Resources
Modeled on guides produced for other fields, this document is intended to provide department chairs and deans with a set of strategic questions and suggested steps for conducing a review of their program. We intend this document to be helpful for chairs undertaking annual reviews and reviews for accrediting agencies. It contains an introductory statement on the study of religion; a discussion of the preliminary steps in constructing a successful review; a step-by-step description of their review process, and a description of how to conceptualized the write an effective “self-study narrative.” (From the Publisher)
Describes the seven areas that should be considered when evaluating teaching: subject matter mastery, curriculum development, course design, delivery instruction, assessment of instruction, availability to students, and administrative requirements. Idea Paper no. 21, from the series developed by the Center for Faculty Evaluation and Development, Kansas State University.
Asserts that while prospective distance educators are flocking to certification programs, some academics question their value. Although certification programs, which can differ significantly in nature and intensity, go well beyond simple technology training, many newly certified distance educators have found that the certification does not necessarily lead to job security or even employment.
Bill Timpson presents his conception of metateaching. As metacognition is the idea of thinking about thinking, metateaching is the idea of thinking about teaching. Your mind will be infused with new, innovative — yet practical — ways to think about your classroom after reading this book. You will learn about the Instructional Map, a systematic tool to help you organize your classes and visualize the direction, components, and impact of different aspects of teaching. Ideas from the fields of cartography and orienteering will give you a fresh angle from which to view your teaching practice. (From the Publisher)
In this profound look at the academy, John Bennett reminds us that our leadership decisions always presuppose our philosophies of life and that understanding precedes practice. How we understand the communities we lead informs the many practical judgments we make about directions to take, structures to create, processes to initiate, and values to uphold. Bennett argues that faculty may understand their departments or institutions in one of two ways: as simply aggregations of individuals or as communities of intertwined persons. From these views, two different leadership values and positions emerge. The first disposes us toward seeing academic conflict as inevitable and elevates heroic leadership styles where power is understood in terms of advancing one agenda over competitors. The second underwrites leadership as supporting openness to others and emphasizes the vital contributions that can follow. By providing specific illustrations of the two modes of leadership and the nature of hospitality and openness, Academic Life presents a strong platform from which to build a rich and rewarding academic community. (From the Publisher)