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- Faculty development (44)
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Articles 391 - 420 of 500
Full-Text Articles in Higher Education and Teaching
Entertaining Strangers: Providing For The Development Needs Of Part–Time Faculty, Patricia Hanrahan Valley
Entertaining Strangers: Providing For The Development Needs Of Part–Time Faculty, Patricia Hanrahan Valley
To Improve the Academy: A Journal of Educational Development
For institutions of higher education that have increasingly relied upon part-time faculty members to meet the needs of a rapidly changing society, the challenge has been to provide adequate preparation and development opportunities for these instructors, many of whom have never taught before. This study investigated the characteristics of the part-time faculty. the extent to which they believed they had been oriented by the institution to assume their teaching roles, and their reported need for selected professional development activities at Embry-Riddle Aeronautical University’s Extended Campus, an institution employing more than 2,800 adjuncts. The data provided by the needs assessment were …
Promoting A Sound Process For Teaching Awards Programs: Appropriate Work For Faculty Development Centers, Nancy Van Note Chism
Promoting A Sound Process For Teaching Awards Programs: Appropriate Work For Faculty Development Centers, Nancy Van Note Chism
To Improve the Academy: A Journal of Educational Development
Examination of a sample of teaching awards programs at colleges and universities in the United States shows that the selection process for most is not based on explicit criteria, evidence that matches the criteria, and announced standards for making judgments about the candidates. If teaching awards programs are to be effective on any level, whether serving as a symbol of institutional commitment, affirming good teachers, or inspiring others to teach well, the quality of their selection process must be credible. This chapter provides recommendations for how faculty development centers can help their institutions to craft a selection process that will …
Color–Coded Course Design: Educating And Engaging Faculty To Educate And Engage Students, Marlene M. Preston
Color–Coded Course Design: Educating And Engaging Faculty To Educate And Engage Students, Marlene M. Preston
To Improve the Academy: A Journal of Educational Development
In a weeklong seminar, “Course Design to Foster Student Engagement and Learning,” faculty created course charts to reflect their various plans for an upcoming semester. With colorful Post-it Notes, they applied theoretical principles of course design. Participating in the kind of active environment they might want to create for students, faculty constructed their charts, rearranged the components to achieve balance across the semester, and discussed the plans with their colleagues. This case study includes the rationale for and description of “Color-Coded Course Design,” a process that allows faculty to recognize and experience the power of an active classroom.
Documenting The Educational Innovations Of Faculty: A Win–Win Situation For Faculty And The Faculty Development Center, Phyllis Blumberg
Documenting The Educational Innovations Of Faculty: A Win–Win Situation For Faculty And The Faculty Development Center, Phyllis Blumberg
To Improve the Academy: A Journal of Educational Development
Compiling faculty members’ teaching innovations into an annual campus-specific publication allows others to learn about these ideas and adapt them. This chapter will describe 1) the process used to develop such a Document of Innovation, 2) the types of innovation abstracted, and 3) this document’s impact on an institution. A dissemination process including individual meetings with campus leaders provides greater visibility for the Teaching and Learning Center and the featured faculty. An analysis of time annual publications yield comprehensive data about the campus’ faculty, their innovative teaching trends, and describes the current teaching climate on the campus.
Fostering Diversity In A Faculty Development Organization, Mathew L. Ouellett, Christine A. Stanley
Fostering Diversity In A Faculty Development Organization, Mathew L. Ouellett, Christine A. Stanley
To Improve the Academy: A Journal of Educational Development
Since 1994, the Professional and Organizational Development Network in Higher Education (POD) has articulated a goal of becoming a more multicultural organization. In support of this goal, POD sponsors two key initiatives: travel and internship grants. This chapter offers an historical overview of the first nine years of these programs, selected perspectives from participants on the individual and organizational benefits of these initiatives, and a context within which to explore how POD is evolving as a multicultural organization and how it may benefit from increased attention to diversity related issues in the future.
A Systematic, Hands–On, Reflective, And Effective (Shore) Approach To Faculty Development For New And Seasoned Faculty, Scott E. Hampton, Craig D. Morrow, Asleah Bechtel, Marjorie H. Carroll
A Systematic, Hands–On, Reflective, And Effective (Shore) Approach To Faculty Development For New And Seasoned Faculty, Scott E. Hampton, Craig D. Morrow, Asleah Bechtel, Marjorie H. Carroll
To Improve the Academy: A Journal of Educational Development
The purpose of the faculty development program for teaching Introduction to Psychology in this study is to further develop skills for new and seasoned faculty to enable them to teach and inspire students more effectively. This Systematic, Hands-On, Reflective, and Effective (SHORE) approach provides a forum to practice teaching skills, gain familiarity with course material, incorporate classroom management techniques, evaluate teaching effectiveness, and build a cohesive teaching team. Evaluative feedback indicates the approach positively affects both the faculty and 1,100 students annually. Implications for faculty development programs and research are also discussed.
Evaluating The Return On Investment Of Faculty Development, Timothy W. Bothell, Tom Henderson
Evaluating The Return On Investment Of Faculty Development, Timothy W. Bothell, Tom Henderson
To Improve the Academy: A Journal of Educational Development
How can the return on investment of faculty development be determined? One way to do this is through the application of a highly replicated and reported return on investment (ROI) process. This chapter reviews briefly an ROI process used by organizations throughout the world, a process that has been the basis for over 100 published studies and is the most validated and reported ROI process used for determining the monetary impact of learning. The process utilizes a five-level framework and a step-by-step ROI process model. These components are reviewed in this chapter and an example of return on investment based …
Playing Well With Others: Academic Development As A Team Sport, Nancy Van Note Chism
Playing Well With Others: Academic Development As A Team Sport, Nancy Van Note Chism
To Improve the Academy: A Journal of Educational Development
An important first step to attacking significant institutional problems is working across the organizational silos that encompass campus units. This chapter draws upon an experience in collaboration through which an academic development center chose to partner with a variety of campus units to address a vexing problem facing many campuses: unacceptable rates of first-year student retention. The chapter then goes beyond the case to identify the kinds of collaborations that can be created to treat other pressing academic issues and highlight characteristics of successful collaborations that academic development centers can initiate or join.
Beyond Bean Counting: Making Faculty Development Needs Assessment More Meaningful, Pamela M. Milloy, Corly Brooke
Beyond Bean Counting: Making Faculty Development Needs Assessment More Meaningful, Pamela M. Milloy, Corly Brooke
To Improve the Academy: A Journal of Educational Development
Faculty development centers face many challenges including shrinking resources while providing an increasing array of programs and services to enhance learning. Needs assessment can be seen as a valuable tool to help centers focus efforts to meet the most salient needs relevant to the institutional mission. This chapter describes a faculty development needs assessment project that was implemented at a large public institution. Data collected was used to focus programming and guide decision-making. Based upon a presentation at the 2002 POD conference, selected needs assessment findings and their programmatic implications for the center are presented.
The Scholarship Of Teaching And Learning: Past Lessons, Current Challenges, And Future Visions, Kathleen Mckinney
The Scholarship Of Teaching And Learning: Past Lessons, Current Challenges, And Future Visions, Kathleen Mckinney
To Improve the Academy: A Journal of Educational Development
This chapter reviews the complex history of the scholarship of teaching and learning (SoTL) including SoTL as a social movement and various conceptualizations of the term. Based on extant work, I also discuss past lessons, current challenges, and future directions for SoTL. Additional theorizing and research are needed in many areas. Suggestions related to faculty and organizational development and change are imbedded in this discussion.
A Faculty Development Program To Promote Engaged Classroom Dialogue: The Oral Communication Institute, Kim M. Mooney, Traci Fordham, Valerie D. Lehr
A Faculty Development Program To Promote Engaged Classroom Dialogue: The Oral Communication Institute, Kim M. Mooney, Traci Fordham, Valerie D. Lehr
To Improve the Academy: A Journal of Educational Development
The St. Lawrence University faculty development program in oral communication promotes and enhances teaching strategies and philosophies for productive and civil classroom discourse. Started in January 2002, the Oral Communication Institute (OCI) provides a sustained forum in which faculty explore the relationship among oral communication, critical thinking, and deep learning. In addition to creating discourse communities, the OCI affords participants opportunities to develop strategies for interactive, reflective student learning. This chapter addresses the essential components for developing an oral communication institute: clear teaching and learning goals, a deliberate format and curriculum, experiential pedagogy, and opportunities for faculty dialogue and reflection.
Graduate Student Mentors: Meeting The Challenges Of The Ongoing Development Of Graduate Student Instructors, Chris O'Neal, Jennifer Karlin
Graduate Student Mentors: Meeting The Challenges Of The Ongoing Development Of Graduate Student Instructors, Chris O'Neal, Jennifer Karlin
To Improve the Academy: A Journal of Educational Development
Training and mentoring Graduate Student Instructors (GS Instructors) at large institutions presents three challenges to instructional developers: 1) training numerous GS Instructors from multiple departments, 2) the vast array of duties GS Instructors need training in, and 3) the continual sophistication of GS Instructors. Here we describe how the College of Engineering at the University of Michigan has met these challenges through the use of Graduate Student Mentors (GS Mentors). GS Mentors are experienced GS Instructors who are trained to mentor and advise their peers. We discuss how the GS Mentors are selected, trained, and supervised, and how they have …
Triangulating Faculty Needs For The Assessment Of Student Learning, D. Lynn Sorenson, Timothy W. Bothell
Triangulating Faculty Needs For The Assessment Of Student Learning, D. Lynn Sorenson, Timothy W. Bothell
To Improve the Academy: A Journal of Educational Development
To enhance assessment of student learning, the Brigham Young University (BYU) Faculty Center undertook a needs assessment to guide new initiatives. Researchers reviewed results from the National Survey of Student Engagement and an earlier BYU faculty survey. In addition, they conducted a qualitative study with faculty and administrators. The qualitative study can serve as a model for other faculty developers considering new initiatives. The findings raised thought-provoking issues for faculty development, particularly faculty readiness. As a result of this research, the center bolstered current services and developed new ones to support the assessment of student learning.
Foucault And The Practice Of Educational Development: Power And Surveillance In Individual Consultations, Peter Felten, Diandra Little, Allison Pingree
Foucault And The Practice Of Educational Development: Power And Surveillance In Individual Consultations, Peter Felten, Diandra Little, Allison Pingree
To Improve the Academy: A Journal of Educational Development
A common goal of educational development is to create a neutral, “safe” place for clients in individual consultations. Such an approach, while well intentioned, obscures the multifaceted web of power threading through and around our work. Using Michel Foucault’s theories of sovereign and disciplinary power, we trace the forms that power can take in specific types of consultations (small group instructional diagnosis, course evaluations, and videotape). While power is always “dangerous,” it is less likely to be damaging if we are conscious of its presence and impact—and of our own participation in its complexity.
Approaching Faculty Development Support From The Grassroots: Establishment Of An Innovative, Formal, Untenured Faculty Organization, Ellen N. Junn, Ellen Kottler, Jacqueline K. Coffman, Pamella H. Oliver, Fred Ramirez
Approaching Faculty Development Support From The Grassroots: Establishment Of An Innovative, Formal, Untenured Faculty Organization, Ellen N. Junn, Ellen Kottler, Jacqueline K. Coffman, Pamella H. Oliver, Fred Ramirez
To Improve the Academy: A Journal of Educational Development
This chapter describes an innovative faculty support program designed for untenured faculty and full-time lecturers. Working closely with members of the administration, untenured faculty and full-time lecturers established and created a voluntary, formal, cross-departmental faculty organization called the ULO (Untenured Faculty and Full-Time Lecturer Organization). The ULO has formal bylaws, elected officers and a mission that initiated activities all designed to support junior faculty and full-time lecturers within the college. Even within its initial year, this organization offered a significant variety of meaningful support activities with positive outcomes. The activities include formation of a Research Writing Workgroup, workshops on the …
Effective Peer Evaluation In Learning Teams, Debbie Williams, Doug Foster, Bo Green, Paul Lakey, Raye Lakey
Effective Peer Evaluation In Learning Teams, Debbie Williams, Doug Foster, Bo Green, Paul Lakey, Raye Lakey
To Improve the Academy: A Journal of Educational Development
Evaluating student performance in learning teams is challenging. This chapter reviews the student learning team and peer evaluation literature. The authors share the results of their experience using four rubrics for peer evaluation in student learning teams. Student learning teams involve forming students into teams for the semester to enhance their active learning. A portion of the course grade is dedicated to team quizzes, activities, and projects. The authors conclude that peer evaluation data should be used both formatively and summatively to enhance team cohesion and accountability and provide their preferred rubric for the peer evaluation process. Usage of forced …
An International Perspective On Assessing Group Projects, Deborah Willis, Barbara J. Millis
An International Perspective On Assessing Group Projects, Deborah Willis, Barbara J. Millis
To Improve the Academy: A Journal of Educational Development
The value of group work for enhancing learning is well documented. However, to maximize the impact of group work on student learning, faculty should carefally consider course design and assessment. This chapter draws on research, policy, and practice from the US, Canada, Australia, and New Zealand to emphasize the importance of adopting an integrated approach to group work through careful planning. Guidelines emphasize ways to provide for the responsive, responsible assessment of group projects.
The Hesburgh Certificate And Portland State University's Faculty Development Approach To Supporting Service Learning And Community–University Partnerships, Kevin Kecskes, Amy Spring, Devorah Lieberman
The Hesburgh Certificate And Portland State University's Faculty Development Approach To Supporting Service Learning And Community–University Partnerships, Kevin Kecskes, Amy Spring, Devorah Lieberman
To Improve the Academy: A Journal of Educational Development
Service learning now has a prominent home in hundreds of diverse campuses across the nation. Developing service-learning expertise and other community-campus partnership enhancement strategies for faculty requires innovation. Recently, Portland State University’s Center for Academic Excellence received the Theodore M. Hesburgh Certificate of Excellence for Community-University Partnerships. This chapter outlines the center’s three-tiered approach to supporting and sustaining civic engagement practices that are sensitive to individual needs on campus and in the community, while also working toward ongoing departmental and institutional transformation.
Preface, Volume 23 (2004), Sandra Chadwick-Blossey
Preface, Volume 23 (2004), Sandra Chadwick-Blossey
To Improve the Academy: A Journal of Educational Development
Preface to volume 23 (2004) of To Improve the Academy: A Journal of Educational Development, by Sandra Chadwisk-Blossey of Rollins College.
Transforming The Environment For Learning: A Crisis Of Quality, Lion F. Gardiner
Transforming The Environment For Learning: A Crisis Of Quality, Lion F. Gardiner
To Improve the Academy: A Journal of Educational Development
This chapter addresses academic leaders and summarizes research findings on the conditions needed to produce learning and student development in higher education at the level required by society, and our relative success in doing this. It attempts to make clear the urgency for change that exists in the way in which we conduct our educational affairs. It describes the causes of less-than-optimal learning, outlines 10 key elements for effectively managing learning in complex institutions, presents eight steps required to lead a successfull transformation in an institution or unit, and provides resources with detailed information and guidance.
The Institutional Change Agency: The Expanding Role Of Academic Support Centers, Robert M. Diamond
The Institutional Change Agency: The Expanding Role Of Academic Support Centers, Robert M. Diamond
To Improve the Academy: A Journal of Educational Development
Higher education is going through significant changes stimulated by the rapid growth of the internet, tht increasing globalization of hightr education, and the ever-pressing question of institutional quality. New modts of educational dtlivery through virtual networks art breaking the traditional mold of instructional provision. New players, new pedagogies, and new paradigms are redefining higher education. The rules art changing, and there is increased pressure on institutions of higher education to evolve, adapt, or desist.
Is The Thrill Gone? An Investigation Of Faculty Vitality Within The Context Of The Community College, Cathie J. Peterson
Is The Thrill Gone? An Investigation Of Faculty Vitality Within The Context Of The Community College, Cathie J. Peterson
To Improve the Academy: A Journal of Educational Development
This single institutional case study investigated faculty vitality within the context of the community college by answering the following research questions: What are the characteristics of vital faculty within the community college? What effect does the environment have on faculty vitality? What do the vital faculty do to maintain their vitality? Qualitative research methods were employed to study the lives of the faculty within their naturalistic setting, thereby giving voice to the vital community college faculty.
A Vision Beyond Measurement: Creating An Integrated Data System For Teaching Centers, Kathryn M. Plank, Alan Kalish, Stephanie V. Rohdieck, Kathleen A. Harper
A Vision Beyond Measurement: Creating An Integrated Data System For Teaching Centers, Kathryn M. Plank, Alan Kalish, Stephanie V. Rohdieck, Kathleen A. Harper
To Improve the Academy: A Journal of Educational Development
Assessing the work of teaching and learning centers is crucial to maintain the support of our institutions; however, collecting and interpreting the right data can be a challenge. This chapter explores practical strategies for integrating assessment into daily work flow in order to generate information that accurately measures our impact, helps others understand and value our work, and enables us to improve what we do, without creating a major “add-on” task. We discuss ways to measure, track, and report work, and share means to use data for both summative and formative purposes that we hope will make the work of …
Junior Faculty Participation In Curricular Change, Judi Hetrick
Junior Faculty Participation In Curricular Change, Judi Hetrick
To Improve the Academy: A Journal of Educational Development
Participation in curriculum change can be both a necessity and a professional landmine for junior faculty members. They do not, however, have to choose between sitting on the sidelines or sacrificing young careers by working for large-scale change. This chapter presents the elements of successful curriculum change, roles junior faculty can play, and roles they should avoid—or accept with caution.
Faculty Development In Community Colleges: A Model For Part–Time Faculty, Mary Rose Grant
Faculty Development In Community Colleges: A Model For Part–Time Faculty, Mary Rose Grant
To Improve the Academy: A Journal of Educational Development
Historically, part-time faculty have not received the same development opportunities as fall-time faculty. This study surveyed current practices in faculty development for both full-time and part-time faculty in 232 public two-year colleges throughout the United States. Over 90% reported that they had a formal faculty development program for both faculty cohorts, funded with 1%–5% of their operating budgets. About one half of the colleges designated a faculty development coordinator, used needs assessment to determine program content, and evaluated program outcomes. Results of this study were used to design a generic model for part-time faculty development.
Preface, Volume 21 (2002), Catherine M. Wehlburg
Preface, Volume 21 (2002), Catherine M. Wehlburg
To Improve the Academy: A Journal of Educational Development
Preface to volume 21 (2003) of To Improve the Academy: A Journal of Educational Development, by Devorah Lieberman of Portland State University.
Introduction. Volume 21 (2003), Catherine M. Wehlburg
Introduction. Volume 21 (2003), Catherine M. Wehlburg
To Improve the Academy: A Journal of Educational Development
Introduction to volume 21 (2003) of To Improve the Academy: A Journal of Educational Development, by Devorah Lieberman of Portland State University.
September 11, 2001, As A Teachable Moment, Edward Zlotkowski
September 11, 2001, As A Teachable Moment, Edward Zlotkowski
To Improve the Academy: A Journal of Educational Development
The Opening Plenary at the 2001 POD Conference was given by Edward Zlotkowski. Using the reactions to the events of September 11, 2001, as an example, he urged those in higher education to search out opportunities for academically based civic engagement and to focus on Boyer’s concept of the scholarship of engagement.
The Day After: Faculty Behavior In Post–September 11, 2001, Classes, Michele Dipietro
The Day After: Faculty Behavior In Post–September 11, 2001, Classes, Michele Dipietro
To Improve the Academy: A Journal of Educational Development
What is the best thing to do in the classroom in the face of a tragedy like the terrorist attacks of September 11, 2001? What should instructors do to help students, if anything? This article describes the results ofa faculty survey at Carnegie Mellon University. Faculty reported what actions they took in the classroom to help their students (or their rationales for not mentioning the attacks), and their degree of confidence on the effectiveness of their behaviors. Statistical techniques are used to assess the significance of some trends, and implications for faculty developers are discussed in light of cognitive, motivational, …
Internationalizing American Higher Education: A Call To Thought And Action, Deborah Dezure
Internationalizing American Higher Education: A Call To Thought And Action, Deborah Dezure
To Improve the Academy: A Journal of Educational Development
In the wake of the World Trade Center disaster, many faculty developers are asking themselves what they do to promote international peace and understanding. But even before these events, there has been an indication that there was a pressing need to focus on global competencies as an important part of higher education for the 21st century. The purpose of this essay is threefold: 1) to summarize the research on the status of internationalization on American campuses, 2) to make the case for the active involvement of faculty developers in internationalizing higher education, and 3) to offer strategies with which we …