共查询到20条相似文献，搜索用时 46 毫秒
1.
In this study the Delphi Method was used to validate teaching competencies of graduate teaching assistants (TAs). Through the use of expert opinion, a panel of national leaders in teaching assistant support and training validated twenty six competencies as important in the preparation of teaching assistants. Feedback from panelists suggested that some instructional competencies depend on the specific responsibilities that are assigned to an individual TA.Ronald D. Simpson is Director of the Office of Instructional Development at The University of Georgia, where he also is professor of Higher Education and Science Education. He holds degrees from The University of Tennessee and The University of Georgia. Kathleen S. Smith is Coordinator of Teaching Assistant Support at The University of Georgia, Office of Instructional Development. She holds graduate degrees from The University of Georgia and has served as Administrative Coordinator and Acting Head of The University of Georgia's intensive English program. Her research and teaching focuses on the development and administrative support of teaching assistants with emphasis on International Teaching Assistants. 相似文献
2.
Nurturing faculty vitality by matching institutional interventions with career-stage needs 总被引：1，自引：0，他引：1
Patricia Kalivoda Geraldine Rogers Sorrell Ronald D. Simpson 《Innovative Higher Education》1994,18(4):255-272
A questionnaire study, modeled after Baldwin's 1979 research on faculty at a liberal arts college, was conducted with 42 Lilly Teaching Fellows and Lilly Mentors at a large, public, research-oriented university in the Southeast U.S.A. Results from the study support the notion that one of the keys to a successful instructional and faculty development program is to target activities to the academic career stage of the faculty member.Patricia Kalivoda works in the Office of Instructional Development at The University of Georgia. She holds an MBA and an Ed.D. from The University of Georgia. Her research focuses on faculty career development and faculty vitality. Geraldine Rogers Sorrell is Special Populations Coordinator at Middle Georgia Technical Institute. She holds an M.Ed.and an Ed.D. from The University of Georgia. She specializes in faculty and staff development, and career counseling. Ronald D. Simpson is Director of the Office of Instructional Development at The University of Georgia, where he also is professor of Higher Education and Science Education. He holds degrees from The University of Tennessee and The University of Georgia. 相似文献
3.
Faculty development in the United States 总被引：5，自引：0，他引：5
This report gives an overview of faculty development in the United States during the past 30 years and suggests what remains to be done before this movement becomes fully institutionalized in American higher education.Jerry G. Gaff is Vice President at the Association of American Colleges. His degrees are at DePauw University (A.B.) and Syracuse University (Ph.D.) with specialization in psychology. He helped pioneer the establishment of campus-based faculty development programs in the 1970s, has worked on improving undergraduate general education programs, and currently directs a new project to prepare future faculty members for their roles in teaching and service, as well as research. Ronald D. Simpson is Director of the Office of Instructional Development at The University of Georgia, where he also is professor of Higher Education and Science Education. He holds degrees from The University of Tennessee and The University of Georgia. 相似文献
4.
Patricia Kalivoda 《Innovative Higher Education》1995,20(2):95-116
A qualitative, exploratory study consisting primarily of in-depth reflective interviews with ten exemplary, senior faculty at a large, southern, research university was conducted in 1993. One of the major goals of the study was to identify how exemplary senior faculty have balanced the roles of teaching and research within an institutional context that emphasizes research. The findings from this study indicate that how exemplary, faculty members balance the demands of teaching and research lies, in part, in ten guiding principles.Patricia Kalivoda works in the Office of Instructional Development at the University of Georgia. She holds an Ed.D. in higher education from the University of Georgia. Her scholarship focuses on faculty career development and faculty vitality. 相似文献
5.
William K. Jackson 《Innovative Higher Education》1991,16(2):95-105
A series of national conferences focusing on faculty renewal is described in this paper. These conferences were attended by over 450 faculty members, faculty development professionals, and academic administrators representing 188 institutions and higher education organizations in 39 states, the District of Columbia, Canada, and the Virgin Islands. The programs of these conferences demonstrate that a wide range of activities promoting faculty renewal are ongoing in a variety of institutional settings throughout the country and examination of the conference programs and participants provides additional insight into the topic of faculty renewal in higher education.William K. Jackson is associate director of the Office of Instructional Development at the University of Georgia and a founding co-chair of the National Renewal Conferences. He holds graduate degrees in physics and educational administration (higher education) from the University of South Carolina and has served as an academic administrator at both a private liberal arts college and a public research university. He currently co-directs a FIPSE-funded Senior Teaching Fellows program at UGA. 相似文献
6.
Kathleen S. Smith 《Innovative Higher Education》1993,17(3):149-163
This investigation focuses on an international teaching assistant's experience to better understand the process a successful international teaching assistant might use in becoming an effective instructor in the undergraduate classroom. This developmental model offers new insights which stand to impact the strategies used in teaching support programs for international teaching assistants.She holds graduate degrees in Language Education and Higher Education from the University of Georgia and has served as Administrative Coordinator and Acting Head of The University of Georgia's intensive English program. Her research and teaching focuses on the development and administrative support of teaching assistants with emphasis on International Teaching Assistants. 相似文献
7.
The qualitative study on which this article is based examined key individuals’ perceptions, both within a research university community and beyond in its external governing board, of how to improve benchmarking as an accountability method in higher education. Differing understanding of benchmarking revealed practical implications for using it as an accountability tool. A change model is presented for enhancing the effectiveness of benchmarking in higher education communities.Sue D. Achtemeier received the B.A. in mathematics and computer science with High Honors and the M.S. in mathematics from Florida State University and the Ph.D. in Higher Education from the University of Georgia. She has held teaching positions in Illinois and Georgia and is now Assistant Director for Institutional Effectiveness for the University of Georgia with particular interest in accreditation and accountability. Ronald D. Simpson is Professor Emeritus of Higher Education and Science Education and Director Emeritus of the Office of Instructional Support and Development at the University of Georgia. He holds degrees in the biological sciences and in science education from the University of Tennessee and the University of Georgia and continues to teach and advise doctoral students in UGA’s Institute of Higher Education. 相似文献
8.
This article's purpose is to improve the effectiveness of classroom teaching by proposing a specific program for continuous improvement toward instructional excellence. Total quality management (TQM) is a systematic approach which utilizes four main elements: quality defined by the customer, top leadership responsibility for quality improvement, increased quality through systematic analysis of work processes, and quality improvement by continuous effort conducted throughout the organization. A strategy for continuous classroom improvement is developed through an examination of various definitions of quality and a comparative analysis of dimensions of quality, service quality, and effective teaching which aims to inspire and give direction.James P. Gilbert is an Associate Professor of Operations Management at The University of Georgia. He received his MBA from Western Illinois University and Ph.D. from The University of Nebraska-Lincoln. His research interests include: total quality management methods, service management systems, and Japanese management techniques. Kay Keck is Director of Graduate Programs at The University of Georgia and teaches the first-year marketing course for MBA students. She obtained an MBA from the University of Kansas, and Ph.D. in Management Science from The University of Texas at Dallas. Her research interests center around sales management, services marketing, and applications of TQM in both sales and higher education. Ronald D. Simpson is Director of the Office of Instructional Development at The University of Georgia, where he also is professor of Higher Education and Science Education. He holds degrees from The University of Tennessee and The University of Georgia. 相似文献
9.
Transforming the College through Technology: A Change of Culture 总被引：1，自引：0，他引：1
James A. McLoughlin Lih-Ching Chen Wang William A. Beasley 《Innovative Higher Education》2008,33(2):99-109
In this article we address the implementation of sustainable technological change among the faculty, staff, and students in
the College of Education and Human Services at a mid-western urban institution. We examine cultural factors common to institutions
of higher education and then describe particular planning and implementation processes employed at one institution to move
faculty and staff from a state of minimal technology use to one of substantial technological competence over a period of years.
The process turns out to be robust and stable despite growth over time. We conclude with recommendations for other educational
institutions facing similar needs for cultural change in the use of technology.
James A. McLoughlin has been Dean of the College of Education and Human Services at Cleveland State University since 1995 and Interim Provost
from 2000 to 2001; he received his Ph.D. in Special Education from the University of Arizona.
Lih-Ching Chen Wang is a Fulbright Scholar. She is currently an Associate Professor of Education in the Department of Curriculum and Foundations
at Cleveland State University. Her work focuses on the integration of technology into teacher education. She holds a Ph.D.
in Instructional Technology from Kent State University.
William A. Beasley is a Professor of Education who specializes in Educational Technology and runs the Center for Teaching Excellence at Cleveland
State University. He holds an Ed. D. in Gifted Education from the University of Georgia. 相似文献
10.
Susan M. Markle 《教育心理学家》2013,48(2):220-223
The editor of this volume, N. L. Gage, is Professor of Education and Psychology at Stanford University, and a major contributor to the study of the psychology of teaching. The reviewer, Susan M. Markle, is Head, Instructional Design, Office of Instructional Resources Development, University of Illinois at Chicago Circle. Her major interest is in strategies and principles for constructing instructional materials (teacher‐mediated or other‐method‐mediated), especially at higher cognitive levels. 相似文献
11.
Dorene D. Ross Elizabeth Bondy Lynn Hartle Linda L. Lamme Rodman B. Webb 《Innovative Higher Education》1995,20(1):45-62
An analysis of 73 portfolios, prepared by University of Florida faculty as part of the Teaching Improvement Program competition, revealed tremendous variability in the quantity, quality, and coherence of the evidence presented to support claims of excellence in teaching. By analyzing portfolios prepared by faculty members representing different colleges and different types of teaching assignments, the researchers developed seven common guidelines for portfolio construction.Dorene Doerre Ross is Professor of Education and Coordinator of Elementary Teacher Education Programs at the University of Florida. She earned her doctorate from the University of Virginia. Dr. Ross conducts research in the areas of diversity and elementary teacher education. Elizabeth Bondy is Associate Professor of Education at the University of Florida. She earned her Ph.D. in Curriculum and Instruction at the University of Florida. Dr. Bondy teaches and conducts research in the area of elementary teacher education. Lynn Hartle is Assistant Professor of Education at the University of Florida. She earned her doctorate from Pennsylvania State University. Dr. Hartle conducts research in early childhood education with a particular interest in playgrounds. Linda Leonard Lamme is Professor of Education at the University of Florida. Her Ph.D. is from Syracuse University. Her areas of interest include children's literature and language arts, as well as teacher education in those fields. Rodman Webb is Professor of Education and teaches courses in educational foundations and qualitative research methods at the University of Florida. He earned a doctorate in the Sociology of Education from Rutgers University. His research interests include democratic management, institutional change, and the micro-politics of schools. 相似文献
12.
Mary M. Atwater 《Innovative Higher Education》1995,19(4):277-286
African American females need to develop alliances with White administrators to transform policies and practices to assist these female faculty members in becoming successful and productive professors at predominantly White research universities. Strategies for White administrators and other powerful White faculty members, and African American females are delineated in this article. In addition, illustrations of courses, activities, and programmatic changes in one college are included.Mary M. Atwater is an associate professor in the Department of Science Education at the University of Georgia. She holds a B.S. in chemistry from Methodist College in Fayetteville, North Carolina; an M.A. (M.S.) in organic chemistry from the University of North Carolina; and, a Ph.D. in science education from North Carolina State University, Raleigh. Her research interests include African American learning and involvement in the sciences, multicultural science teacher education, and urban education. Her teaching experiences include science education, multicultural education, and chemistry. 相似文献
13.
Graduate students have few opportunities to gain experience in the full range of teaching and to become aware of the issues related to a career of teaching in higher education. A program designed to provide these opportunities must accommodate both the variation within the institution's graduate programs and the complexities of graduate student life to be successful. The University of California, Davis, developed the Program in College Teaching in which participants develop and then fulfill contractual agreements for a faculty guided investigation into teaching in the discipline and supporting individualized activities focused on the practice and issues of teaching in higher education. This article notes five factors and assumptions of program development, discusses how they impact a program for training graduate students to be college teachers, describes the current Program and evaluates its pilot year.William E. Davis is Program Coordinator of the Teaching Resources Center at the University of California, Davis. He obtained his Ph.D. in Ecology in 1990 at the University of California, Davis. He focuses on providing opportunities for GTAs to improve their teaching skills. Douglas L. Minnis is Senior Lecturer, emeritus, in the Division of Education at the University of California, Davis. He obtained his Ed.D. in Higher Education in 1963 at the University of California, Berkeley. He has been actively involved in GTA training since 1970. 相似文献
14.
Administration for innovation in higher education 总被引：1，自引：0，他引：1
The paper commences from the premise that the major paradigms of administration are not appropriate to higher education. Structural approaches place too great an emphasis on the organization and its mission, subjectivist approaches fail to acknowledge the constraints and enablements of structure and the role of continuity and radical change approaches fail to provide a positive basis for administration. The paper outlines an approach to educational administration which addresses these difficulties. It is based on structuration theory together with cooperative learning theory and group work. The paper reports an investigation of an attempt to apply this approach to the administration of a program of teaching awards in an Australian university. It reports some success and some limitations.Peter Ling is engaged in education quality assurance and educational development at the Royal Melbourne Institute of Technology. He is the President of the Victorian Branch of the Higher Education Research and Development Society of Australia. Dr. Ling's current research is in faculty responses to educational development activities. He holds M.Ed, and Ph.D. degrees from the University of Melbourne. Lorraine Ling is Chair of the Teaching Center at LaTrobe University, Melbourne, Australia. The focus of her research and publication is analysis of administrative systems in education. She has wide experience in schools and in teacher education. She has engaged in educational consultancy, including faculty development, in Australia, Europe, and Asia. She holds an M.Ed, from Deakin University. 相似文献
15.
David H. Provost Ph.D. 《Innovative Higher Education》1976,1(1):14-18
Faculty morale is low and falling. Support budgets for higher education are tight and getting tighter. The quality of education programs increasingly is questioned. This article presents a case for selective funding of new approaches to higher education. The author argues that though blank-check funding is a phenomenon of the past, special incentive grant programs are an effective means of addressing all three problems. He cites the Fund for the Improvement of Postsecondary Education and a special State Fund for Innovation and Improvement in the Instructional Process in California as programs that have tapped faculty creativity and improved the quality of education at modest cost.David H. Provost, Professor of Political Science on leave from California State University, Fresno, is Statewide Dean, Division of New Program Development and Evaluation, Office of the Chancellor, The California State University and Colleges, Long Beach, California 90802. 相似文献
16.
Susan M. Zvacek 《TechTrends》1992,37(3):47-47
Summary In an arena known for its emphasis on research and publication, the College Teaching Workshops are a refreshing change. The
value of quality teaching has been validated by the popularity of and demand for these faculty development activities. For
additional information about the College Teaching Workshops, contact the Center for Instructional Services, Purdue University,
West Lafayette, IN 47907. 相似文献
17.
我的网上教学三原则 总被引：2，自引：0，他引：2
比尔.佩尔茨博士是纽约州立大学赫基默社区学院（Herkimer County Community College）（HC-CC）大学心理学教授。比尔.佩尔茨教授可以算作是HCCC大学的元老级教授,他是在1968年8月进入该校任教,第二年这所大学才开始正式运营。在38年的教学生涯中,他曾经担任过人文社科部主席,远程学习部主任等职,但是他一直没有中断他最热爱的事业-教学。1994年,他获得了“纽约州立大学系统校长优秀教学奖”;2003年,由于他在网络教学方面的尝试和出色的成果,获得斯隆基金会“Sloan-C2003年度优秀网上教学奖”-这些大奖是对他在教学方面研究和钻研的肯定。佩尔茨发表了多篇论文,近年来,他的研究兴趣集中在学生和教师对网络异步教学的满意度方面的研究和实践,目前他正在研究在虚拟学习环境中有哪些教学因素影响学生的学业成就。除了担任全职的网络教师以外,佩尔茨还是HCCC网络学院的负责人,HCCC教学设计专家。此外,他还担任SLN的主要培训师,在过去的五年里,他已经把1000多名来自纽约州立大学系统各个大学的普通教师培养成了网络教师。他还代表纽约州立大学系统担任Merlot项目的心理学科代表,Merlot是美国高校开展的一项精品网络教学资源建设和共享计划,目的是建立美国高等教育精品资源库。 相似文献
18.
In response to increased student assessment and accountability concerns, colleges and universities have been called on to increase their efforts to improve the retention rates of an increasingly diverse student body. This article outlines a synergistic strategy for promoting minority student persistence through faculty renewal efforts that encourage faculty to question their cultural beliefs and academic values concerning the teaching and learning enterprise.Dr. Kay F. Norman is currently with Delaware State University where she is Director of the Center for Excellence in Teaching. She also teaches graduate courses in Educational Assessment and Special Education Administration and Supervision. She holds an Ed.D. in Higher Education Administration with emphasis in Student Services from Texas Southern University. Her research interests are in student retention, assessment, and effective teaching. James Norman, Ph.D., is an Associate Professor of Education at Delaware State University's School of Education. He is a graduate of Ohio State University. Dr. Norman's research interest include special education monitoring and compliance issues, and behavioral management systems. 相似文献
19.
This article focuses upon the quality and scholarship of teaching as it pertains to educational and faculty development. We
outline what more than 200 faculty members at one institution have done over a 3-year period to make significant and sustained
improvements in their teaching, surprisingly with minimal effort. The top three factors leading to improvement were active/practical
learning, teacher/student interactions, and clear expectations/learning outcomes. We provide practical applications for change
and suggestions for future research.
Whitney Ransom McGowan is a Ph.D. candidate at Brigham Young University (BYU), and she received an M.S. degree in Instructional Psychology & Technology
from BYU. She is currently a research assistant for the Assistant to the Academic Vice President at BYU and also performs
research at the Center for Teaching & Learning. She can be contacted at whitney.ransom@gmail.com.
Charles R. Graham is an Associate Professor of Instructional Psychology and Technology at Brigham Young University with a focus on technology-mediated
teaching and learning. Graham received his Ph.D. in Instructional Systems Technology from Indiana University. He received
his M.S. degree in Electrical and Computer Engineering from the University of Illinois and his B.S. degree in Electrical and
Computer Engineering, from BYU. He is particularly interested in studying the design and evaluation of blended learning environments.
He can be contacted at charles_graham@byu.edu. 相似文献
20.
Developing a course for online instruction requires content knowledge and understanding of the interactivity, technological
requirements, and possibilities in the asynchronous environment. Using a case study method, the researchers investigated the
development of an online humanities course by a team of faculty and instructional designers. Data were collected through observation
of face-to-face planning meetings, document analysis of group postings at the online site, and interviews with the team members.
Using Berge’s typology of online facilitator roles and Stark and Luttuca’s framework on academic plans, this study examined
the roles assumed by team members and the curricular decisions.
Haixia Xu is a Ph.D. candidate in the Institute of Higher Education at the University of Georgia. Her research interests include policy
aspects of distance education, comparative higher education, qualitative research methodology, and assessment and evaluation.
Libby V. Morris is the Director of the Institute of Higher Education at the University of Georgia. She holds the Ph.D. degree from the University
of North Carolina, Chapel Hill. Her research interests include evaluation and assessment, instructional technology, and educational
demographics. 相似文献