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- Faculty development (44)
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Articles 91 - 120 of 500
Full-Text Articles in Higher Education and Teaching
Balancing Direction And Response: Four Dimensions Of Transformative Facilitation In Educational Development, Roben Torosyan, Alison Cook-Sather
Balancing Direction And Response: Four Dimensions Of Transformative Facilitation In Educational Development, Roben Torosyan, Alison Cook-Sather
To Improve the Academy: A Journal of Educational Development
In this article we present 4 dimensions of transformative facilitation, each conceptualized using the “wisdom of practice” (Weimer, 2006, p. 54) gathered through our experience facilitating educational development and through the experiences posted by participants in a POD Network conference session. Composed of theoretical underpinnings we drew from several bodies of literature and practical applications generated by us and participants during the session, these dimensions include: (a) liminality (context); (b) organization (structures); (c) attitudinal stance (tone); and (d) process. Through their multidirectional interactions with one another, these dimensions aim to transform facilitation as enacted across educational development contexts.
The Chakra System As A Framework For Holistic Educational Development, Michele Dipietro
The Chakra System As A Framework For Holistic Educational Development, Michele Dipietro
To Improve the Academy: A Journal of Educational Development
As my interests and job duties have shifted toward holistic educational development beyond teaching support, I have sought a conceptual framework to organize my efforts. Joining my identities of educational developer and yogi, I have adapted the chakra system from yoga philosophy. The One Thing in my personal life has become The One Thing in my professional life too, informing programming and pointing out voids to fill. This essay reviews the classic articulation of the chakra system in the seven major chakras and offers examples of how the chakras can illuminate our institutional work, both individually and as an integrated …
Ways Of Doing: Feminist Educational Development, Emily O. Gravett, Lindsay Bernhagen
Ways Of Doing: Feminist Educational Development, Emily O. Gravett, Lindsay Bernhagen
To Improve the Academy: A Journal of Educational Development
In response to the recent special call in To Improve the Academy, we offer the following collaborative essay that describes how feminism is our characterizing perspective on educational development. The essay details various, interrelated facets of feminism that inform our work in the field: gender, intersectionality, power, privilege, standpoint theory, and collaboration. Not only do these facets characterize our own feminist approach to educational development—from consultations to organizational development to publications—but, we argue, they also align well with the values and approaches of the field as a whole.
Educational Development As Pink Collar Labor: Implications And Recommendations, Lindsay Bernhagen, Emily Gravett
Educational Development As Pink Collar Labor: Implications And Recommendations, Lindsay Bernhagen, Emily Gravett
To Improve the Academy: A Journal of Educational Development
Against a backdrop of other professional arenas, including higher education, this article examines the field of educational development—who we are (mostly women) and what we do (care, service, and emotional labor)—through the lens of gender. While we suggest that educational development may provide a positive counterexample to the male dominance in other higher education professions, we also argue that the common devaluing of women and their labor, well- documented in other arenas, may contribute to educational developers’ "marginal" positions on campuses, our difficulties getting "invited to the table," as well as our challenges in becoming more involved in organizational development …
Educational Development Efforts Aligned With The Assessment Cycle, Phyllis Blumberg
Educational Development Efforts Aligned With The Assessment Cycle, Phyllis Blumberg
To Improve the Academy: A Journal of Educational Development
Using an assessment cycle as an organizing framework, this article illustrates how educational development and assessment mutually complement each other. It describes an assessment study conducted to determine if two colleges at a small university met their strategic goals to increase the adoption of learning-centered teaching. This study served the parallel function of assessing the impact of sustained educational development efforts by the Centers for Teaching and Learning (CTL) to promote learning-centered teaching. The majority of interviewed faculty reported using learning-centered approaches. The data collection method itself also served as a teachable moment for faculty who do not attend CTL …
Assessment From An Educational Development Perspective, Mary C. Wright, Molly Goldwasser, Wayne Jacobson, Christopher Dakes
Assessment From An Educational Development Perspective, Mary C. Wright, Molly Goldwasser, Wayne Jacobson, Christopher Dakes
To Improve the Academy: A Journal of Educational Development
As assessment, already well established in higher education, gains attention in the field of educational development (ED), we ask: What does it mean to practice assessment from an ED perspective? In response, we examine four principles that are central to this endeavor: (a) bridging work across communities and multiple institutional levels; (b) collective, collaborative ownership; (c) action-oriented focus on student-centered learning; and (d) intentionality about inclusiveness to recognize diverse experiences of participants and stakeholders. We apply these principles to four examples of assessment practice at different institutions and offer a rationale for why this lens has utility for the improvement …
Writing Renewal Retreats: The Scholarly Writer, Contemplative Practice, And Scholarly Productivity, Edward Brantmeier, Cathryn Molloy, Jennifer Byrne
Writing Renewal Retreats: The Scholarly Writer, Contemplative Practice, And Scholarly Productivity, Edward Brantmeier, Cathryn Molloy, Jennifer Byrne
To Improve the Academy: A Journal of Educational Development
This article offers an exploratory case study of a program for faculty that blends contemplative practices, scholarly productivity, and renewal of faculty as writers at a retreat in a natural setting. We share faculty learning outcomes, logistics, a retreat agenda, and evaluation data from four writing renewal retreats conducted over two years to present initial insight into a contemplative approach to writing retreats that fosters a connection to self, to scholarship, and to a community of writers—key elements of a successful writing life. Through critical reflection on the role of contemplative practices, scholarly productivity, and faculty well-being, we offer a …
On The Other Side Of The Wall: The Miscategorization Of Educational Developers In The United States?, David A. Green, Deandra Little
On The Other Side Of The Wall: The Miscategorization Of Educational Developers In The United States?, David A. Green, Deandra Little
To Improve the Academy: A Journal of Educational Development
Educational developers around the world are employed in a range of settings and under different working conditions, including academic (faculty) positions and administrative (professional staff) roles. Curiously, in a survey of 1,000 developers from 38 countries, the authors find that a full 51% of developers in the United States are on administrative contracts, while only 16% are on employed as faculty—figures that are markedly out of kilter with the overall international data. In this paper, the authors argue that the positioning of educational developers matters because of the “wall in the head”—the perceived division between faculty and staff in United …
Evaluating Centers For Teaching And Learning: A Field-Tested Model, Susan R. Hines
Evaluating Centers For Teaching And Learning: A Field-Tested Model, Susan R. Hines
To Improve the Academy: A Journal of Educational Development
This paper provides a program evaluation model, along with field-testing results, that was developed in response to the need for an evaluation model able to support systematic evaluation of teaching and learning centers (CTLs). The model builds upon the author’s previous studies investigating the evaluation practices and struggles experienced at 53 CTLs. Findings from these studies attribute evaluation struggles to contextual issues involving evaluation capacity, ill- structured curricula, and ill-conceived evaluation frameworks. This field-tested Four-Phase Program Evaluation Model addresses these issues by approaching evaluation in a comprehensive manner that includes an evaluation capacity analysis, curricular conceptualization, evaluation planning, and plan …
Metacognition By Design: How A Course Design Experience Can Increase Metacognition In Faculty, Teresa A. Johnson, Sarah A. Holt, Margaret Sanders, Lindsay Bernhagen, Kathryn Plank, Stephanie V. Rohdieck, Alan Kalish
Metacognition By Design: How A Course Design Experience Can Increase Metacognition In Faculty, Teresa A. Johnson, Sarah A. Holt, Margaret Sanders, Lindsay Bernhagen, Kathryn Plank, Stephanie V. Rohdieck, Alan Kalish
To Improve the Academy: A Journal of Educational Development
Since 2009, our center for teaching and learning has offered an intensive Course Design Institute (CDI) several times each year, which has now been completed by more than 600 teaching faculty, staff, and Graduate Teaching Associates from The Ohio State University. To better understand the impact of participating in a CDI on participants’ teaching, this study utilizes qualitative data drawn from five years of participant feedback gathered on the last day of each CDI, as well as from focus groups conducted with CDI graduates in the years following their participation. The results show that participating in the CDI helps instructors …
Assessing The Long-Term Impact Of The Preparing Future Faculty Seminar, Laura N. Schram, Tershia Pinder-Grover, Stefan Turcic Ii
Assessing The Long-Term Impact Of The Preparing Future Faculty Seminar, Laura N. Schram, Tershia Pinder-Grover, Stefan Turcic Ii
To Improve the Academy: A Journal of Educational Development
The Preparing Future Faculty (PFF) initiative for graduate students was launched in the United States in 1993 as a partnership between the Council of Graduate Schools and the Association of American Colleges and Universities to prepare graduate students for faculty careers at different institutional types and to provide them with teaching-related professional development. PFF programs have proliferated U.S. universities over the last two decades, but there has been limited research on the long-term impact of these programs. This study at the University of Michigan examines the career paths and attitudes of graduate students who participated in an annual, intensive, five-week …
Foreign And U.S Educated Faculty Members’ Views On What Constitutes Excellent Teaching: Effects Of Gender And Discipline, Emad A. Ismail, James E. Groccia
Foreign And U.S Educated Faculty Members’ Views On What Constitutes Excellent Teaching: Effects Of Gender And Discipline, Emad A. Ismail, James E. Groccia
To Improve the Academy: A Journal of Educational Development
This study identifies views of foreign-educated faculty who teach in American universities on what constitutes excellence in teaching based on different demographics using the online version of the Teacher Behavior Checklist. Faculty from 14 institutions within the Southern Regional Educational Board (SREB) were asked to rank the top 10 of 28 teacher qualities of excellent teaching. The final faculty sample consisted of 448 participants, of which 309 were United States-educated (US-educated), and 139 were foreign-educated. The majority of the foreign-educated faculty were from Asia and Europe. Results showed that both US- and foreign-educated faculty agreed on eight qualities as the …
Moving Toward The Center: The Integration Of Educational Development In An Era Of Historic Change In Higher Education, Bruce Kelley, Laura Cruz, Nancy Fire
Moving Toward The Center: The Integration Of Educational Development In An Era Of Historic Change In Higher Education, Bruce Kelley, Laura Cruz, Nancy Fire
To Improve the Academy: A Journal of Educational Development
Educational developers have generally articulated their mission around three major poles: faculty/professional development, instructional development, and organizational development (Diamond, 2002; Lewis, 1996). While the first two poles have received greater attention in the past, an increasing amount of emphasis is being placed on organizational development. This shift is a result of a growing tendency to see educational development as an integral component in helping colleges and universities effect change in multiple areas. The challenges higher education faces “require multiple teams of cross-unit expertise in order to make progress” (Schroeder, 2011, p. 202), and educational developers are often called on to …
Exploring The Potential Of Educational Developer Portfolios, Natasha Kenny, Isabeau Iqbal, Jeannette Mcdonald, Paola Borin, Debra Dawson, Judy Chan, Erika Kustra
Exploring The Potential Of Educational Developer Portfolios, Natasha Kenny, Isabeau Iqbal, Jeannette Mcdonald, Paola Borin, Debra Dawson, Judy Chan, Erika Kustra
To Improve the Academy: A Journal of Educational Development
There is growing interest in portfolios within the context of higher education, especially related to the use and integration of student learning portfolios, teaching portfolios, and eportfolios. Although little scholarly discourse has focused on educational developer portfolios, these have the potential to promote reflection on practice, showcase accomplishments, make explicit our approaches to practice, demonstrate impact, and support workplace personnel decisions. Despite these benefits, our community has not uniformly adopted the educational developer portfolio. Drawing from scholarly literature and based on findings from research gathered through World Cafés, this study explores the possibilities and potential for the educational developer portfolio. …
Stepping Stones: A Leadership Development Program To Inspire And Promote Reflection Among Women Faculty And Staff, Krista Hoffmann-Longtin, Zachary S. Morgan, Lauren (Chism) Schmidt, Emily C. Valvoord, Megan M. Palmer, Mary E. Dankoski
Stepping Stones: A Leadership Development Program To Inspire And Promote Reflection Among Women Faculty And Staff, Krista Hoffmann-Longtin, Zachary S. Morgan, Lauren (Chism) Schmidt, Emily C. Valvoord, Megan M. Palmer, Mary E. Dankoski
To Improve the Academy: A Journal of Educational Development
Women frequently benefit from focused faculty development opportunities not because they need to be “fixed,” but rather it is a means to demonstrate that success, even in chilly environments, is possible. The Stepping Stones program uses a unique design to provide participants with inspiration, time for reflection, and strategies for how to navigate one’s career, through hearing about the journeys of successful women. In this article, we describe the program and evaluation results. Post-event and longitudinal follow-up surveys indicate that the program and its unique narrative format help to debunk the superwoman myth and leave participants with a sense of …
The Aspirational Curriculum Map: A Diagnostic Model For Action-Oriented Program Review, Eric Metzler, George Rehrey, Lisa Kurz, Joan Middendorf
The Aspirational Curriculum Map: A Diagnostic Model For Action-Oriented Program Review, Eric Metzler, George Rehrey, Lisa Kurz, Joan Middendorf
To Improve the Academy: A Journal of Educational Development
When the process of curriculum mapping begins with the faculty’s articulations of the knowledge, skills, and attitudes students should master upon graduation, a curriculum map results that enables faculty to review the curriculum for effectiveness, see the workings of the whole curriculum at a glance, plan assessments, and recognize where adjustments or changes need to be made. This article explains these benefits and lays out a step by step process for building such a curriculum map that can be adapted to any institutional context. We also describe a variety of outcomes from and reactions to our process.
Improv(Ing) The Academy: Applied Improvisation As A Strategy For Educational Development, Jonathan P. Rossing, Krista Hoffmann Longtin
Improv(Ing) The Academy: Applied Improvisation As A Strategy For Educational Development, Jonathan P. Rossing, Krista Hoffmann Longtin
To Improve the Academy: A Journal of Educational Development
Improvisational theater training (or “improv”) is a strategy employed by many business leaders and educators to cultivate creativity and collaboration amid change. Drawing on improv principles such as “Yes, And…” and “Make your scene partners look good,” we explore the ways in which educational developers might apply principles of improv in 3 contexts: teaching and building classroom community, organizational development, and research collaboration. Faculty developers who successfully engage the principles of improv have the potential to help colleges and universities respond more effectively to complex problems and to manage the uncertainty of the future. By highlighting successful applications of improvisation …
The Challenges Of Promoting Instructional Improvement: Teaching Behaviors And Teaching Cultures At Liberal Arts Institutions In The Associated Colleges Of The South, Kent Andersen, Barbara Lom, Betsy A. Sandlin
The Challenges Of Promoting Instructional Improvement: Teaching Behaviors And Teaching Cultures At Liberal Arts Institutions In The Associated Colleges Of The South, Kent Andersen, Barbara Lom, Betsy A. Sandlin
To Improve the Academy: A Journal of Educational Development
One goal of faculty development is to improve instructional practice (McKee, Johnson, Ritchie, and Tew, 2013; Ouellett 2010; Sorcinelli, Austin, Eddy, and Beach, 2006). This goal accords with the design of the Associated Colleges of the South Teaching and Learning Workshop, a faculty development workshop begun in 1992 for 16 residential, liberal arts institutions that comprise the ACS consortium. We surveyed ACS faculty members and observed that they are most likely to engage independently rather than collaboratively to improve their instructional practice, despite stated desires for collaborative opportunities for such work. We recommend that faculty development programs and institutions promote …
Designing An Evaluation Of Instructional Consultation In A Higher Education Context, Karen Elizabeth Brinkley Etzkorn, David Schumann, Beth White, Tiffany Smith
Designing An Evaluation Of Instructional Consultation In A Higher Education Context, Karen Elizabeth Brinkley Etzkorn, David Schumann, Beth White, Tiffany Smith
To Improve the Academy: A Journal of Educational Development
Individual instructor consultation is a common service provided by centers focused on educational development in higher education. The importance of this service has been reflected in its history, increasing demand, and strong anecdotal evidence to its effectiveness. However, the extant literature reveals that comprehensive assessment of consultation effectiveness has proved challenging. Thus, the purpose of this paper is to (a) provide an overview of consultation and summarize the relevant work evaluating this service, and (b) propose a comprehensive process for evaluating consultation services that was piloted at one large research intense university. The goal is to provide a systematic method …
Beyond Survival: Educational Development And The Maturing Of The Pod Network, Leslie Ortquist Ahrens
Beyond Survival: Educational Development And The Maturing Of The Pod Network, Leslie Ortquist Ahrens
To Improve the Academy: A Journal of Educational Development
Scholarship about the growth of educational development has charted major shifts in developers’ focuses and roles through time and, especially in recent years, has explored the professionalization of the field around the globe. This essay uses a lifecycle analogy to consider the development of one organization, the POD Network (The Professional and Organizational Development Network in Higher Education). After a brief and heady “start up phase,” and a long organizational “adolescence,” characterized by growth and by increasing formalization of processes, governance, and strategy, the POD Network is on the brink of entering a phase of greater maturity.
Good, Fast, Cheap: How Centers Of Teaching And Learning Can Capitalize In Today’S Resource Constrained Context, Michael H. Truong, Stephanie Juillerat, Deborah H. C. Gin
Good, Fast, Cheap: How Centers Of Teaching And Learning Can Capitalize In Today’S Resource Constrained Context, Michael H. Truong, Stephanie Juillerat, Deborah H. C. Gin
To Improve the Academy: A Journal of Educational Development
This article provides leaders and educational developers of Centers for Teaching and Learning (CTL) with innovative and practical strategies on how to increase their centers’ capacity and impact by focusing on quality, efficiency, and cost. This “good, fast, cheap” model represents a promising way that CTL can continue to grow, scale, and innovate in the midst of limited resources. By leveraging existing campus resources, external vendor products, and low cost technologies, CTL are able to remain effective and impactful, without compromising quality or requiring abundant resources. This article will include real use case examples from a CTL at a mid …
Receive, Reorganize, Return: Theatre As Creative Scholarship, Sara Armstrong, Theresa Braunschneider
Receive, Reorganize, Return: Theatre As Creative Scholarship, Sara Armstrong, Theresa Braunschneider
To Improve the Academy: A Journal of Educational Development
This article focuses on the use of theatre as a mode of creative scholarship, from the research involved in sketch creation to the presentation of that research to academic audiences. We particularly focus on a specific sketch developed by the CRLT Players—one that explores the consequences of subtle discrimination faced by women scientists in research laboratory settings— to illustrate the ways in which theatre can engage audiences with research results. The article explains how participation in such performances promotes a more active exploration of scholarship than simply reading or hearing a presentation. Interactive theatre directs and focuses an audience’s attention …
The Scholarship Of Educational Development: A Taxonomy, Laura Cruz
The Scholarship Of Educational Development: A Taxonomy, Laura Cruz
To Improve the Academy: A Journal of Educational Development
This is a visual representation and commentary on a taxonomy for the emerging scholarship ofeducational development.
The Use Of Song To Open An Educational Development Workshop: Exploratory Analysis And Reflections, Lawrence Lesser, Song An, Daniel Tillman
The Use Of Song To Open An Educational Development Workshop: Exploratory Analysis And Reflections, Lawrence Lesser, Song An, Daniel Tillman
To Improve the Academy: A Journal of Educational Development
Song has been used by faculty of many disciplines in their classrooms and, to a lesser extent, by educational developers in workshops. This paper shares and discusses a new song (about an instructor’s evolving openness to alternatives to lecture only teaching) and its novel use to open an educational development workshop. Self reported participant data from an exploratory survey suggest that the song was most effective in reducing stress as well as in increasing motivation, morale, engagement, and connection. Practical implications and implementation considerations are discussed regarding the song as well as related creative work.
Subjectivities In The Sandbox: Discovering Biases Through Visual Memo Writing, Bethany Lisi
Subjectivities In The Sandbox: Discovering Biases Through Visual Memo Writing, Bethany Lisi
To Improve the Academy: A Journal of Educational Development
Having insider status at an organization under study can present a researcher with benefits and challenges. Insider researchers may have access to honest dialogue with study participants but may also be vulnerable to uncomfortable conversations and organizational conflicts. Insider researchers also have to contend with their own biases they bring to a study. By using the reflexive practice of memo writing, insider researchers can be mindful of their own subjectivities during data collection and analysis. The purpose of this article is to share one approach to memo writing that incorporates visuals into the analysis and reflection. Through my use of …
High Retention Of Minority And International Faculty Through A Formal Mentoring Program, Susan L. Phillips, Susan T. Dennison, Mark A. Davenport
High Retention Of Minority And International Faculty Through A Formal Mentoring Program, Susan L. Phillips, Susan T. Dennison, Mark A. Davenport
To Improve the Academy: A Journal of Educational Development
In these economic times, retention of new faculty, particularly minority and international faculty, is a high priority. In this study, retention of new faculty from 2006 to 2013 was compared for participants and nonparticipants in a formal mentoring program. Retention was 92% for participating faculty and 58% for nonparticipating new faculty. For African American faculty, retention was 86% for participating and 56% for nonparticipating. Participating international faculty were retained at 100% and nonparticipating at 61%. The results indicate that mentoring programs including both individual and group mentoring provide a supportive community and self validation to new faculty, leading to high …
Connect, Change, And Conserve: Building A Virtual Center For Teaching Excellence, Anne M. Schoening, Sarah Oliver
Connect, Change, And Conserve: Building A Virtual Center For Teaching Excellence, Anne M. Schoening, Sarah Oliver
To Improve the Academy: A Journal of Educational Development
In an era of limited fiscal and human resources, educational developers are seeking innovative ways to connect with their constituents. Developing a “virtual” center for teaching and learning (CTL) is one approach to consolidating development resources and reaching busy full time and adjunct faculty. This article will describe the process used to create and sustain a Virtual Center for Teaching Excellence (vCTE) at a diverse, mid sized university campus. This process required connection between departmental faculty developers and stakeholders, change of the campus mindset, and conservation of resources through shared efforts. Challenges faced and recommendations to overcome those challenges will …
Toward A New Creative Scholarship Of Educational Development: The Teaching And Learning Project And An Opening To Discourse, Martin Springborg, Cassandra V. Horii
Toward A New Creative Scholarship Of Educational Development: The Teaching And Learning Project And An Opening To Discourse, Martin Springborg, Cassandra V. Horii
To Improve the Academy: A Journal of Educational Development
This invited essay of To Improve the Academy’s special feature on Creative Scholarship presents one example of creative scholarship in educational development as a forward to other forms and approaches in the special feature. This example, the Teaching and Learning Project, merges documentary and art photography traditions with faculty consultation. Following a review of the literatures of visual interpretation and instructional consultation, along with their intersection, the essay presents the Teaching and Learning Project in three ways: (a) as images, analyzed using the disciplinary grounding of the visual arts; (b) as a consultation methodology and an educational development practice; and …
Don’T Box Me In: Rubrics For Ártists And Designers, Natasha Haugnes, Jennifer L. Russell
Don’T Box Me In: Rubrics For Ártists And Designers, Natasha Haugnes, Jennifer L. Russell
To Improve the Academy: A Journal of Educational Development
Two faculty developers at a professional art and design university were met with uneasy faculty attitudes toward grading when they opened their CTL 13 years ago. Conversations revealed that the faculty artists and designers suspected that grading would somehow shatter the fragile muse of creativity, which is so central to the processes of producing art and design. The developers’ quest for transparent, consistent grading, and assessment practices resulted in an approach to rubric creation that taps into artists’ reverence for the critique. This narrative account reveals how the approach allowed an interactive introduction of rubrics as teaching tools, ensured their …
Institutionalizing Faculty Mentoring Within A Community Of Practice Model, Emily R. Smith, Patricia E. Calderwood, Stephanie Burrell Storms, Paula Gill Lopez, Ryan P. Colwell
Institutionalizing Faculty Mentoring Within A Community Of Practice Model, Emily R. Smith, Patricia E. Calderwood, Stephanie Burrell Storms, Paula Gill Lopez, Ryan P. Colwell
To Improve the Academy: A Journal of Educational Development
In higher education, faculty work is typically enacted—and rewarded—on an individual basis. Efforts to promote collaboration run counter to the individual and competitive reward systems that characterize higher education. Mentoring initiatives that promote faculty collaboration and support also defy the structural and cultural norms of higher education. Collaborative mentoring initiatives, however, support all faculty to be lifelong learners. We analyze a reciprocal model of mentoring—a community of practice for mentoring—that integrates collaborative mentoring into faculty’s daily work. Additionally, we examine the dilemmas, benefits, and costs of institutionalizing a community of practice model for mentoring in higher education. Our analyses indicate …