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2013

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Articles 151 - 180 of 237

Full-Text Articles in Higher Education and Teaching

The Civil War Letters Of Andrew Lucas Hunt (Part 1), Dieter C. Ullrich Jan 2013

The Civil War Letters Of Andrew Lucas Hunt (Part 1), Dieter C. Ullrich

Faculty Research at Morehead State University

Lieutenant Andrew Lucas Hunt arrived at Columbus, Kentucky with Company I of the 134th Illinois Volunteer Infantry Regiment on June 5, 1864. For the next 109 days he served in the Jackson Purchase area. He was an avid writer who documented the daily activities of a soldier stationed at Columbus, Paducah and Mayfield during the Civil War. He describes the his daily activities as a soldier, the mass fortifications at Columbus, the politics of military command, the conditions at Paducah under General E. A. Paine and the Union occupation of Mayfield by Colonel W. W. McChesney in the summer of …

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Personal And Social Factors In Risk-Taking Behaviors Of Emerging Adults, Katherine A. Roeser Jan 2013

Personal And Social Factors In Risk-Taking Behaviors Of Emerging Adults, Katherine A. Roeser

Wayne State University Dissertations

The transitional period from adolescence to young adulthood is defined as the stage of life that begins at the conclusion of high school and ends with the acceptance of adult roles (i.e., career, marriage, parenthood). The focus of the present study was on college students' excessive use of alcohol and other drugs and participation in high-risk sexual activity and the association between those behaviors and personal and social factors such as sensation seeking, peer influence, perceived general resistance to peer influence, perceived self-efficacy to resist risky behavior, and emotion regulation. The participants were 427 emerging- adult, undergraduate students 18 to …

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Courtroom And Classroom Across The Curriculum: The Strange Case Of Dr. Jekyll & Mr. Hyde, Jason N. Goldsmith Jan 2013

Courtroom And Classroom Across The Curriculum: The Strange Case Of Dr. Jekyll & Mr. Hyde, Jason N. Goldsmith

Scholarship and Professional Work - LAS

The Strange Case of Dr. Jekyll and Mr. Hyde draws on Robert Louis Stevensons intimate knowledge of Victorian legal culture knowledge Stevenson acquired while studying law at the University of Edinburgh. (Although he was called to the Scottish bar in 1875, he abandoned the legal profession and never practiced it.) Its trace can be found in the work's title, main characters, and narrative structure: the title suggests a legal action; Mr. Utterson is the legal representative of Henry Jekyll, who is himself both a doctor of law (LLD) and a doctor of Civil laws (DCL); and the final two chapters …

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Navigating The New Normal, Terre H. Allen, Holly Harbinger, Donald J. Para Jan 2013

Navigating The New Normal, Terre H. Allen, Holly Harbinger, Donald J. Para

To Improve the Academy: A Journal of Educational Development

Faculty socialization and satisfaction are critical to retaining quality teacher/scholars and key to a well-functioning teaching-intensive, research-driven university (Ponjuan, Conley, and Trower, 2011). This chapter reports on a year-long research project aimed at investigating faculty work life and satisfaction at a large, urban, comprehensive state university. Our goal was to use empirical evidence to understand and support faculty work under the "new normal" conditions characterized by reduced state funding and increased faculty workload. We discuss the results in terms of a revitalized direction for facuity and explore directions for organizational development within the context of the new normal.

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Envisioning Creative Collaboration Between Faculty And Technologists, Gail A. Rathbun, Sally Kuhlenschmidt, David Sacks Jan 2013

Envisioning Creative Collaboration Between Faculty And Technologists, Gail A. Rathbun, Sally Kuhlenschmidt, David Sacks

To Improve the Academy: A Journal of Educational Development

Faculty developers must often mediate conflicts resulting from differences between seemingly mutually exclusive cultures that university technolo gists and university teachers inhabit. Activity theory embraces workplace conflict as normal and as contributing to organizing health and adapta tion, in contrast to a functionalist approach that focuses on how to maintain system equilibrium. Engestrom’s (1987) interpretation of activity theory provides a theoretically informed framework for under standing different forms of human activity, mediated by culturally mol ded rules, values, and division of labor, without suffering from the polarizing effects of an us-versus-them approach.

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Connect To Learning: Using E-Portfolios In Hybrid Professional Development, Bret Eynon, Judit Török, Laura M. Gambino Jan 2013

Connect To Learning: Using E-Portfolios In Hybrid Professional Development, Bret Eynon, Judit Török, Laura M. Gambino

To Improve the Academy: A Journal of Educational Development

Based at LaGuardia Community College, the Connect to Learning (C2L) project has developed an innovative hybrid professional development model using e-portfolios, online conversations, and face-to-(ace meetings to support campus leadership teams as they strengthen e-portfolio initiatives on twenty-five diverse campuses nationwide. The C2L model adapts a conceptual framework of inquiry, reflection, and integration to a hybrid context and addresses the challenge of local professional devel opment leadership for classroom and institutional change.

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Developing A Faculty Learning Community Grounded In The Science Of How People Learn: A Year-Long, Faculty-Led Teaching And Learning Seminar, Alison Rudnitsky, Glenn W. Ellis, Patricia Marten Dibartolo, Kevin M. Shea Jan 2013

Developing A Faculty Learning Community Grounded In The Science Of How People Learn: A Year-Long, Faculty-Led Teaching And Learning Seminar, Alison Rudnitsky, Glenn W. Ellis, Patricia Marten Dibartolo, Kevin M. Shea

To Improve the Academy: A Journal of Educational Development

This chapter describes a multiyear professional development effort undertaken by a learning and teaching center at a liberal arts college. As part of its founding mandate, the center helps faculty improve teaching by paying attention to the current literature about how people learn. This core commitment of our center is pursued through support of a year-long faculty seminar. Now in its fourth year, the seminar has had a significant impact on its faculty participants and their thinking about teaching and learning. Moreover, the seminar has seeded a number of teaching and assessment initiatives at the college.

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Faculty Development Scholarship: An Analysis Of To Improve The Academy, 1982-2011, Kathryn E. Linder, Suzanna Klaf Jan 2013

Faculty Development Scholarship: An Analysis Of To Improve The Academy, 1982-2011, Kathryn E. Linder, Suzanna Klaf

To Improve the Academy: A Journal of Educational Development

As To Improve the Academy enters its thirty-second year, this chapter offers a retrospective to honor the history of the field through a timely analysis of the content published in TIA and editorial and authorship trends over the previous three decades. Frequency distributions identify the most published authors, their institutional affiliations, the most written about topics, and patterns of collaborative authorship in volumes 1 (1982) through 30 (2011), and findings from a citation analysis of ten years of TIA (volumes 21-30), highlight trends in resources cited and types of resources.

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Program Planning, Prioritizing, And Improvement: A Simple Heuristic, Peter Felten, Deandra Little, Leslie Ortquist-Ahrens, Michael Reder Jan 2013

Program Planning, Prioritizing, And Improvement: A Simple Heuristic, Peter Felten, Deandra Little, Leslie Ortquist-Ahrens, Michael Reder

To Improve the Academy: A Journal of Educational Development

As educational developers working with multiple constituencies and demands on our time, how can we efficiently and creatively improve our programming and prioritize our efforts? In this chapter, we offer a simple heuristic to prompt quick yet generative examination of our goals or programs in relationship to three key characteristics of effective educa tional development on three different institutional levels. We then describe uses and applications of the tool and reflective process, which allow developers to efficiently gain insight into their work and effectively frame priorities for planning and improvement.

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A Consultations Tracking Database System For Improving Faculty Development Consultation Services, Jason Rhode, Murali Krishnamurthi Jan 2013

A Consultations Tracking Database System For Improving Faculty Development Consultation Services, Jason Rhode, Murali Krishnamurthi

To Improve the Academy: A Journal of Educational Development

The role of the facuity development center in supporting the academic environment of the institution often includes creating or sustaining a culture of teaching excellence, responding to individual faculty members’ needs, and advancing new initiatives in teaching and learning (Sorcinelli, Austin, Eddy, and Beach, 2006). The varied programs, resources, and services offered routinely result from efforts to meet the expressed needs of faculty. While workshops and seminars are effective for introducing new pedagogical approaches or emerging technologies, faculty often have unique questions within specialized contexts that cannot be fully addressed in a large group setting. In such instances, a more …

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From Outsiders To Insiders: Graduate Assistant Development At State Comprehensive Universities, Kathleen M. Brennan, Laura Cruz, Freya B. Kinner Jan 2013

From Outsiders To Insiders: Graduate Assistant Development At State Comprehensive Universities, Kathleen M. Brennan, Laura Cruz, Freya B. Kinner

To Improve the Academy: A Journal of Educational Development

We assess graduate assistant competency in key skills that employers in and outside of academia value and examine whether these skills are developed in the context of the graduate assistantship (GA) at a specific state comprehensive university. The GAs in our sample rate themselves as competent or very competent on all skills and report their GA experience somewhat influenced or influenced their skill competencies. Furthermore, perception of how one’s graduate assistantship influenced skill compe tency was significantly associated with perceived skill competency level. Based on these findings, we qiscuss distinct gaps that could be addressed to facilitate GA development at …

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Tomorrow's Professor Today: Tracking Perceptions Of Preparation For Future Faculty Competencies, Michael S. Palmer, Deandra Little Jan 2013

Tomorrow's Professor Today: Tracking Perceptions Of Preparation For Future Faculty Competencies, Michael S. Palmer, Deandra Little

To Improve the Academy: A Journal of Educational Development

The University of Virginia’s Tomorrow’s Professor Today (TPT) pro gram is a broadly conceived graduate student professional development program designed to facilitate the transition from student to academic professional. Begun in 2005 in response to the recommendations of a number of national reform initiatives, TPT focuses on improving pre paredness in three key areas: teaching, research, and service. We describe the key elements of the program and ongoing assessment efforts. Pre- and postprogram participant surveys from the first eight years show that TPT is improving perceptions of preparedness in twenty-one competencies tracked; follow-up studies support long-term impact.

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Student Consultants Of Color And Faculty Members Working Together Toward Culturally Sustaining Pedagogy, Alison Cook-Sather, Praise Agu Jan 2013

Student Consultants Of Color And Faculty Members Working Together Toward Culturally Sustaining Pedagogy, Alison Cook-Sather, Praise Agu

To Improve the Academy: A Journal of Educational Development

Through positioning undergraduate students as pedagogical consultants to college faculty, Students as Learners and Teachers is a program that provides reconceptualized "counterspaces" for students and facuity members with whom they work. In our study of the experiences of consultants of color, we found that those students and their faculty partners used program counterspaces to explore links between their lived identities and pedagogical commitments and to share authority and responsibility in developing culturally sustaining pedagogy. In this chapter we report on participants’ experiences in these collaborations and how they legitimate the knowledge of students of color in faculty learning.

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Mobile App Learning Lounge: A Scalable And Sustainable Model For Twenty-First-Century Learning, Michael H. Truong Jan 2013

Mobile App Learning Lounge: A Scalable And Sustainable Model For Twenty-First-Century Learning, Michael H. Truong

To Improve the Academy: A Journal of Educational Development

Twenty-first-century learning is increasingly defined by the use of mobile devices and applications. Centers for teaching and learning can help facuity and students acquire greater familiarity and fluency with just-in-time learning using mobile apps by creating informal, inviting, and informative learning spaces on their campuses. This chapter features the Mobile App Learning Lounge (MALL), a low-cost, high impact initiative of a center for teaching and learning at a California research university. Beyond sharing how MALL works, this chapter offers practical suggestions and strategies for replicating a similar ini tiative at other institutions.

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Determining Our Own Tempos: Exploring Slow Pedagogy, Curriculum, Assessment, And Professional Development, Peter A. Shaw, Jennifer L. Russell Jan 2013

Determining Our Own Tempos: Exploring Slow Pedagogy, Curriculum, Assessment, And Professional Development, Peter A. Shaw, Jennifer L. Russell

To Improve the Academy: A Journal of Educational Development

Key concepts and values in the Slow Living movement speak to many questions and tensions arising around calls for change in higher educa tion, porous work/life boundaries, rapid developments in technology, concerns about sustainability, and a desire to question assumptions and move beyond tips and tricks to more fundamental issues in curriculum and pedagogy. We propose a framework for Slow learning and teaching that incorporates various trends in curriculum, pedagogy, and assessment with implications for the role of technology and for professional development.

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Formal And Informal Support For Pretenure Faculty: Recommendations For Administrators And Institutions, Gwendolyn Mettetal, Gail M. Mcguire Jan 2013

Formal And Informal Support For Pretenure Faculty: Recommendations For Administrators And Institutions, Gwendolyn Mettetal, Gail M. Mcguire

To Improve the Academy: A Journal of Educational Development

We analyze interviews from sixty-five faculty and administrators to understand the formal and informal types of support that pretenure faculty use to navigate their way to tenure. By understanding the different types of support that pretenure faculty need, institutions can better address the diverse issues that junior facuity confront when preparing for tenure and can ensure that all candidates receive some type of support. We conclude that institutions need to be intentional about offering both formal and informal support to pretenure faculty at various points in their careers.

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Assessing The Long–Term Impact Of A Professional Development Program, Marcia M. Tennill, Margaret W. Cohen Jan 2013

Assessing The Long–Term Impact Of A Professional Development Program, Marcia M. Tennill, Margaret W. Cohen

To Improve the Academy: A Journal of Educational Development

This study was designed to explore the long-term impact of a year-long facuity development program on participants. Three guiding questions focused the study: In what ways did the program influence the profes sional lives of participants five years after completion? How did the participants integrate those experiences into their professional lives? and What recommendations for best practices in the field of facuity devel opment can be drawn? Donald Kirkpatrick’s four-level evaluation model was the template for this qualitative research. Results indicated that participants retained program learning over time.

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Enhancing Vitality In Academic Medicine: Faculty Development And Productivity, Megan M. Palmer, Krista Longtin-Hoffmann, Tony Ribera, Mary E. Dankoski, Amy K. Ribera, Tom F. Nelson Laird Jan 2013

Enhancing Vitality In Academic Medicine: Faculty Development And Productivity, Megan M. Palmer, Krista Longtin-Hoffmann, Tony Ribera, Mary E. Dankoski, Amy K. Ribera, Tom F. Nelson Laird

To Improve the Academy: A Journal of Educational Development

The prevalence of low satisfaction and increased stress among faculty in academic medicine makes understanding facuity vitality in this field more important than ever before. To explore the contributors to and outcomes of faculty vitality, we conducted a multi-institutional study of faculty in academic medicine (N = 1,980, 42 percent response rate). Faculty were surveyed about climate and leadership, career and life management, satisfaction, engagement, productivity, and involvement in faculty development. Analysis reveals that controlling for other factors, academic medicine faculty who participate regularly in facuity development activ ities are significantly more satisfied, engaged, and productive.

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An Examination Of The Learning Activities, Cognitive Level Of Instruction, And Teacher Immediacy Behaviors Of Successful Instructors In A College Of Agriculture, Christopher M. Estepp, Christopher T. Stripling, Nathan W. Conner, Aaron Giorgi, T Grady Roberts Jan 2013

An Examination Of The Learning Activities, Cognitive Level Of Instruction, And Teacher Immediacy Behaviors Of Successful Instructors In A College Of Agriculture, Christopher M. Estepp, Christopher T. Stripling, Nathan W. Conner, Aaron Giorgi, T Grady Roberts

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

The National Research Council (NRC) has indicated that effective instruction in colleges of agriculture should prepare students to enter a dynamically changing workplace by helping students learn to be proficient in 21st century skills. The NRC suggested that effective instruction in colleges of agriculture should encompass a hospitable learning environment that includes a variety of learning activities that reach higher levels of cognition. The purpose of this study was to observe instructors in a college of agriculture who have been deemed successful and examine their teaching behaviors. This study investigated the learning activities used by these instructors, the cognitive level …

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Annual Impact Report 2013: A Report By The Impact Data Collection And Analysis Team, Impact Management Team, Impact Assessment Team Jan 2013

Annual Impact Report 2013: A Report By The Impact Data Collection And Analysis Team, Impact Management Team, Impact Assessment Team

IMPACT Reports

This is an annual report of Instruction Matters: Purdue Academic Course Transformation (IMPACT). IMPACT was created in 2010, and is a large collaborative initiative on the Purdue West Lafayette campus involving multiple key partners across campus including the Office of the Provost, Center for Instructional Excellence (CIE), Information Technologies at Purdue (ITaP), Purdue Libraries, the Discovery Learning Research Center (DLRC), and Purdue Extended Campus (PEC). IMPACT works with instructors to redesign large enrollment, foundational courses with the aim of engaging students more fully in their learning and creating a more student-centered environment, with the expectation that this will improve student …

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Impact Flc Schedule, David Nelson, Pat Reid, Clarence Maybee Jan 2013

Impact Flc Schedule, David Nelson, Pat Reid, Clarence Maybee

IMPACT Creative Materials

Schedule of topics for weekly meetings that are part of the semester-long IMPACT Faculty Learning Community (FLC) program.

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Impact Flc Syllabus, David Nelson, Pat Reid, Clarence Maybee Jan 2013

Impact Flc Syllabus, David Nelson, Pat Reid, Clarence Maybee

IMPACT Creative Materials

Example syllabus for the IMPACT Faculty Learning Community (FLC) that outlines expected outcomes, materials and requirements.

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Chem 109: General Chemistry I—A Peer Review Of Teaching Project Benchmark Portfolio, Eric D. Dodds Jan 2013

Chem 109: General Chemistry I—A Peer Review Of Teaching Project Benchmark Portfolio, Eric D. Dodds

UNL Faculty Course Portfolios

This portfolio has been developed for CHEM 109: General Chemistry I. The course is the first of a freshman level two semester sequence in General Chemistry taken by students with majors in a wide variety of technical and scientific disciplines. CHEM 109 is a high enrollment class, with class sizes for individual sections nearing 200 students. The development of this portfolio was conducted with the following objectives: 1. Clearly identify, justify, and codify the major learning objectives for this course, 2. Describe and rationalize the course structure and learning assessment methods, 3. Analyze and reflect on student achievement in the …

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Larc 331: Site Systems Iii (Landscape Implementation)—A Peer Review Of Teaching Project Benchmark Portfolio, Bret Betnar Jan 2013

Larc 331: Site Systems Iii (Landscape Implementation)—A Peer Review Of Teaching Project Benchmark Portfolio, Bret Betnar

UNL Faculty Course Portfolios

This portfolio investigates LARC 331 Site Systems III: Landscape Implementation, a 3rd year undergraduate course that focuses on the implementation of landscape architectural designs, in which students take a previous Site Design studio project and develop this project into a landscape architectural construction package.

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Accessing The Inaccessible : Educational Development And Improvement Programme (Edip) An Extenstion Of The Diamir District Gilgit-Baltistan : A Case Study, Mola Dad Shafa, Haider Fancy Jan 2013

Accessing The Inaccessible : Educational Development And Improvement Programme (Edip) An Extenstion Of The Diamir District Gilgit-Baltistan : A Case Study, Mola Dad Shafa, Haider Fancy

Professional Development Centre, Gilgit

No abstract provided.

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Library Services For The Self-Interested Law School: Enhancing The Visibility Of Faculty Scholarship, Simon Canick Jan 2013

Library Services For The Self-Interested Law School: Enhancing The Visibility Of Faculty Scholarship, Simon Canick

Faculty Scholarship

This article suggests a new set of filters through which to evaluate law library services, in particular those that support faculty scholarship. These filters include recent profound changes in legal education and the motivators of today’s law professors. By understanding the needs of self-interested deans and professors, libraries can fill new roles that are consistent with our core values. Libraries can also focus on dissemination and promotion of faculty work, especially through innovative open access projects.

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Youth Development And Education In Pakistan : Exploring The Relationship, Dilshad Ashraf, Takbir Ali, Anya Hosain Jan 2013

Youth Development And Education In Pakistan : Exploring The Relationship, Dilshad Ashraf, Takbir Ali, Anya Hosain

Institute for Educational Development, Karachi

This paper provides a critical examination of the inter-linkages between youth education, development, empowerment, and engagement in Pakistan. Currently, the majority of the population falls within the youth age bracket of 15-24 years. The country stands at a critical juncture, where it can capitalize on this demographic dividend for transformational and sustainable socioeconomic growth. However, this paper argues that there is inadequate intersection and convergence between Pakistan’s national and provincial Education and Youth policy frameworks. An indepth overview of current trends in terms of quality of education and access to and participation in various forms of education programmes indicates that …

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In Search Of The Unpredictable: Complexifying The Classroom In The Age Of Globalization, Anne Dalke, Elizabeth Mccormack Jan 2013

In Search Of The Unpredictable: Complexifying The Classroom In The Age Of Globalization, Anne Dalke, Elizabeth Mccormack

Literatures in English Faculty Research and Scholarship

No abstract provided.

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Querying The "Natural": Re-Thinking Classroom Ecologies, Jody Cohen, Anne Dalke Jan 2013

Querying The "Natural": Re-Thinking Classroom Ecologies, Jody Cohen, Anne Dalke

Literatures in English Faculty Research and Scholarship

No abstract provided.

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Span 300: Advanced Reading And Writing In Spanish (Special Section For Heritage Speakers)—A Peer Review Of Teaching Project Benchmark Portfolio, Isabel Velázquez Jan 2013

Span 300: Advanced Reading And Writing In Spanish (Special Section For Heritage Speakers)—A Peer Review Of Teaching Project Benchmark Portfolio, Isabel Velázquez

UNL Faculty Course Portfolios

This is an course portfolio which inquires into an undergraduate class designed to develop the academic reading and writing skills of bilingual students who grew up in Spanish-speaking households and received all or most of their schooling in English.

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