Browsing by Author "Chism, Nancy Van Note"

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    Characteristics of Effective Teaching in Higher Education: Between Definitional Despair and Certainty
    (Access to the original article may require subscription and authorized logon ID/password. Please check University Library resources before purchasing an article via the publisher. Questions on finding the original article via our databases? Ask a librarian:[BREAK][LINK]http://www.ulib.iupui.edu/research/askalibrarian[/LINK], 2004) Chism, Nancy Van Note
    Conflicting claims about the definition of teaching effectiveness in higher education abound. While some argue that the characteristics of effective teaching are well known and supported by a large body of research, others argue that teaching cannot be readily defined, and attempts to do so are doomed. The author reviews the ways in which the topic of college teaching effectiveness has been explored, detailing findings and discussion ways in which this literature can inform decision making in higher education.
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    Evaluating Approaches to Faculty Development in the Use of Learning Technologies
    (2004) Chism, Nancy Van Note
    As campus developers attempt to engage faculty members in the use of learning technologies, they often use change strategies that rest on unexamined assumptions about their appropriateness. These different approaches can be successful under specific conditions and with specific faculty, yet in order to maximize the effectiveness of development work in the arena of instructional technology, developers will benefit from exploring how their approaches fit with what is known about faculty change in teaching.
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    Examining Organizational Learning For Application In Human Service Organizations
    (2007-09-18T16:57:56Z) Busch, Monique; Barton, William H., 1949-; Chism, Nancy Van Note; Hostetter, Carol; Lyles, Marjorie A.; Pike, Cathy
    This study examines organizational learning (OL) with member organizations of a state association for children and family services. OL has been studied in business organizations, but the concept has value in the context of Human Service Organizations (HSOs) as well. HSOs face increasing demands for accountability through evaluating outcomes, requiring new organizational skills and activities. The state association has collected outcome data from member organizations for nine years, and has recently provided external consultants to help organizations interpret and make use of the information to improve organizational functioning. The process of OL was measured pre- and post-external consultation using an OL questionnaire developed by Templeton, Lewis, and Snyder (2002). Sixty-two member agencies received questionnaires and 42 responded for a response rate of 67%. Qualitative semi-structured interviews were conducted with 11 CEOs/Executive Directors of HSOs. The OL questionnaire was found to have sufficient reliability and validity for the sample of HSOs in the study. Two factors were identified through factor analyses, Organizational Culture and Environmental Awareness. Satisfaction with an external consultant was not found to be related to increased OL. In the qualitative findings, the origins of learning themes that were identified were External Pressures, Philosophy, Planning, and Financial Pressures. The facilitating factor themes identified were Leadership, Philosophy, New Staff/New Leadership, Willingness, Planning, and Training. The perceived obstacles to OL were Resistance, Philosophy, Finances, and Time. External consultants were found to contribute to Evaluation, Awareness, Motivation, and Training. The main practice implication of the study is the identification of an instrument that may be used to examine OL in HSOs. The identification of facilitating factors and factors that may impede OL is a valuable contribution, as is the use of a standard definition of OL. The educational implications are for awareness in the education of future leaders by introducing OL and the application to HSOs. Future research is needed to address the development or modification of a better matched instrument for use with HSOs.
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    Teaching Awards: What Do They Award?
    (The magazine publisher is the copyright holder of this article and it is reproduced with permission. Further reproduction of this article in violation of the copyright is prohibited. To contact the publisher: [LINK] http://www.ohiostatepress.org[/LINK]. [BREAK]Copyright © 2006 by the Ohio State University, 2006) Chism, Nancy Van Note
    The article examines selection criteria for teaching awards at various colleges and universities. The study finds that most teaching awards committees use qualitative measures and personal testimonies to evaluate teaching. The criteria for a good teacher is seldom explicitly stated. Materials used in the classroom and examples of student work are seldom used. The article argues that teaching awards can be best used as merely a part of the teaching evaluation system. Working with a concrete list of teaching criteria would make awards valuable tools rather than popularity contests. Revising teaching awards to adhere to a universal set of criteria, relating evidence to criteria, and defining standards would make the awards more valuable and spark conversation within the institution.
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    Understanding and Supporting Full-Time Non-Tenure-Track Faculty
    (Wiley, 2011) Shaker, Genevieve G.; Palmer, Megan M.; Chism, Nancy Van Note
    As the face of the American faculty profession changes, targeted academic development becomes more important. A phenomenological qualitative study of full-time, non-tenure-track faculty in English portrays an experience characterized by a love of teaching but fraught with professional challenges stemming from low status and poor reward and recognition structures. These data provide the point of departure for recommendations on expanding organizational and faculty development strategies for supporting, integrating, and encouraging full-time, non-tenure-track faculty.