Bach, Dorothe J. Sorcinelli, Mary Deane
Many colleges and universities have come to understand the added educational value of having a more diverse faculty, and some have created specific programs to enhance recruitment, development, and retention of underrepresented faculty. How do these programs help underrepresented faculty start a successful career? How can they help a diverse facult...
Nilson, Linda B.
Preface to volume 28 (2010) of To Improve the Academy: A Journal of Educational Development, by Linda B. Nilson of Clemson University.
del Carmen Salazar, María Norton, Amanda Stone Tuitt, Franklin A.
Higher education is faced with an increasingly diverse student body and historic opportunities to foster inclusive excellence, meaning a purposeful embodiment of inclusive practices toward multiple student identity groups. Although the benefits of inclusive excellence are well established, college faculty often cite barriers to promoting it in clas...
Ashton, William A. Ashton, Barbara Eapen, Renny Mars, Erzulie
All honors programs face the problem of making their institution’s student body aware of the program’s existence, its eligibility requirements, curriculum, and benefits. Directors who are already comfortable with the number of the program’s members and applicants do not need to think much about awareness, publicity, and advertising. For example, th...
Estess, Ted L.
What follows is a slightly revised version of a story that Ted Estess read at the ceremony honoring his retirement after thirty-one years from the position of Dean of the Honors College at the University of Houston. The story, as he explained to those assembled, was written some years ago in Colorado, where he spent time most summers with his wife,...
Young, Sue Fostaty Wilcox, Susan
To facilitate deeper understanding of teachers’ assessment practices, we undertook an educational development inquiry with college and university faculty. Our conversations with instructors about their assessment practices highlighted the complex relationship between teachers’ beliefs about teaching, their institutional contexts, and their experien...
Coleman, Lisa L. Kotinek, Jonathan D.
Contents: Acknowledgements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Jonathan D. Kotinek Introduction: Changing Our Selves, Changing the World: Setting the Table for Diversity . . . . . . . . . . . . . . . ...
Reimers-Hild, Connie I
I have learned a great deal about students by teaching and advising learners at the University of Nebraska. The fact that I was working on my Ph.D. on a part-time basis while being employed full-time broadened my knowledge about how to be a successful learner. My professional and personal experiences in the world of higher education have enabled me...
Digby, Joan
All experiential education programs involve the potential for students to experience a crisis far from the secure environment of campus and home. Students engaging in these programs are therefore required to carry medical and travel insurance and to complete the waiver of liability forms particular to their college or university. Even as they gathe...
Altman, Matthew C.
Two traditional models for honors programs are a chronological Great Books structure and a theme-based approach. Recently, the comparative virtues of these two models have been the subject of practical and theoretical analyses at Central Washington University (CWU), which is in the process of implementing a new honors curriculum to replace its long...