Higher Education and Teaching Commons^™

Promoting Learning Through Inquiry, Virginia S. Lee

Professional and Organizational Development Network in Higher Education: Archives

Inquiry-guided learning promotes learning through students’ active, and increasingly independent, investigation of complex questions, problems, and issues. This essay explores its theoretical rationale and the varied classroom practices of this exciting constellation of learning strategies.

Great Expectations And Challenges For Learning Objects, Anne H. Moore

Professional and Organizational Development Network in Higher Education: Archives

Learning objects may be important building blocks in the future of instruction in higher education. This essay explores the importance of emerging standards and practices that invite widespread use of relatively stable “chunks” of information.

Engaging The Whole Student: Interactive Theatre In The Classroom, Suzanne Burgoyne

Professional and Organizational Development Network in Higher Education: Archives

This essay explores how instructors can use techniques from Augusto Boal’s Theory of the Oppressed to guide student exploration of ideas-particularly those associated with power and social justice-through images and enactment.

Engaging Faculty In New Forms Of Teaching And Learning, Paul Hagner

Professional and Organizational Development Network in Higher Education: Archives

This essay explores the importance of the motivational state of the faculty member in the success or failure of systematic efforts to transform teaching and learning.

Describing The Ball: Improve Teaching By Using Rubrics - Explicit Grading Criteria, Sophie M. Sparrow

Law Faculty Scholarship

Assessment is crucial to effective teaching and learning. Carnegie's Educating Lawyers and Roy Stuckey's Best Practices for Legal Education emphasize the importance of assessment. This article explains how detailed, written grading criteria describing what students should learn and how they will be evaluated should be a central part of law teachers' assessment plans. The article details how rubrics can improve law student learning, and contains both detailed, step-by-step directions on creating rubrics and examples of rubrics from many different law school courses.

Self-Efficacy In College Teaching, Anita Woolfolk-Hoy

Professional and Organizational Development Network in Higher Education: Archives

The essay describes self-efficacy (that is, an instructor’s judgment about his or her capability to promote student learning and motivation) and its application to college teaching.

Taking Self Assessment Seriously, Georgine Loacker

Professional and Organizational Development Network in Higher Education: Archives

This essay provides a framework for students to examine and reflect upon their own performance as a demonstration of learning. It further describes students’ role in directing the ongoing development of their own learning.

Student Plagiarism: Are Teachers Part Of The Solution Or Part Of The Problem?, Chris M. Anson

Professional and Organizational Development Network in Higher Education: Archives

This essay explores ways in which instructors can subvert opportunities for plagiarism by rethinking limited models of writing and engaging students more fully and authentically in the assignments they present.

Research Ethics: Significance, Application And Obligation To The Practice Of Research, Nilofar Vazir

Institute for Educational Development, Karachi

The following article draws upon literature to define the term "ethics" and its application to the practice of educational research. It reflects on ethical obligations that a researcher can take on generally and more particularly for research study specifically on children.

Encouraging Civil Behavior In Large Classes, Mary Deane Sorcinelli

Professional and Organizational Development Network in Higher Education: Archives

This essay offers practical advice for promoting a positive classroom community in large classes and specific ways to deal with behaviors that affect negatively the teaching and learning process.

Alabamans In East Tennessee: Letters From Confederate Soldiers Back Home, Dieter C. Ullrich

Faculty Research at Morehead State University

Between the summer of 1862 and the fall of 1863, tens of thousands of Confederate soldiers camped upon the hills and valleys near Chattanooga, Tennessee. Many of those men would write home of the sites and events they experienced. What follows are several letters that were recently found in the Auburn University archives located in the Ralph Brown Draughon Library.

Proximal Factors Predicting Student Performance In A Self-Paced College Psychology Course, Ronald L. Skidmore

Faculty Research at Morehead State University

This study examined the effectiveness of using selected self-report measures assessing motivational orientation, learning strategies, procrastination, and perceptions of daily hassles to facilitate the prediction of student engagement in a self-paced introductory psychology course. Research has shown these factors to be associated with academic success, and of concern to instructors and students alike. Surveys that economically and effectively assess these factors would be invaluable for the instructor attempting to predict student engagement and determining possible interventions to promote academic success. Four surveys purporting to measure the constructs were chosen. A demographic survey was also administered.

A Symposium On Impact Research: Issues And Dilemmas, Anjum Halai, John Retallick, Fauzia Shamim, Iffat Farah

Book Chapters / Conference Papers

No abstract provided.

Aku-Ied: A Leader In Education Change, Shahnaz Wazir Ali

Book Chapters / Conference Papers

No abstract provided.

Researching Practice, Practicing Research: Impact On Teaching And Learning, Bernadette Dean, Rahat Joldoshalieva, Antipas Chale, Farah Huma, Haji Karim, Mukobe Margaret, Nakhat Abdulofizov

Book Chapters / Conference Papers

An action research study aimed at finding out the potential of the instructional strategies (whole class discussion, cooperative learning and inquiry) taught at AKU-IED on student learning is being carried out in three phases in five developing countries served by AKU-IED. The seminar presentation will focus on learnings from the first phase of the research. It will focus specifically on identifying the possibilities and challenges PDTs face in preparing teachers to involve the whole class in discussions and in the teachers using it in their classrooms. It will also focus on the nature of discussions in the classrooms in different …

Action Research And Impact Studies: Possibilities And Dilemmas, John Retallick

Book Chapters / Conference Papers

No abstract provided.

Tracking Graduates Of Aku-Ied’S Med Programme: The Classes Of 1999, 2000 And 2002, Noman Ul Haq Siddiqui, Gordon Macleod, Al-Karim Datoo, Amin Rehmani, Anila Khatri, Saadat Mond

Book Chapters / Conference Papers

In each of the years 1997, 1998 and 2000 a new cohort of course participants joined the two-year MEd programme at the Aga Khan University’s Institute for Educational Development in Karachi, Pakistan (AKU-IED). Some two years later 87 or 92% of the entrants graduated from the programme and returned to their respective employers or systems. This paper focuses on the employment of and roles played by these 87 ‘completing’ course participants before they entered and then after they exited from the AKU-IED MEd programme. The paper is based on interviews with the 87 graduates carried out some one year and …

Volume 15, Number 01, G. William Hill Editor

Reaching Through Teaching

Full text of Volume 15, Number 01 of Reaching Through Teaching.

Implementation Of An Assessment Center At A Post-Secondary Two-Year College: Faculty Stages Of Concern, Deanna L. King

All-Inclusive List of Electronic Theses and Dissertations

The purpose of the study was twofold. First, the study attempted to predict how post-secondary two-year college faculty embraced change as measured by the Stages of Concern Questionnaire (SoCQ). Second, the study assessed whether formal training in the use of assessment centers would affect the concerns, attitudes and perceptions of college faculty at a post-secondary two-year institution about the implementation ofthe assessment center innovation in their institutions. This study used existing data collected by Ivy Tech State College- Wabash Valley Region. The population consisted of 44 faculty members from Ivy Tech State College- Wabash Valley Region who completed the SoCQ …

Nefdc Exchange, Volume 14, Number 1, Spring 2003, New England Faculty Development Consortium

New England Faculty Development Consortium Exchange

Contents

Message from the President - Jeff Halprin, Nichols College

Keynote speaker, fall conference 2003: Parker Palmer, American Association of Higher Education; theme: The Courage to Teach

Teaching In Community at Northern Essex Community College - Judith Kamber, Northern Essex Community College

6th Annual Faculty Development Roundup, June 6, 2003. Nichols College

Universal design - Lisa Isleb, Worcester Polytechnic Institute

Board of Directors

The Relationship Between Teachers' Years-Of-Teaching And Students' Mathematics Achievement, Beverly M. Klecker

Faculty Research at Morehead State University

This study examined differences in student achievement on the 2000 National Assessment of Educational Progress (NAEP) Mathematics Test by their teachers’ years-of-experience teaching mathematics. Data examined were mean scale scores of fourth and eighth grades in five sample groups: national (public and private school students combined), national public school students, and Kentucky, Tennessee and Texas public school students. These states were chosen because of their statewide systematic school reform efforts. The research question was: Are mathematics scores of students of more experienced mathematics teachers higher than those of students of less experienced teachers? The National Assessment of Educational Progress data …

Improving Teaching Through Classroom Action Research, Gwynn Mettetal

Professional and Organizational Development Network in Higher Education: Archives

This essay discusses how to conduct small, in-class research projects on student learning in order to document teaching effectiveness and select appropriate teaching strategies.

Helping Students Help Each Other: Making Peer Feedback More Valuable, Linda B. Nilson

Professional and Organizational Development Network in Higher Education: Archives

Student peer feedback can be emotionally biased, misinformed, and/or superficial. This essay discusses two types of feedback that yield neutral, valid, and detailed information and enhance students’ audience awareness.

Teaching Circles: Making Inquiry Safe For Faculty, Laurel Black, Mary Ann Cessna

Professional and Organizational Development Network in Higher Education: Archives

How can I improve my teaching? Pressured by a need for high student ratings and administrative demands for excellence in teaching, faculty find a haven and room to learn in teaching circles.

Creating A Culture Of Co-Learners With Problem-Based Learning, Kristi L. Arndt

Professional and Organizational Development Network in Higher Education: Archives

Problem-based learning requires a significant shift in the roles and responsibilities traditionally assigned to teachers and students. This essay examines the challenge of truly empowering students as self-directed learners.

Achieving Teaching And Learning Excellence Through Faculty Learning Communities, Milton D. Cox

Professional and Organizational Development Network in Higher Education: Archives

The impressive learning outcomes of student learning communities can be replicated for faculty learning communities (FLCs). This essay describes FLCs and ways they enhance faculty and student learning.

Team Teaching: The Learning Side Of The Teaching-Learning Equation, Mary Jane Eisen, Elizabeth J. Tisdell

Professional and Organizational Development Network in Higher Education: Archives

Emphasizing shared ownership of teaching and learning through collaboration, this essay explores the multi-directional process of adult learning in different types of learning situations including on-line education.

Leading Culturally Sensitive Classroom Discussions Following September 11, Devorah Lieberman

Professional and Organizational Development Network in Higher Education: Archives

his essay focuses on strategies for facilitating successful classroom discussion related to the events of 9/11. These suggestions are based on strategies implemented on several campuses across the country.

Unlearning: A Critical Element In The Learning Process, Virginia S. Lee

Professional and Organizational Development Network in Higher Education: Archives

Research has shown that prior knowledge is a critical determinant in learning. This essay explores the role of student misconceptions and how instructors should address them during the learning process.

"What Is All This War For Anyhow": The Battle Of Paris, Tennessee, Dieter C. Ullrich

Faculty Research at Morehead State University

No abstract provided.