Table Of ContentDOCUMENT RESUME
HE 029 026
ED 392 383
Zahorski, Kenneth J., Ed.; And Others
AUTHOR
To Improve the Academy: Resources for Student,
TITLE
Faculty, & Institutional Development, 1991.
Professional and Organizational Development Network
INSTITUTION
in Higher Education.
PUB DATE
91
283p.; Published annually. Issues of this journal
NOTE
have been entered into ERIC out of normal sequence:
see ED 325 062-063 (1989-1990), ED 344 537-540
ED 366 279 (1992), HE 029 025-029 (1982,
(1985-1988) ,
1991, 1993-95). For this one year only, the subtitle
added the word "Student" and changed "Organizational"
to "Institutional."
New Forum Press, Inc., P.O. Box 876, Stillwater, OK
AVAILABLE FROM
74076 ($10).
Reports
Serials (022)
Collected Works
PUB TYPE
Viewpoints (Opinion/Position
Descriptive (141)
Papers, Essays, etc.)
(120)
MF01/PC12 Plus Postage.
EDRS PRICE
*Adult Students; Beginning Teachers; *College
DESCRIPTORS
Faculty; Consultants; *Faculty Development; Foreign
Students; *Higher Education; *Instructional
Improvement; Master Teachers; Portfolios (Background
Materials); Racial Differences; Sex Differences;
Teacher Attitudes.: Teacher Improvement; Teaching
Assistants; Women Faculty
*Diversity (Faculty); *Professional Organizational
IDENTIFIERS
Devei Net High Educ
ABSTRACT
This annual journal issue contains 22 papers on
issues of faculty development, diversity, adult learners, and
instructional improvement in higher education. Many of the papers
were developed for the annual conference of the Professional and
Organizational Development Network in Higher Education (POD). The
(1) "What Theories Underlie the Practice of Faculty
paper!, are:
(2) "Faculty Vitality: 1990 and
Development?" (Wilbert J. McKeachie);
Beyond" (Joan North); (3) "Finding the Right Match: Staffing Faculty
(4) "How
Development Centers" (G. Roger Sell and Nancy V. Chism);
Attitudes Change: A Primer for Faculty Developers" (Richard F.
(5) "University Faculty Attitudes Towards Teaching and
Lewis);
(6) "Selected
Research" (Russell Lee and Michael Field);
Characteristics of New Faculty: Implications for Faculty Development"
(7) "Starting Out:
(Christine A. Stanley and Nancy V. Chism);
Experiences of New Faculty at a Teaching University" (Virginia van
(8) "Nine Keys to Enhancing Campus Wide Influence of
der Bogert);
Faculty Development Centers" (Martin Nemko and Ronald D. Simpson);
(9) "What Every Faculty Development Professional Needs To Know about
(10) "Outside Consultants: When.
Higher Education" (Daniel R. Rice);
(11) "The Feminization of
Who, and How To Use Them" (Martin Nemko);
(12) "Gender and Racial
Academia" (Deborah Du Nann Winter);
Differences among a Research University Faculty: Recommendations for
(13) "Managing Diversity
Promoting Diversity" (Deborah Olsen);
Through Faculty Development" (Marie A. Wunsch and Virgie Chattergy);
(14) "Instructional Development Programs for International TAs: A
(15) "The
Systems Analysis Approach" (Rosslyn Mynatt Smith et al.);
Place of Narrative.in the Study and Practice of Adult Development"
(Diane E. Morrison); (16) "Adult Students as Catalysts to Faculty
Development: Effective Approaches to Predictable Opportunities
(D.:uglas L. Robertson); (17) "The Medicine Wheel: Emotions and
(18) "Putting the
Connections in the Classroom" (Peter J. Frederick);
(19) "Recognition
Teaching Portfolio in Context" (Barbara J. Millis);
from Parents: A Variation on Traditional Teaching Awards" (Delivee L.
Wright); (20) "Coping with the Academic 'Tragedy of the Commons':
Renovating Classrooms at Carnegie Mellon University" (Edwin Fenton);
(21) "Front Line Faculty Development: Chairs Constructively
Critiquing Colleagues in the Classroom" (Linda Hilsen and LeAne
Rutherford); and (22) "The Professor as Active Learner: Lessons from
the New Jersey Master Fac.ulty Program" (Myrna J. Smith and Mark
LaCelle-Peterson). Most papers contain references.
(DB)
*********
Reproductions supplied by EDRS are the best that can be made
from the original document.
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U S DEPARTMENT OF EDUCATION
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Office of Educational Research and Improvement
,
"nRM1SSION TO REPRODUCE THIS
ED CATIOP
RESOURCES INFORMATION
MATERIAL HAS BEEN GRANTED BY
CENTER (ERIC)
.
This document has been reproduced as
received from the person or organization
POD Ne two rk
originating
O Minor changes have been made to
improve reproduction quality
-
Points of view or opinions Stated in this
document do not necessarili represent
TO THE EDUCATIONAL RESOURCES
official OERI position or policy
INFORMATION CENTER (ERIC)
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To Improve
the Academy
Faculty, &
Resources for Student,
Institutional Development
Volume 10, 1991
To Improve
the Academy
Faculty, & Institu-
Resources for Student,
tional Development
Volume 10, 1991
Editor
Kenmth J. Zahorski
St. Norbert CollegeDe Pere, Wisconsin
Associate Editors
Howard B. Altman
University of Louisville-Louisville
Nancy A. Diamond
University of Illinois-Urbana
Lion F. Gardiner
Rutgers University-Newark
Diane Morrison
Development-Victoria, B.C.
Centre for Curriculum and Professional
Deborah Du Nann Winter
Whitman College-Walla Walla
Donald H. Wulff
University of Washington-Seattle
Development
The Professional and Organizational
Network in Higher Education
1991
The Professional and Organizational Development
Network in Higher Education
New Forums Press, Inc., Publisher
Stillwater, Oklahoma
FIRST PRINTING: October 1991
0
Foreword
With this issue, To Improve the Academy celebrates its tenth birthday.
and Organizational Development
Published annually by the Professional
the Academy is a collection
Network in Higher Education (POD), To Improve
and organizational develop-
of articles focusing on facuity, instructional,
in 1982, this publication has distinguished
ment. From its initial appearance
faculty development profession-
itself as an invaluable resource not only for
students deserve the very best learning
als, but for all who believe that our
experience we can offer.
explanation; each speaks
The excellent articles in this issue need no
find the following observa-
eloquently for itself. However, the reader may
of some interest. To begin with, the
tions about the, collection as a whole
nature, providing information
articles in this issue are of a highly practical
replica-
techniques, and methodologies either easily
on programs, strategies,
modification. Second, the authors
ble or at least readily applicable with some
from gender and multicultural issues
deal with timely, vital topics, ranging
reader will find great variety herenot only
to faculty wellness. Third, the
auctorial perspectives, geographical
in terms of topics, but also in respect to
philosophical approaches. Finally, this
and institutional representation, and
research.
collection contains considerable fresh
POD hastnade manifest,
From its very inception nearly two decades ago,
communication, cooperation, and shar-
through word and deed, its credo of
emblematizes the organization and its
ing. Indeed, this generosity of spirit
when I became involved in POD
membership. It is the first thing I noticed
by
the quality still most often remarked upon
some ten years ago, and
does not
True to its guiding principles, POD
newcomers to the Network.
the Academy. We invite you
copyright the articles it publishes in To Improve
that you
material in this volume. Further, we ask
to reproduce and .ise the
It ing articles to future issues
by contril
help maintain our tradition of sharing
presentations at the POD Annual Confer-
of Academy, as well as by making
ences.
ossistance from many sources in the
I gratefully acknowledge generous
be extended to my Associate
preparation of this volume. Sincere thanks must
V
vi
To Improve the Academy
EditorsHoward Altman, Nancy Diamond, Lion Gardiner,
Diane Morrison,
Deborah Du Nann Winter, and Donald Wulffwho performed
their editorial
tasks with exemplary professionalism, industry, and
good humor. Without
their sound critiques, kind notes of encouragement, and
sound judgment this
enterprise, and its editor, might still be bombinating in the
void. Further
thanks are extended to: Chris Utech, whose secretarial
expertise, sanguinity,
and creative energies have been crucial to the project's
success; Susan Kahn
and Linda Hilsen, past editors who served
as wise cicerones; Doug Dollar of
New Forums Press, who combines professionalism
with cooperation and
warmtP: in exemplary fashion; Dr. Rcbert L. Horn, Dean
of St. Norbert
College, for his unflagging support and encouragement; the
contributors to
the tenth issue of To Improve the Academy; and
my POD colleagues and
friends. Like Sebastian of Shakespeare's Twelfth Night "I
can no other
answer make, but thanks, and thanks, and ever thanks, and oft."
Kenneth J. Zahorski, Editor
Professor of English and
Director of Faculty Development
St. Norbert College, De Pere, Wisconsin
August, 1991
1992 Co-Editors:
Jody D. Nyquist
Donald H. Wulff
Center for Instructional Development and Research
109 Parrington DC-07
University of Washington
Seattle, WA 98195
Membership Information:
David Graf
Director of Administrative Services
Instructional Development
I 5B Exhibit Hall
Iowa State University
Ames, IA 50011
vii
Foreword
Conference and Program Information:
Ronald A. Smith
Executive Director-POD
Learning Development Office
7141 Sherbrooke Street
Concordia University
Montreal, Quebec #4I3 1R6
CANADA
Or
David Graf
Director of Administrative Services
Instructional Development
1513 Exhibit Hall
Iowa State University
Ames, IA 50011
viii
To Improve the Academy
Professional and Organizational Development Network
in Higher Education
Mission Statement
Approved by the Core Committee on March 24, 1991
at its Washington, D.C., meeting.
The Professional and Organizational Development Network in Higher
Education (P.O.D.) fosters human development in higher education through
faculty, instructional, and organizational development.
P.O.D. believes that people have value, as individuals and as members
of groups. The development of students is a fundamental purpose of higher
education and requires for its success effective advising, teaching, leadership,
and management. Central to P.O.D.'s philosophy is lifelong, holistic, per-
sonal and professional learning growth, and change for the higher education
community.
The three purposes of P.O.D. are:
To provide support and services for its members through publications,
conferences, consulting, and networking.
To offer services and resources to others interested in faculty develop-
ment.
To fulfill an advocacy role, nationally, seeking to inform and persuade
educational leaders of the value of faculty, instructional, and organiza-
tional development in institutions of higher education.
