Open Access. Powered by Scholars. Published by Universities.®

Higher Education and Teaching Commons™

Open Access. Powered by Scholars. Published by Universities.®

University of Nebraska - Lincoln

Discipline
Keyword
Publication Year
Publication
Publication Type

Articles 781 - 810 of 1195

Full-Text Articles in Higher Education and Teaching

When Motivating Generation Y In The Classroom, Jim Westerman Jan 2007

When Motivating Generation Y In The Classroom, Jim Westerman

Professional and Organizational Development Network in Higher Education: Archives

Generation Y students have matured and developed in an artificial, technologically-centered environment significantly different from what prior generations have experienced. This essay examines the impact of this environment on student classroom expectations and provides suggestions for how faculty can adapt their pedagogy to be successful.

Go to article

Student Plagiarism: How To Maintain Academic Integrity, Ludy Goodson Jan 2007

Student Plagiarism: How To Maintain Academic Integrity, Ludy Goodson

Professional and Organizational Development Network in Higher Education: Archives

Plagiarism detection tools undermine academic integrity when they ignore student copyright protections, contribute to a vendor’s unauthorized commercial gains, fail to detect many forms of plagiarism, and require instructors to do the real detection. By becoming aware of these realities and possibilities, instructors can develop more effective strategies to reduce plagiarism while simultaneously enhancing students’ academic performance.

Go to article

Information Literacy: Imperatives For Faculty, Leora Baron-Nixon Jan 2007

Information Literacy: Imperatives For Faculty, Leora Baron-Nixon

Professional and Organizational Development Network in Higher Education: Archives

With the burgeoning of information, and especially the unfettered growth of online information, long-held assumptions about students’ access to and interaction with information have to be re-evaluated. Faculty play a key role in ensuring that information literacy skills are acquired and practiced at all levels of instruction.

Go to article

When Disability Enters A Teacher’S Life, Must The Teacher Stop Teaching?, Laura L. B. Border Jan 2007

When Disability Enters A Teacher’S Life, Must The Teacher Stop Teaching?, Laura L. B. Border

Professional and Organizational Development Network in Higher Education: Archives

Disabilities are usually discussed in academe in the context of the undergraduate student population; nevertheless, graduate students and faculty also represent a certain percentage of persons with disabilities. This essay presents a case study and an analysis of a consultation with a graduate instructor, inviting us to examine the issues of disability in the life of a teacher.

Go to article

Microteaching To Maximize Feedback, Peer Engagement, And Teaching Enhancement, Barbara J. Millis, Gosia Samojlowicz Jan 2007

Microteaching To Maximize Feedback, Peer Engagement, And Teaching Enhancement, Barbara J. Millis, Gosia Samojlowicz

Professional and Organizational Development Network in Higher Education: Archives

A proven, highly structured microteaching model that goes beyond mere presentation skills and “shooting-from-the-hip” group feedback has successfully prepared both faculty and graduate students for their teaching responsibilities. This approach uses a three-part process: (1) presentation; (2) one-on-one feedback from mentor while the group, using structured roles, prepares feedback; and (3) group feedback that is both constructive and consensus-based.

Go to article

Everything You Always Wanted To Know About Student Writing (But Were Afraid To Ask), Michael Reder Jan 2007

Everything You Always Wanted To Know About Student Writing (But Were Afraid To Ask), Michael Reder

Professional and Organizational Development Network in Higher Education: Archives

What should all faculty know about using and assigning writing inside and outside of the classroom? This essay offers ideas for faculty to use writing to help students learn material, strategies for designing and sequencing formal written assignment, and a well-tested (and time-saving) framework for offering students feedback on their writing.

Go to article

Opening The Door: Faculty Leadership In Institutional Change, Rick Holmgren Jan 2007

Opening The Door: Faculty Leadership In Institutional Change, Rick Holmgren

Professional and Organizational Development Network in Higher Education: Archives

As faculty, we too often feel overwhelmed by an excessive workload, an unfriendly administration, and an unforgiving evaluation system. In this essay, we explore initiatives we can reasonably expect to implement to create an institutional environment in which we can develop and flourish as teachers.

Go to article

Introduction, Volume 25 (2007), Douglas Reimondo Robertson Jan 2007

Introduction, Volume 25 (2007), Douglas Reimondo Robertson

To Improve the Academy: A Journal of Educational Development

Introduction to volume 25 (2007) of To Improve the Academy: A Journal of Educational Development, by Douglas Reimondo Robertson of Highland Heights, Kentucky.

Go to article

It All Started In The Sixties: Movements For Change Across The Decades—A Personal Journey, R. Eugene Rice Jan 2007

It All Started In The Sixties: Movements For Change Across The Decades—A Personal Journey, R. Eugene Rice

To Improve the Academy: A Journal of Educational Development

A combination of memoir and social commentary, this chapter explores changes in higher education throughout five decades—1960s: utopian quest for learning communities; 1970s: faculty development movement; 1980s: focus on the academic workplace; 1990s: broadening the understanding of scholarship; and 2000s: new pathways and the engaged campus. This chapter provides a context for the careers and work of faculty, academic administrators, and faculty development specialists (both new and experienced) as well as for the Professional and Organizational Development Network in Higher Education (POD).

Go to article

Living Engagement, Bell Hooks, Douglas Reimondo Robertson Jan 2007

Living Engagement, Bell Hooks, Douglas Reimondo Robertson

To Improve the Academy: A Journal of Educational Development

In this “talking chapter” bell hooks reveals, through dialogue about her thoughts and experiences related to college teaching and learning, a profound and robust perspective on what could be called “deep” faculty development. Topics include engaged pedagogy, therapeutic conversations, spiritual practice, difference, conflict, and love.

Go to article

Surviving To Tenure, James M. Lang Jan 2007

Surviving To Tenure, James M. Lang

To Improve the Academy: A Journal of Educational Development

For most new faculty, anxiousness about the tenure application begins from the first day on the job. Surviving the six intervening years on the tenure track requires a range of time- and career-management skills that new faculty may only learn piecemeal along the way. New faculty need help in five specific areas in order to survive their path down the tenure track: 1) developing teaching strategies that will fit their personalities and reach as many students as possible, 2) managing their time to allow for research and publication, 3) determining what and how many service commitments to make, 4) existing …

Go to article

The Abcs Of Fractal Thinking In Higher Education, Edward Nuhfer Jan 2007

The Abcs Of Fractal Thinking In Higher Education, Edward Nuhfer

To Improve the Academy: A Journal of Educational Development

All learning establishes and often stabilizes neural networks in the brain. These carry both cognitive and affective attributes and have fractal form. Fractal networks produce many actions and products that exhibit fractal qualities. Awareness of such qualities provides a unifying key to understanding and applying educational knowledge. It represents a marked shift in perception that differs from thinking customarily employed in considering information as a specialist. This alternate perspective helps professionals in higher education draw on diverse information from specialty research and apply it more effectively.

Go to article

Toward A Scholarship Of Teaching And Learning In Educational Development, Peter Felten, Alan Kalish, Allison Pingree, Kathryn M. Plank Jan 2007

Toward A Scholarship Of Teaching And Learning In Educational Development, Peter Felten, Alan Kalish, Allison Pingree, Kathryn M. Plank

To Improve the Academy: A Journal of Educational Development

Educational development traditionally has been a practice-based field. We propose that as a profession we adopt the methods of the scholarship of teaching and learning (SoTL), so often shared with our clients, in order to look through a scholarly lens at the outcomes of our own practice. Using SoTL approaches in our work would deepen the research literature in our field and improve the effectiveness of decisions we make about where to spend limited time and resources. In this chapter, we explore what it might mean for individual developers, and for our professional community, to apply SoTL methods to our …

Go to article

Action Research For Instructional Improvement: Using Data To Enhance Student Learning At Your Institution, Constance E. Cook, Mary Wright, Christopher O'Neal Jan 2007

Action Research For Instructional Improvement: Using Data To Enhance Student Learning At Your Institution, Constance E. Cook, Mary Wright, Christopher O'Neal

To Improve the Academy: A Journal of Educational Development

Action research is a powerful tool that can be used by teaching centers to improve teaching and learning. This chapter describes an action research project conducted at the Center for Research on Learning and Teaching at the University of Michigan. The project concerns retention and attrition in science gateway courses, with particular attention given to the role of the teaching assistant. This chapter concludes with a discussion of six principles for teaching center staff who wish to conduct their own action research projects.

Go to article

Moving From The Scholarship Of Teaching And Learning To Educational Research: An Example From Engineering, Ruth A. Streveler, Maura Borrego, Karl A. Smith Jan 2007

Moving From The Scholarship Of Teaching And Learning To Educational Research: An Example From Engineering, Ruth A. Streveler, Maura Borrego, Karl A. Smith

To Improve the Academy: A Journal of Educational Development

In The Advancement of Learning , Huber and Hutchings (2005) state that the “scholarship of teaching and learning . . . is about producing knowledge that is available for others to use and build on” (p. 27). Can viewing the scholarship of teaching and learning (SoTL) as an educational research activity help make SoTL findings more available and easier to build on? This chapter describes a program that prepared engineering faculty to conduct rigorous research in engineering education. Project evaluation revealed that engineering faculty had difficulty making some of the paradigm shifts that were presented in the project.

Go to article

Structuring Complex Cooperative Learning Activities In 50–Minute Classes, Barbara J. Millis Jan 2007

Structuring Complex Cooperative Learning Activities In 50–Minute Classes, Barbara J. Millis

To Improve the Academy: A Journal of Educational Development

Given the power of learning-centered teaching, faculty can be coached to structure cooperative activities wisely and well, even within 50-minute class periods where there is a perception that complex group work is difficult. In addition to giving some basic advice on team formation and classroom management, this chapter provides examples of five complex cooperative learning structures—Jigsaw, Send-a-Problem, Cooperative Debates, Guided Reciprocal Peer Questioning, and Bingo—that can be conducted within 50-minute classes. The specific literature-based examples are complemented by examples in a variety of other disciplines, making them seem doable to more faculty.

Go to article

How Do You Handle This Situation? Responses By Faculty In Great Britain And The United States To Workshops On The Ethics Of Teaching, Miriam Rosalyn Diamond Jan 2007

How Do You Handle This Situation? Responses By Faculty In Great Britain And The United States To Workshops On The Ethics Of Teaching, Miriam Rosalyn Diamond

To Improve the Academy: A Journal of Educational Development

Faculty in the United States and Great Britain took part in workshops exploring educational ethics. Participants articulated concerns about balancing approachability with fairness, cross-cultural communication, conveying standards to students, and academic integrity. Responses to the session were positive, and both groups indicated an interest in continuing discourse on the topic. The groups differed on specific issues of interest, as well as feedback on the session. Some of these appear to be culturally influenced. Overall, this workshop presents a model for providing faculty with the opportunity to examine and formulate direction when dealing with ethical issues related to teaching.

Go to article

Teaching Business By Doing Business: An Interdisciplinary Faculty–Friendly Approach, Larry K. Michaelson, Mary Mccord Jan 2007

Teaching Business By Doing Business: An Interdisciplinary Faculty–Friendly Approach, Larry K. Michaelson, Mary Mccord

To Improve the Academy: A Journal of Educational Development

This chapter describes the implementation of an interdisciplinary undergraduate curricular innovation in two different university settings. The Integrative Business Experience (IBE) requires students to enroll concurrently in three required core business courses and a practicum course in which they develop and operate a startup business (based on a real-money loan of up to $5,000) and carry out a hands-on community service project. This chapter also reports outcomes for students (including data from an assessment), examines the variables that minimize the difficulty of achieving cross-disciplinary integration in IBE, and suggests keys to enabling faculty-friendly integrative course designs in other settings.

Go to article

The Scholarship Of Civic Engagement: Defining, Documenting, And Evaluating Faculty Work, Robert G. Bringle, Julie A. Hatcher, Patti H. Clayton Jan 2007

The Scholarship Of Civic Engagement: Defining, Documenting, And Evaluating Faculty Work, Robert G. Bringle, Julie A. Hatcher, Patti H. Clayton

To Improve the Academy: A Journal of Educational Development

Civic engagement, which is presented as teaching, research, and service in and with the community, presents new challenges for evaluating faculty work as part of the reappointment, promotion, and tenure process. The nature of service-learning, professional service, and participatory action research are examined as faculty work that can be scholarly (i.e., well informed) and the basis of scholarship (i.e., contributing to a knowledge base). As such, examples of evidence for documenting the work and issues associated with evaluating dossiers are presented.

Go to article

Bibliography, Volume 25 (2007) Jan 2007

Bibliography, Volume 25 (2007)

To Improve the Academy: A Journal of Educational Development

Bibliography for volume 25 (2007) of To Improve the Academy: A Journal of Educational Development.

Go to article

Preparing Future Faculty For Careers In Academic Librarianship: A Paradigm Shift For Collaboration In Higher Education, Sean Patrick Knowlton, Laura L. B. Border Jan 2007

Preparing Future Faculty For Careers In Academic Librarianship: A Paradigm Shift For Collaboration In Higher Education, Sean Patrick Knowlton, Laura L. B. Border

To Improve the Academy: A Journal of Educational Development

Nationwide, tire number of available faculty positions represents only a fraction of the master’s and doctoral degrees granted each year. Fortunately, faculty positions are available in academic librarianship, which is experiencing a decline in qualified applicants. A pioneering collaboration between a graduate student professional development program and an academic library has created a fellowship program that allows master’s and doctoral students to consider careers in academic librarianship through mentored fellowships. Initial results show that participants intend to pursue librarianship as an academic career in which to use and expand their advanced subject and/or language expertise.

Go to article

How Post–Tenure Review Can Support The Teaching Development Of Senior Faculty, Mary Deane Sorcinelli, Mei-Yau Shih, Mathew L. Ouellett, Marjory Stewart Jan 2007

How Post–Tenure Review Can Support The Teaching Development Of Senior Faculty, Mary Deane Sorcinelli, Mei-Yau Shih, Mathew L. Ouellett, Marjory Stewart

To Improve the Academy: A Journal of Educational Development

A key question that campuses face as they develop and implement post-tenure review policies is how to blend the concepts of accountability and renewal. This chapter examines a faculty development initiative linked to a post-tenure review policy at a research-intensive university. It describes the goals, processes, and outcomes of a five-year study of the program, extending research on post-tenure review and its potential for positive faculty development.

Go to article

A Critical Theory Perspective On Faculty Development, Stephen D. Brookfield Jan 2007

A Critical Theory Perspective On Faculty Development, Stephen D. Brookfield

To Improve the Academy: A Journal of Educational Development

This chapter argues that critical theory implies a number of conceptions and practices of teaching, and it applies a critical theory perspective to conducting faculty development. It speculates on how faculty development might be organized according to some insights drawn from critical theory, and it reviews the chief reasons why teachers resist engaging with this perspective.

Go to article

Incorporating Course-Level Evidence Of Student Learning Into Program Assessment, Nancy Simpson, Laurel Willingham-Mclain Jan 2007

Incorporating Course-Level Evidence Of Student Learning Into Program Assessment, Nancy Simpson, Laurel Willingham-Mclain

Professional and Organizational Development Network in Higher Education: Archives

Assessment works well when it draws on faculty expertise and is integrated into students’ daily learning experiences. This essay argues for course-embedded assessment and outlines sound practices, practical steps, and examples.

Go to article

Planning The Future Workforce Of Natural Science Research Collections: A Review Of Graduate Academic Programs In The United States, Stephen L. Williams, Hugh H. Genoways Jan 2007

Planning The Future Workforce Of Natural Science Research Collections: A Review Of Graduate Academic Programs In The United States, Stephen L. Williams, Hugh H. Genoways

University of Nebraska State Museum: Programs Information

Selected literature and Internet sites were used to identify universities that provide graduate academic degrees relevant to the management and care of natural science research collections. Twelve universities with degree programs not dedicated to the arts or humanity fields were selected for closer evaluation. By analyzing the courses offered in museology and the natural sciences at each university, seven universities were identified as currently in a position to provide some level of education and training needed by the future workforce of natural science research collections. However, only two universities stood out as being in the best position to serve most …

Go to article

About The Authors, Volume 25 (2007) Jan 2007

About The Authors, Volume 25 (2007)

To Improve the Academy: A Journal of Educational Development

About the editors and authors/contributors of volume 25 (2007) of To Improve the Academy: A Journal of Educational Development.

Go to article

Preface, Volume 25 (2007), Douglas Reimondo Robertson Jan 2007

Preface, Volume 25 (2007), Douglas Reimondo Robertson

To Improve the Academy: A Journal of Educational Development

Preface to volume 25 (2007) of To Improve the Academy: A Journal of Educational Development, by Douglas Reimondo Robertson of Highland Heights, Kentucky.

Go to article

Ethical Guidelines For Educational Developers Jan 2007

Ethical Guidelines For Educational Developers

To Improve the Academy: A Journal of Educational Development

Ethical guidelines for educational developers brepared by Mintz, Smith, and Warren, January 1999. Revised March 1999, September 1999, and March 2000.

Go to article

Faculty Development Through Student Learning Initiatives: Lessons Learned, Nancy Simpson, Jean Layne, Adalet Baris Gunersel, Blake Godkin, Fred Froyd Jan 2007

Faculty Development Through Student Learning Initiatives: Lessons Learned, Nancy Simpson, Jean Layne, Adalet Baris Gunersel, Blake Godkin, Fred Froyd

To Improve the Academy: A Journal of Educational Development

A project aimed at improving student learning while facilitating the professional development of faculty participants in the area of teaching has yielded a rich collection of data. In addition to providing critical information about how faculty members think, the project has broadened our thinking regarding the link between student learning initiatives and faculty development. The project has also increased our understanding of the interests of faculty members who are not typically clients of faculty development centers and motivated thinking on how to serve the professional development goals of this group.

Go to article

“Heritage Rocks”: Principles And Best Practices Of Effective Intercultural Teaching And Learning, Peter Frederick, Mary James Jan 2007

“Heritage Rocks”: Principles And Best Practices Of Effective Intercultural Teaching And Learning, Peter Frederick, Mary James

To Improve the Academy: A Journal of Educational Development

This portrayal of the intercultural teaching/learning culture and classroom stories at one fully multicultural institution, Heritage University, itself reflecting many diverse “heritages,” provides a glimpse into the faces of the future of higher education in America. We offer several examples and a synthesis of the principles and best practices of effective intercultural teaching and learning, with the intention of helping other institutions move intercultural education from the margins to the “center,” thereby preparing both teachers and learners for effective intercultural learning and living in the 21st century.

Go to article

First Prev Next Last