Higher Education and Teaching Commons^™

Collaborating With Faculty To Design Active Learning With Flexible Technology, Beth A. Fisher, Kathryn G. Miller, William E. Buhro, Deborah J. Frank, Regina F. Frey

To Improve the Academy: A Journal of Educational Development

No abstract provided.

About The Authors, Volume 31 (2012)

To Improve the Academy: A Journal of Educational Development

About the editors and authors of volume 31 (2012) of To Improve the Academy: A Journal of Educational Development.

Preface, Volume 31 (2012), James E. Groccia

To Improve the Academy: A Journal of Educational Development

Preface to volume 31 (2012) of To Improve the Academy: A Journal of Educational Development, by James E. Groccia of Auburn University.

What Educational Developers Need To Know About Faculty-Artists In The Academy, Natasha Haugnes, Hoag Holmgren, Martin Springborg

To Improve the Academy: A Journal of Educational Development

No abstract provided.

An Exploration Of The Spiritual Roots Of The Midcareer Faculty Experience, Virginia S. Lee, Dorothe J. Bach, Richard N. Muthiah

To Improve the Academy: A Journal of Educational Development

No abstract provided.

The Donors Next Door; Raising Funds From Faculty For Faculty Development Centers, Genevieve G. Shaker, Megan M. Palmer

To Improve the Academy: A Journal of Educational Development

No abstract provided.

Researching The Impact Of Educational Development, Nancy Van Note Chism, Matthew Holley, Cameron J. Harris

To Improve the Academy: A Journal of Educational Development

No abstract provided.

Examining Effective Faculty Practice, Allison Brckalorenz, Tony Ribera, Jillian Kinzie, Eddie R. Cole

To Improve the Academy: A Journal of Educational Development

No abstract provided.

A Comparison Of Faculty And Student Perspectives On Course Evaluation Terminology, Carol Lauer

To Improve the Academy: A Journal of Educational Development

No abstract provided.

Supporting International Faculty, Cutting Li, Sterling K. Wall, Marty Loy, Kelly Schoonaert

To Improve the Academy: A Journal of Educational Development

No abstract provided.

Please Read While Texting And Driving, C. Edward Watson, Krista P. Terry, Peter E. Doolittle

To Improve the Academy: A Journal of Educational Development

No abstract provided.

Tweeting #Podhbcu, Mary C. Wright, Rachel K. Niemer, Derek Bruff, Katherine Valle

To Improve the Academy: A Journal of Educational Development

No abstract provided.

Using Small Group Individual Diagnosis To Improve Online Instruction, Jennifer H. Herman, Melissa Langridge

To Improve the Academy: A Journal of Educational Development

No abstract provided.

Millennial Students, Michele Dipietro

To Improve the Academy: A Journal of Educational Development

No abstract provided.

Acknowledgments, Volume (20), James E. Groccia

To Improve the Academy: A Journal of Educational Development

Acknowledgments for volume 31 (2012) of To Improve the Academy: A Journal of Educational Development, by James E. Groccia of Auburn University.

The Impact Of Preparing Agriculture Faculty To Influence Student Critical Thinking Disposition, Mark E. Burbach, Gina S. Matkin, Courtney E. Quinn, Travis P. Searle

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

This study examined the effect of agriculture faculty training in and practice of methodologies to explicitly teach critical thinking skills related to course content and subsequent change in student critical thinking disposition. Twelve instructors in 14 agriculture courses underwent a year–long program of instruction in effective critical thinking development. Students completed the University of Florida–Engagement, Maturity, and Innovativeness assessment (UF–EMI) at the beginning and the end of the semester. Pair–wise comparisons showed significant increases in all three critical thinking dispositions (i.e., engagement, cognitive maturity, and innovativeness). In addition, a step–wise regression on the data gathered at the end of the …

Professional Identity Development In Online Christian Theological Education: A Case Study Of Preparing Pastoral Practice Through Discursive Activity, Rovina L. Hatcher

Theses and Dissertations--Curriculum and Instruction

The purpose of this dissertation study was to explore the professional preparation of students in online classes at a Christian theological seminary. Concerns of theological education involve the capacity or incapacity of community development and somatic or embodied learning in online education. Using a theoretical framework drawn from communities of practice (Wenger, 1998), professional clergical preparation (Foster, Dahill, Golemon, & Tolentino, 2005), and Gee’s (2000-2001) dimensions of identity development, the researcher focused the analyses on students’ written texts located in the discussion board fora of the online courses. These records were examined for indications of formation of the professional identity …

Perceptions Of Hispanic Female Esl Students Toward First-Year College Writing Courses: A Phenomenological Examination Of Cultural Influences, Barbara B. Booker

USF Tampa Graduate Theses and Dissertations

The role of culture as a phenomenon guided this qualitative study, which examined the influence of diverse Hispanic cultures on the attitudes and perceptions towards college writing courses of female Hispanic students who are non-native speakers of English. With the increasing number of Hispanic immigrants coming to the U.S., the minority student population at our nation's colleges and universities has also risen. Community colleges have become the means through which many of these Hispanic immigrants obtain a college education.

The eight women who participated in this study self-identified as Hispanic. All were first generation college students who had been born …

Implementing A University Learning Consortium For Shared Communication And Proactive Campus Change, David W. Schumann, Dorian Stiefel, Michelle Corvette, Chutney W. Guyton

To Improve the Academy: A Journal of Educational Development

No abstract provided.

Faculty Engagement In Program-Level Outcomes Assessment, Elizabeth L. Evans

To Improve the Academy: A Journal of Educational Development

No abstract provided.

The Gentle Art Of Mentoring In Higher Education, Nancy H. Barry

To Improve the Academy: A Journal of Educational Development

No abstract provided.

Contemplative Pedagogy, Daniel Barbezat, Allison Pingree

To Improve the Academy: A Journal of Educational Development

No abstract provided.

Time To Raise Questions About Student Ratings, Linda B. Nilson

To Improve the Academy: A Journal of Educational Development

No abstract provided.

Understanding Intersecting Processes, Kristen A. Renn

To Improve the Academy: A Journal of Educational Development

No abstract provided.

Organizational Strategies For Fostering Faculty Racial Inclusion, Dannielle Joy Davis, Edward J. Brantmeier, Robert Torosyan, Hyacinth E. Findlay

To Improve the Academy: A Journal of Educational Development

No abstract provided.

Does A Co-Learner Delivery Model In A Mathematics Methods Course Affect Pre-Service Teacher Candidates’ Self-Efficacy In Teaching Mathematics?,, John J. Ribeiro, Denise Demagistris

Teacher Education

This study is related to a previous study (Ribeiro, 2009) that examined teachers’ perceptions of teaching self-efficacy. In the first study the sample consisted of two groups of teachers that took the same professional development course in mathematics. The comparison group took the course in their school district with other teachers and the experimental group took the course with pre-service teachers in a university classroom. After completing the course, both groups were measured in three dimensions of teaching self-efficacy: student engagement, instructional strategies, and classroom climate. Findings indicated that although both groups had significant gains in self-efficacy toward teaching mathematics …

Developing A Paradigm Model Of Youth Leadership Development And Community Engagement: A Grounded Theory, Lindsay J. Hastings, Leverne A. Barrett, John E. Barbuto, Jr., Lloyd C. Bell

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

This grounded theory study explored the impact of community engagement on how youth leaders develop. A paradigm model illustrating this developmental process is presented, which includes the conditions that empowered the youth to engage in their community, the strategies used by the youth and the adults in their work together, the conditions that helped/hindered those strategies, and the resulting outcomes. Results of the analysis indicated that individual connections, common sentiments, and being asked to engage were identified as the most salient causal conditions. The action taken by the youth and adult respondents mobilized those individual connections and common sentiments into …

Faculty Development Beyond Instructional Development: Ideas Centers Can Use, Mary Deane Sorcinelli, Tara Gray, A. Jane Birch

To Improve the Academy: A Journal of Educational Development

Most faculty development programs focus on the faculty member as teacher. However, faculty seek support in many areas, including orientation, mentoring, scholarly writing, time management, career advancement, leadership, and service. Research and practice also suggest that faculty and facuity development programs benefit from an integrated approach to professional development. This chapter fills a gap in faculty development practice by suggesting ways that centers can create programming that goes beyond instructional development, thereby supporting a more expansive range of faculty work.

Next Generation @ Iupui: A Leadership Development Program For Faculty Of Color, Megan M. Palmer, Julianna V. Banks, Joshua S. Smith, Sherree A. Wilson

To Improve the Academy: A Journal of Educational Development

Next Generation @ IUPUI is an intensive one-year leadership program designed to develop the leadership potential off acuity of color. The program expands the pool off acuity who are ready to assume leadership positions. In addition to addressing higher education administration theories and trends, participants receive individualized coaching and mentoring to develop a broad network of peers.

There Was Something Missing: A Case Study Of A Faculty Member’S Social Intelligence Development, Tamara Rosier

To Improve the Academy: A Journal of Educational Development

Some faculty members seem to lack the social intelligence or relational skills needed to successfully “read” and respond to their students. This chapter describes the process of developing social intelligence skills in one faculty member. During a series of ten coaching sessions, there was demonstrable change in the faculty member’s behavior and a self-reported increase in his social intelligence skills. The findings of this exploratory study suggest that social intelligence can be developed, and it has the potential to have a positive effect on teaching practices and faculty success.