Pub Date : 1982-08-01DOI: 10.1080/00193089.1982.10533763
Katherine M. Jones Loheyde
The investment in the professoriate is understand able: most college level teachers today are tenured; most were hired and promoted on the basis of research and scholarly endeavors rather than teaching ability. Today's declining enrollment has awakened us to the need for competitive programs and quality teaching. To attract and retain students, instruction must be good; students in the 80's are not satisfied with merely sitting at the feet of scholars with great minds. Faculty development characteristically focuses on one of two areas: improvement of instruction or extending a knowledge base. Sometimes this latter is called "retool
{"title":"Faculty Development: What about Administrators/","authors":"Katherine M. Jones Loheyde","doi":"10.1080/00193089.1982.10533763","DOIUrl":"https://doi.org/10.1080/00193089.1982.10533763","url":null,"abstract":"The investment in the professoriate is understand able: most college level teachers today are tenured; most were hired and promoted on the basis of research and scholarly endeavors rather than teaching ability. Today's declining enrollment has awakened us to the need for competitive programs and quality teaching. To attract and retain students, instruction must be good; students in the 80's are not satisfied with merely sitting at the feet of scholars with great minds. Faculty development characteristically focuses on one of two areas: improvement of instruction or extending a knowledge base. Sometimes this latter is called \"retool","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1982-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130366859","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 : 1982-08-01DOI: 10.1080/00193089.1982.10533771
E. Sheridan
{"title":"Traditional Skills for Nontraditional Students.","authors":"E. Sheridan","doi":"10.1080/00193089.1982.10533771","DOIUrl":"https://doi.org/10.1080/00193089.1982.10533771","url":null,"abstract":"","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1982-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116645964","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 : 1982-08-01DOI: 10.1080/00193089.1982.10533765
Marion R. Franck, M. DeSousa
Suppose that you are about to embark on an ex tended visit to a foreign country for the purpose of furthering your education. Not only are you expected to take graduate classes with the "natives" who speak the majority tongue in this culture, but you are expected to teach undergraduate "natives" in a basic course from your major area of study. Not only should you be scholastically able, but you are also expected to be an ef fective communicator in the classroom even though the students you address do not share your cultural heritage, your native language, or your views on the nature of university education. Add to your anxieties about facing these "natives" the fact that on the first day of class, your only preparation for this intercultural encounter is a handbook from your departmental ad visor entitled, "Tips for the Beginning TA." This scenario too often typifies the experience of the foreign graduate student who serves as a teaching assis tant at a U.S. college or university. This paper will report the efforts of one university to begin to meet the communicative needs of foreign TAs. We will sketch the history and approach of an experimental course at the University of California, Davis entitled Rhetoric 298, "Teaching Practicum for Foreign Students."
{"title":"Foreign TAs: A Course in Communication Skills.","authors":"Marion R. Franck, M. DeSousa","doi":"10.1080/00193089.1982.10533765","DOIUrl":"https://doi.org/10.1080/00193089.1982.10533765","url":null,"abstract":"Suppose that you are about to embark on an ex tended visit to a foreign country for the purpose of furthering your education. Not only are you expected to take graduate classes with the \"natives\" who speak the majority tongue in this culture, but you are expected to teach undergraduate \"natives\" in a basic course from your major area of study. Not only should you be scholastically able, but you are also expected to be an ef fective communicator in the classroom even though the students you address do not share your cultural heritage, your native language, or your views on the nature of university education. Add to your anxieties about facing these \"natives\" the fact that on the first day of class, your only preparation for this intercultural encounter is a handbook from your departmental ad visor entitled, \"Tips for the Beginning TA.\" This scenario too often typifies the experience of the foreign graduate student who serves as a teaching assis tant at a U.S. college or university. This paper will report the efforts of one university to begin to meet the communicative needs of foreign TAs. We will sketch the history and approach of an experimental course at the University of California, Davis entitled Rhetoric 298, \"Teaching Practicum for Foreign Students.\"","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1982-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133438462","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 : 1982-08-01DOI: 10.1080/00193089.1982.10533764
D. S. Peters, J. Mayfield
tion (13). All these research investigations indicate that university reward systems undervalue teaching. Research by Blackburn, Pellino, Boberg, and O'Con nell (3), however, reveals that nearly all professors in all institutional types across all professorial ranks and academic disciplines regard teaching as their central task. Thus, the university seems possessed of an "in stitutional schizophrenia" (5) which encourages im provement in teaching effectiveness but fails to reward it. Policies and practices that ignore, however unwitting ly, the professoriate's regard for teaching contribute to
{"title":"Are There Any Rewards for Teaching","authors":"D. S. Peters, J. Mayfield","doi":"10.1080/00193089.1982.10533764","DOIUrl":"https://doi.org/10.1080/00193089.1982.10533764","url":null,"abstract":"tion (13). All these research investigations indicate that university reward systems undervalue teaching. Research by Blackburn, Pellino, Boberg, and O'Con nell (3), however, reveals that nearly all professors in all institutional types across all professorial ranks and academic disciplines regard teaching as their central task. Thus, the university seems possessed of an \"in stitutional schizophrenia\" (5) which encourages im provement in teaching effectiveness but fails to reward it. Policies and practices that ignore, however unwitting ly, the professoriate's regard for teaching contribute to","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1982-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130772165","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 : 1982-08-01DOI: 10.1080/00193089.1982.10533769
Mildred Haipt
Within academia, I have experienced a recurring and niggling doubt about the value of fieldwork and fieldwork assignments and an implicit trust in the value of library and lab work. The latter constitute traditional ways of exploring content in most disciplines. They tend to take place on campus, and they provide a safe means of extending students' knowledge, attitudes, and skills. However, students often find such assignments ill-suited to their experiential mode of learning. They prefer first hand experience. As a college teacher, I have found myself defending fieldwork, trying to put forth arguments to legitimize its use in higher education. For this reason, I was par ticularly struck by a section in Glaser and Strauss' book on The Discovery of Grounded Theory (1). In the chapter on "New Sources for Qualitative Data," the authors contrast library/lab work with fieldwork and draw several helpful analogies.
{"title":"Experiential Learning Techniques in Fieldwork.","authors":"Mildred Haipt","doi":"10.1080/00193089.1982.10533769","DOIUrl":"https://doi.org/10.1080/00193089.1982.10533769","url":null,"abstract":"Within academia, I have experienced a recurring and niggling doubt about the value of fieldwork and fieldwork assignments and an implicit trust in the value of library and lab work. The latter constitute traditional ways of exploring content in most disciplines. They tend to take place on campus, and they provide a safe means of extending students' knowledge, attitudes, and skills. However, students often find such assignments ill-suited to their experiential mode of learning. They prefer first hand experience. As a college teacher, I have found myself defending fieldwork, trying to put forth arguments to legitimize its use in higher education. For this reason, I was par ticularly struck by a section in Glaser and Strauss' book on The Discovery of Grounded Theory (1). In the chapter on \"New Sources for Qualitative Data,\" the authors contrast library/lab work with fieldwork and draw several helpful analogies.","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1982-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126226335","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 : 1982-08-01DOI: 10.1080/00193089.1982.10533766
P. Rizzolo
As higher education has become accessible to more p ople, both in perception and in reality, dif ferent kind of student has entered college in numbers not seen before (8:10-11). Unlike their traditionally prepared and academically screened predecessors, these new students were under prepared, often severely so, in one or more of the basic skills necessary for successful college performance (4:6-7). Faced with providing these students with a means of acquiring the skills that they lacked, faculty members and administrators alike sought a solution in the establishment or expansion of basic skills programs. Some institutions, like the City University of New York?which spends an estimated "$35 million a year on remediation" (11:262)?developed elaborate, well staffed programs. Other institutions, and by all indica tions the majority, opted for more limited, less expen sive programs (8:61). The Ogontz Campus of the Penn sylvania State University falls into the latter category.
{"title":"A Successful Writing Program: Peer Tutors Make Good Teachers","authors":"P. Rizzolo","doi":"10.1080/00193089.1982.10533766","DOIUrl":"https://doi.org/10.1080/00193089.1982.10533766","url":null,"abstract":"As higher education has become accessible to more p ople, both in perception and in reality, dif ferent kind of student has entered college in numbers not seen before (8:10-11). Unlike their traditionally prepared and academically screened predecessors, these new students were under prepared, often severely so, in one or more of the basic skills necessary for successful college performance (4:6-7). Faced with providing these students with a means of acquiring the skills that they lacked, faculty members and administrators alike sought a solution in the establishment or expansion of basic skills programs. Some institutions, like the City University of New York?which spends an estimated \"$35 million a year on remediation\" (11:262)?developed elaborate, well staffed programs. Other institutions, and by all indica tions the majority, opted for more limited, less expen sive programs (8:61). The Ogontz Campus of the Penn sylvania State University falls into the latter category.","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1982-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114375550","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 : 1982-08-01DOI: 10.1080/00193089.1982.10533770
Carolyn L. Galerstein, J. Chandler
We recently conducted a study of the attitudes of faculty at the University of Texas at Dallas toward the adult students in their undergraduate classes. Our hypothesis was that there would be a difference in the way faculty perceive and treat adult students in the classroom when those students are integrated in the same classroom with traditional-aged students. We were trying to discover whether faculty handle older students differently from their younger counterparts, whether faculty make any distinction among students based on age, whether they like teaching older students better than younger students, whether they prefer a mix ture of ages in the same classroom and whether the response they get from students makes a difference in how they perceive or teach their students. UTD seemed to us a very appropriate institution for such a study because it is an urban, graduate, and upper-level undergraduate commuter university where the average age of undergraduate students is 29 years. Since it first accepted undergraduates in 1975, UTD has enrolled large numbers of adult students in regular degree programs, and these students have been in the same classes with younger students. Therefore, we thought it would be interesting to learn what the attitude of the faculty was toward these "non-traditional" students they suddenly found in their classrooms, in tegrated with younger students. The faculty are a research-oriented group, graduates of prestigious tradi tional institutions. Although 46 percent of UTD's enrollment is graduate students, all faculty are required to teach at least one undergraduate course per year.
{"title":"Faculty Attitudes toward Adult Students.","authors":"Carolyn L. Galerstein, J. Chandler","doi":"10.1080/00193089.1982.10533770","DOIUrl":"https://doi.org/10.1080/00193089.1982.10533770","url":null,"abstract":"We recently conducted a study of the attitudes of faculty at the University of Texas at Dallas toward the adult students in their undergraduate classes. Our hypothesis was that there would be a difference in the way faculty perceive and treat adult students in the classroom when those students are integrated in the same classroom with traditional-aged students. We were trying to discover whether faculty handle older students differently from their younger counterparts, whether faculty make any distinction among students based on age, whether they like teaching older students better than younger students, whether they prefer a mix ture of ages in the same classroom and whether the response they get from students makes a difference in how they perceive or teach their students. UTD seemed to us a very appropriate institution for such a study because it is an urban, graduate, and upper-level undergraduate commuter university where the average age of undergraduate students is 29 years. Since it first accepted undergraduates in 1975, UTD has enrolled large numbers of adult students in regular degree programs, and these students have been in the same classes with younger students. Therefore, we thought it would be interesting to learn what the attitude of the faculty was toward these \"non-traditional\" students they suddenly found in their classrooms, in tegrated with younger students. The faculty are a research-oriented group, graduates of prestigious tradi tional institutions. Although 46 percent of UTD's enrollment is graduate students, all faculty are required to teach at least one undergraduate course per year.","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1982-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116080025","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 : 1982-08-01DOI: 10.1080/00193089.1982.10533767
J. Jordan
cess, faculty should be asking them what they perceive to be good, effective teaching. If faculty would heed their advice, their classes might be able to recapture some of their lost clientele and recover from the enroll ment tailspin. This article is a condensation of such a consultation with students on the subject of good teaching. In order to obtain a spontaneous response from students, they were requested to list at the end of a standard depart mental course evaluation the qualities which they thought essential for good teaching. Their instructions were specifically to list qualitites of good teaching apart
{"title":"The Professor as Communicator.","authors":"J. Jordan","doi":"10.1080/00193089.1982.10533767","DOIUrl":"https://doi.org/10.1080/00193089.1982.10533767","url":null,"abstract":"cess, faculty should be asking them what they perceive to be good, effective teaching. If faculty would heed their advice, their classes might be able to recapture some of their lost clientele and recover from the enroll ment tailspin. This article is a condensation of such a consultation with students on the subject of good teaching. In order to obtain a spontaneous response from students, they were requested to list at the end of a standard depart mental course evaluation the qualities which they thought essential for good teaching. Their instructions were specifically to list qualitites of good teaching apart","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1982-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124087314","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 : 1982-08-01DOI: 10.1080/00193089.1982.10533768
Eugene B. Habecker, Gerald D. Smith
In a recent Commentary in Improving College and University Teaching, William Rabinowitz de scribed processes that led to change in the academic calendar at Penn State and concluded that the impor tance of the calendar structure is grossly exaggerated (17). Rabinowitz was reflecting on the research evidence on effects of different calendars on student learning and a recognition of the ability of faculty and students to adapt to whatever structure is used. Whether the structure itself affects learning outcomes appears not yet to have been established. Although evidence may be cited to support pedagogical advan tages for a particular length of term, Rabinowitz asserts that no trustworthy studies of calendar effects exist. Well-designed studies have not yet been conducted that effectively compare the effects of one calendar or another on student learning. Of course, other considerations may be affected by calendar choice. In the study reported in this paper, the effect of the calendar on faculty development, ad ministrative costs, and student performance and reten tion was evaluated, based on the perceptions of academic deans from selected liberal arts colleges. The assumption in the study, based on the literature survey, was that structure of academic time as determined by a calendar choice will affect each of these. The purpose of the study was to see whether academic deans perceived that calendar did influence these factors.
{"title":"Academic Calendars and Academic Costs","authors":"Eugene B. Habecker, Gerald D. Smith","doi":"10.1080/00193089.1982.10533768","DOIUrl":"https://doi.org/10.1080/00193089.1982.10533768","url":null,"abstract":"In a recent Commentary in Improving College and University Teaching, William Rabinowitz de scribed processes that led to change in the academic calendar at Penn State and concluded that the impor tance of the calendar structure is grossly exaggerated (17). Rabinowitz was reflecting on the research evidence on effects of different calendars on student learning and a recognition of the ability of faculty and students to adapt to whatever structure is used. Whether the structure itself affects learning outcomes appears not yet to have been established. Although evidence may be cited to support pedagogical advan tages for a particular length of term, Rabinowitz asserts that no trustworthy studies of calendar effects exist. Well-designed studies have not yet been conducted that effectively compare the effects of one calendar or another on student learning. Of course, other considerations may be affected by calendar choice. In the study reported in this paper, the effect of the calendar on faculty development, ad ministrative costs, and student performance and reten tion was evaluated, based on the perceptions of academic deans from selected liberal arts colleges. The assumption in the study, based on the literature survey, was that structure of academic time as determined by a calendar choice will affect each of these. The purpose of the study was to see whether academic deans perceived that calendar did influence these factors.","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1982-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127549349","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 : 1982-05-01DOI: 10.1080/00193089.1982.10533758
G. Peek
Of greatest concern to the department was the charge that jury-grading was racist in nature; additionally, some teachers and administrators thought the system in fringed on academic freedom. Although incomplete, the data we have suggest that while many persons perceived jury-grading to be a failure, the experiment did, in fact, achieve one major goal for which we strove, that is, the objective, accurate, and consistent evaluation of student performance on written themes. For many years students and faculty have viewed the English Department at ASU as having a wide variety of grading practices and standards. In a 28-person depart ment, some variety, of course, is desirable, but in freshman composition the range of grading possibilities was almost ridiculous. In several classes over a two-year
{"title":"Grading by Jury: Accurate and Consistent","authors":"G. Peek","doi":"10.1080/00193089.1982.10533758","DOIUrl":"https://doi.org/10.1080/00193089.1982.10533758","url":null,"abstract":"Of greatest concern to the department was the charge that jury-grading was racist in nature; additionally, some teachers and administrators thought the system in fringed on academic freedom. Although incomplete, the data we have suggest that while many persons perceived jury-grading to be a failure, the experiment did, in fact, achieve one major goal for which we strove, that is, the objective, accurate, and consistent evaluation of student performance on written themes. For many years students and faculty have viewed the English Department at ASU as having a wide variety of grading practices and standards. In a 28-person depart ment, some variety, of course, is desirable, but in freshman composition the range of grading possibilities was almost ridiculous. In several classes over a two-year","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1982-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122900524","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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