science teaching. At the same time, it provided seventh graders in inner city middle schools opportunities to interact with college students and to take advantage of science resources not usually available to them. Interns attended weekly meetings and participated in an all-day science field trip at the college. Most participants also made observations in a middle school science classroom and presented a science activity in the classroom. Not only did the project provide a partnership …

Project- And Group-Based Learning Of Junior Writing In Biology, J. G. Kunkel

Journal of Mathematics and Science: Collaborative Explorations

Writing in Biology, part of the Junior Writing Program, is inherently a project-based learning course. After a Science, Technology, Engineering, and Mathematics Teacher Education Collaborative (STEMTEC) workshop, the course was thoroughly revised. Each of six projects was modified to increase student-active and group participation. Base groups with a balanced experience constitution are established using voluntary ordering and random assignment. A walk-around during the initial meeting serves to establish bonding within the base groups. Random groups are used within exercises to stimulate student interaction and familiarity with ad hoc group cooperation. Digital images of, and by, students are used to encourage …

Alternative Modes For Teaching Mathematical Problem Solving: An Overview, H. A. Peelle

Journal of Mathematics and Science: Collaborative Explorations

Various modes are proffered as alternatives for teaching mathematical problem solving. Each mode is described briefly, along with general purposes, advantages and disadvantages. Combinations of modes are suggested; general issues identified; recommendations offered; and feedback from teachers summarized.

Title Page

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Journal Of Mathematics And Science: Collaborative Explorations

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

The Mathematics Of Information Science, J. Zimmerman, J. W. Smith

Journal of Mathematics and Science: Collaborative Explorations

This paper describes a course, The Mathematics of Information Science, which was taught at Towson University in Spring 1998, 1999, and 2000. This course is the junior level interdisciplinary course of the Maryland Collaborative for Teacher Preparation program. The effectiveness of the course in teaching problem solving techniques and abstract mathematical ideas is documented. The students constructed their own knowledge from laboratory experiences involving digital logic circuits. They were subsequently challenged to abstract this knowledge and to find ways to solve progressively more difficult problems using these digital logic circuits. The mathematics of encoding and decoding information constituted the major …

Student Work Section, R. Howard

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Nsu Graduate Teacher Education Program (Gtep) Master's And Educational Specialist Degrees And Graduate Courses In Education Class Schedule Winter 2000, Nova Southeastern University

Abraham S. Fischler College of Education and School of Criminal Justice College Archive

No abstract provided.

Self-Selection Vs. Writing Prompts: A Study To Examine The Effects Topics Have On Elementary Students' Writing, Julie Ann Hall

Masters Theses

The purposes of this study were: 1) to evaluate the quality of writing in first, second, and third graders who were given a writing prompt, 2) to evaluate the quality of writing in first, second, and third graders who self-selected their own writing topic, and 3) to determine if there were any differences in the quality of writing between the two groups.

The researcher was the instructor for all the students who participated in the study. Included in the study were first, second, and third grade students who were present on the day the researcher visited. Approximately half of the …

The Cultural Sensitivity Of Pre-Service Teachers: Measuring The Degree To Which Teachers Are Prepared To Work With Diverse Populations, Teresa A. Freking

Masters Theses

A study was conducted of 39 pre-service teachers regarding their level of cultural sensitivity. Participants completed a 26-item inventory adapted from the Cultural Diversity Awareness Inventory created by Henry (1985). The results suggest that a multicultural field experience may have a slight positive effect on the cultural sensitivity of pre-service teachers, however, this effect seems to be limited in degree and specific to certain response types. A general, positive effect on the overall cultural sensitivity of pre-service teachers is not supported in this study. The results of the second part of the study indicate that pre-service teachers today self-report they …

Best Practices In Transition: A Descriptive Study Of A Rural High School Grades 9 Through 12, Michelle A. Messerli Bolander

Masters Theses

This study examined and determined the practices in transition that were currently being implemented, what transition opportunities were available, and which practices could be utilized at Litchfield High School during Fall 2000 to support a smoother transition from middle school to high school for ninth grade students with and without special needs. The study did not establish a relationship of cause and effect, but rather compared cases (administrators, special educators, and regular educators) through qualitative data that were supported by quantitative measures. The population surveyed consisted of the 33 teachers and 2 administrators at the high school level, with different …

Preservice Teachers' Beliefs About Teaching And Learning, Helga M. Gudenschwager

Graduate Research Papers

Research shows that knowing what preservice teachers believe about teaching and learning helps their instructors to reinforce those beliefs that are compatible with current approaches in education and challenge those that promote the perpetuation of antiquated and ineffective teaching practices.

Four main research questions guided this study: 1. To what extent the beliefs expressed by participants aligned with traditional or constructivist perspectives? 2. Do elementary and secondary majors differ in terms of their preference for practices aligned with these perspectives? 3. Do elementary and secondary majors differ in terms of their beliefs about the goals of education and effective strategies …

Does Peer Technology Training Work?, Kim Foley-Sharp

Graduate Research Papers

This research project contains lessons that were developed as a staff development tool for North High School in the Davenport Community School District. The goal of this project was to implement the use of new technology into the school building by providing the staff of the building with immediate access to trainers who would help if there were a problem or to answer questions. The other responsibilities of the trainers were to facilitate staff development sessions during the school day and on in-service days. The ultimate goal of the project was to make staff comfortable in the use of technology …

Vcept/Gateway 2000 Partnership Project – Advanced Scholars Program, H. Johnson

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Learning On The Halfshell, M. H. Duffey, C. Roberts

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Diversity Education For Pre-Service Science Teachers, D. R. Sterling

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Climbing The Ladder From Ninth Grade To College: A Career Ladder Program At The Science Museum Of Virginia, A. Thomas, D. Hagan

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.