Pub Date : 1983-08-01DOI: 10.1080/00193089.1983.10533813
C. W. Griffin
{"title":"Using Writing to Teach Many Disciplines","authors":"C. W. Griffin","doi":"10.1080/00193089.1983.10533813","DOIUrl":"https://doi.org/10.1080/00193089.1983.10533813","url":null,"abstract":"","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1983-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124821719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1983-08-01DOI: 10.1080/00193089.1983.10533814
K. Harris
{"title":"Professional and Technical Writing in the Liberal Arts College","authors":"K. Harris","doi":"10.1080/00193089.1983.10533814","DOIUrl":"https://doi.org/10.1080/00193089.1983.10533814","url":null,"abstract":"","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":"128 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1983-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121534797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1983-08-01DOI: 10.1080/00193089.1983.10533815
Gary A. Olson
{"title":"Using a Tape to Respond to Student Writing","authors":"Gary A. Olson","doi":"10.1080/00193089.1983.10533815","DOIUrl":"https://doi.org/10.1080/00193089.1983.10533815","url":null,"abstract":"","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":"10 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1983-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113944405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1983-08-01DOI: 10.1080/00193089.1983.10533817
M. Ford
which he and others expect him to be able to handle, the "process instructions" method might well serve as a means of rebuilding morale. He is told, in essence, that he has the resources to resolve his difficulties. These already exist within him. All that is lacking is a knowl edge of how to mobilize them to improve the existing problem. It has often been said that successful therapy takes place between two believers. If the person helping the lecturer believes the "process instructions" method will help him handle his classroom anxiety and can transmit this positive expectancy to him, the chances are good that the outcome will be successful (8). The patient gets well when he believes he can be well. Similarly, a lecturer performs confidently in the classroom when he believes he can do so.
{"title":"Excellence in Teaching: What does it Really Mean?","authors":"M. Ford","doi":"10.1080/00193089.1983.10533817","DOIUrl":"https://doi.org/10.1080/00193089.1983.10533817","url":null,"abstract":"which he and others expect him to be able to handle, the \"process instructions\" method might well serve as a means of rebuilding morale. He is told, in essence, that he has the resources to resolve his difficulties. These already exist within him. All that is lacking is a knowl edge of how to mobilize them to improve the existing problem. It has often been said that successful therapy takes place between two believers. If the person helping the lecturer believes the \"process instructions\" method will help him handle his classroom anxiety and can transmit this positive expectancy to him, the chances are good that the outcome will be successful (8). The patient gets well when he believes he can be well. Similarly, a lecturer performs confidently in the classroom when he believes he can do so.","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":"101 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1983-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125538960","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1983-05-01DOI: 10.1080/00193089.1983.10533801
J. Woods
tinue to represent a basic style of architecture within which teachers and students come together. Given this emphasis upon a single type of room the widespread commitment to the lecture method is perhaps a little easier to understand. What is surprising is that it has only been in comparatively recent times that much research has been undertaken to try and ascertain the factors associated with effective, and ineffective, lectur ing. The focus has tended to be upon either the purpose of lecturing or alternative forms of lecture organization.
{"title":"Lecturing: Linking Purpose and Organization","authors":"J. Woods","doi":"10.1080/00193089.1983.10533801","DOIUrl":"https://doi.org/10.1080/00193089.1983.10533801","url":null,"abstract":"tinue to represent a basic style of architecture within which teachers and students come together. Given this emphasis upon a single type of room the widespread commitment to the lecture method is perhaps a little easier to understand. What is surprising is that it has only been in comparatively recent times that much research has been undertaken to try and ascertain the factors associated with effective, and ineffective, lectur ing. The focus has tended to be upon either the purpose of lecturing or alternative forms of lecture organization.","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1983-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131272177","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1983-05-01DOI: 10.1080/00193089.1983.10533805
Penelope Jacks, D. Chubin, A. Porter, T. Connolly
Doctoral candidates who never complete their dissertat ons, and t erefore fail to earn he Ph.D., have not been a topic for much systematic study. Perhaps their failure to complete all degree re quirements is a painful reminder to faculty and univer sity administrators alike that their judgments of a stu dent's capability and projected success have been faulty (2). Such casualties of the graduate education system have always been with us, yet we know little about them, their perceptions of the graduate training ex perience, and above all, their assessments of their "failure" and subsequent career choices. This paper intends to illuminate this shadowed side of graduate education: the "ABD" (all but dissertation). It is by no means a rigorous, statistical analysis of attrition in U.S. graduate schools. Rather, it is a narrative por trait, constructed from interviews with and anecdotes by a sample of ABDs who were Ph.D. candidates circa 1970. The study could best be considered a "collective biography" (4) of would-be doctoral scientists who con sented to reflect in 1980 on their experiences in graduate school. Their recollections, however, are not all bitter. Indeed, the passage of time has, for many, confirmed their decision as the "right" one. Still, others yearn for what-might-have-been. The twenty-five people inter viewed by telephone were remarkably candid in their self-appraisals and recounting of feelings now and then. They seemed surprised that anyone would be interested
{"title":"The ABCs of ABDs: A Study of Incomplete Doctorates","authors":"Penelope Jacks, D. Chubin, A. Porter, T. Connolly","doi":"10.1080/00193089.1983.10533805","DOIUrl":"https://doi.org/10.1080/00193089.1983.10533805","url":null,"abstract":"Doctoral candidates who never complete their dissertat ons, and t erefore fail to earn he Ph.D., have not been a topic for much systematic study. Perhaps their failure to complete all degree re quirements is a painful reminder to faculty and univer sity administrators alike that their judgments of a stu dent's capability and projected success have been faulty (2). Such casualties of the graduate education system have always been with us, yet we know little about them, their perceptions of the graduate training ex perience, and above all, their assessments of their \"failure\" and subsequent career choices. This paper intends to illuminate this shadowed side of graduate education: the \"ABD\" (all but dissertation). It is by no means a rigorous, statistical analysis of attrition in U.S. graduate schools. Rather, it is a narrative por trait, constructed from interviews with and anecdotes by a sample of ABDs who were Ph.D. candidates circa 1970. The study could best be considered a \"collective biography\" (4) of would-be doctoral scientists who con sented to reflect in 1980 on their experiences in graduate school. Their recollections, however, are not all bitter. Indeed, the passage of time has, for many, confirmed their decision as the \"right\" one. Still, others yearn for what-might-have-been. The twenty-five people inter viewed by telephone were remarkably candid in their self-appraisals and recounting of feelings now and then. They seemed surprised that anyone would be interested","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1983-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132147500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1983-05-01DOI: 10.1080/00193089.1983.10533802
L. L. Schwartz
Retrenchment. Tenure. Burn-out. MBO. Budget cuts. Competencies. Like the Egyptians f old, col lege faculty members find themselves beset by plagues. And like Prince Hamlet, they are confronted with a choice: to be part of the faculty or not to be. Resigna tion provides faculty with one decisive solution. If they choose to continue, however, do they stay on the same old path? Do they move into administration? Or do they expand and become more effective as teachers and pro fessionals? If faculty choose the last option, the central question becomes: In what ways can faculty develop? Related problems of individual initiative, financial and moral support from administration, existing or new-found in terests, available opportunities, and factors of time and money complicate the issue of faculty growth and creativity. Ideally, faculty should respond to these prob lems in ways that will make them assets to the institu tion, too valuable to be lost and too enthusiastic to cease their renewed efforts. The goal is clear, but it is necessary now to find means to achieve it. There are some difficulties in needs between tenured and untenured faculty, and between those eligible for promotion and those at the top of the professorial lad der. In the case of the untenured and "eligibles," tenure and promotion criteria usually include *'evidence of continuing professional development." Tenured full
{"title":"Nurturing an Endangered Species: A Constructive Approach to Faculty Development","authors":"L. L. Schwartz","doi":"10.1080/00193089.1983.10533802","DOIUrl":"https://doi.org/10.1080/00193089.1983.10533802","url":null,"abstract":"Retrenchment. Tenure. Burn-out. MBO. Budget cuts. Competencies. Like the Egyptians f old, col lege faculty members find themselves beset by plagues. And like Prince Hamlet, they are confronted with a choice: to be part of the faculty or not to be. Resigna tion provides faculty with one decisive solution. If they choose to continue, however, do they stay on the same old path? Do they move into administration? Or do they expand and become more effective as teachers and pro fessionals? If faculty choose the last option, the central question becomes: In what ways can faculty develop? Related problems of individual initiative, financial and moral support from administration, existing or new-found in terests, available opportunities, and factors of time and money complicate the issue of faculty growth and creativity. Ideally, faculty should respond to these prob lems in ways that will make them assets to the institu tion, too valuable to be lost and too enthusiastic to cease their renewed efforts. The goal is clear, but it is necessary now to find means to achieve it. There are some difficulties in needs between tenured and untenured faculty, and between those eligible for promotion and those at the top of the professorial lad der. In the case of the untenured and \"eligibles,\" tenure and promotion criteria usually include *'evidence of continuing professional development.\" Tenured full","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1983-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126468940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1983-05-01DOI: 10.1080/00193089.1983.10533806
Ann S. Ferren, W. Geller
Faculty development literature describes a wide range of classroom consultant approaches (2, 3). At one end of the spectrum is the comprehensive, multi-service teaching center and at the other end is a single, highly regarded faculty member acting as a teaching consult ant. A newly organized Teaching Effectiveness Com mittee at the University of Maine at Farmington (UMF) determined that the campus was not ready for either of these alternatives. Instead, the committee sought a voluntary group of faculty members who would form two-person teams and, after training, become each other's consultants. This would be an initial step in establishing a group of faculty who would be available to assist colleagues interested in strengthening their teaching. This colleague-to-colleague approach is non threatening, requires modest resources, and can be ap plied to a variety of settings for the purpose of initiating teaching improvement.
教师发展文献描述了各种各样的课堂顾问方法(2,3)。一端是综合的、多服务的教学中心，另一端是一个受到高度重视的教师作为教学顾问。法明顿缅因大学(University of Maine at Farmington, UMF)新成立的教学效率委员会(Teaching Effectiveness Com)认为，校园还没有为这两种选择做好准备。取而代之的是，委员会寻找一群自愿的教师，他们将组成两人小组，经过培训后成为彼此的顾问。这将是建立一个教师小组的第一步，这些教师小组可以帮助有兴趣加强教学的同事。这种同事对同事的方法没有威胁性，需要适度的资源，并且可以应用于各种环境，以启动教学改进。
{"title":"Classroom Consultants: Colleagues Helping Colleagues.","authors":"Ann S. Ferren, W. Geller","doi":"10.1080/00193089.1983.10533806","DOIUrl":"https://doi.org/10.1080/00193089.1983.10533806","url":null,"abstract":"Faculty development literature describes a wide range of classroom consultant approaches (2, 3). At one end of the spectrum is the comprehensive, multi-service teaching center and at the other end is a single, highly regarded faculty member acting as a teaching consult ant. A newly organized Teaching Effectiveness Com mittee at the University of Maine at Farmington (UMF) determined that the campus was not ready for either of these alternatives. Instead, the committee sought a voluntary group of faculty members who would form two-person teams and, after training, become each other's consultants. This would be an initial step in establishing a group of faculty who would be available to assist colleagues interested in strengthening their teaching. This colleague-to-colleague approach is non threatening, requires modest resources, and can be ap plied to a variety of settings for the purpose of initiating teaching improvement.","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1983-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116844409","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1983-05-01DOI: 10.1080/00193089.1983.10533800
Joyce S. Herman, E. McArt, La Belle
Ensuring opportunities for satisfying academic careers in fields beset by diminishing demand and in creasing tenure, while maintaining instructional staff in other high demand fields are among the most for midable challenges facing higher education. As William Toombs (15) has aptly stated, "who leaves, who stays, and who enters will determine the quality of higher learn ing in this country." In order to more fully understand the factors that enhance faculty career development, a research study was undertaken at Rochester Institute of Technology in the winter of 1981. The ten colleges that compose RIT offer programs that include business, science, social work, printing management, photography, engineering, fine arts, design, computer science, and supporting pro grams in the liberal arts. It has several graduate pro grams at the master's level. RIT enrolls 13,500 students and employs 800 full-time faculty members.
{"title":"New Beginnings: A Study of Faculty Career Changers.","authors":"Joyce S. Herman, E. McArt, La Belle","doi":"10.1080/00193089.1983.10533800","DOIUrl":"https://doi.org/10.1080/00193089.1983.10533800","url":null,"abstract":"Ensuring opportunities for satisfying academic careers in fields beset by diminishing demand and in creasing tenure, while maintaining instructional staff in other high demand fields are among the most for midable challenges facing higher education. As William Toombs (15) has aptly stated, \"who leaves, who stays, and who enters will determine the quality of higher learn ing in this country.\" In order to more fully understand the factors that enhance faculty career development, a research study was undertaken at Rochester Institute of Technology in the winter of 1981. The ten colleges that compose RIT offer programs that include business, science, social work, printing management, photography, engineering, fine arts, design, computer science, and supporting pro grams in the liberal arts. It has several graduate pro grams at the master's level. RIT enrolls 13,500 students and employs 800 full-time faculty members.","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1983-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131140469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1983-05-01DOI: 10.1080/00193089.1983.10533799
Carol A. N. Martin
{"title":"Commentary: Basic Programs Only When We Need Them?","authors":"Carol A. N. Martin","doi":"10.1080/00193089.1983.10533799","DOIUrl":"https://doi.org/10.1080/00193089.1983.10533799","url":null,"abstract":"","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1983-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121879759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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