PROFESSIONAL AND ORGANIZATIONAL DEVELOPMENT NETWORK IN HIGHER EDUCATION

A b~ief ~heoretical. presentation of Personal Needs vs. Relat1onsh1p Factors Influencing selection of response modes to conflict followed by videotape model of a Faculty-Administrator Conf~ict situ~tion illustrating various ways of responding to conflict. Spec1al features of this workshop are: This session will explore the evaluation processes used in the KELLf? GG PROJECT at ISU and the final year process will be descr1bed. The recent decision to institutionalize all developmental programs as one program, the FACULTY AND INSTRUCTIONAL DEVELOPMENT PROGRAM, will be examined. The session will present a professional and organization develop ment model . its roots in Adult Development and Planned Change Theory, and 1ts progress to date. Participants will experience life cycle and change agent roles exercises. Discussion will center aroun~ a.daptation of this model to other professional and orgamzat1on development projects. impact of and on stitutions. a development program with if resources than that successful faculty development programs don't bucks". long-term on necessary to change, how issues of ownership and acceptance were handled, and what strategies are being employed to insure lasting impact. The Focal Question aims to improve discussions through the contribution made by the verbal form of discussion questions. When followed up by the instructor, this has impact on classroom interaction and student thought. The purpose of the session is to introduce the concept of the Focal Question, present the various ways it can be used, and to explore the instructor roles which help make it effective. A case study This session will describe a linear step-by-step program leading to renewal and revitalization, what happened, including apparent successes and failures. Outcomes will be discussed and participants asked to share ideas. This session is designed to present the strategies used by the Instructional Development Unit for involving faculty and instruc tional units in the evaluation and design of academic programs, and to describe the kinds of activities that are part of an effective, departmentally-based instructional improvement project. session is designed to assist instructors in dealing with student-teacher problems likely to be encountered in a college teaching career. Video-taped incidents will be used to allow participants to analyze how they are inclined to respond to a dilemma and how that response might affect students. shared. Possible other or discussed. The focus of this session is on Johnson's Decision Making Theory which enables the development of specific ways for responding to personality typologies in a facilitative manner. The theory will be described, examples of each typology presented and appropriate responses listed. A brief lecture presentation will be followed by small group practice opportunities. This workshop will introduce the Teaching Improvement Process developed at the University· of Massachusetts as one way of providing one-to-one consultation to faculty members for the purpose of improving instruction. Participants will gain information on the process and develop skills in Data Analysis and Feedback. for achieving This session will present the Lilly Endowment, Inc. supported program of faculty development based on the premise: "You can be no greater a teacher than you are or are becoming as a person--a whole person". The implications of this premise on faculty and students will be discussed. This session will describe and analyze an interdisciplinary approach to undergraduate instruction in an advanced graduate course·in higher education. Tracing the development of 25 graduate students, a case will be made for the insight and understanding gained by students and implications for future research in teaching and learning in higher education. This session will address problems caused by ineffective planning and management of the teaching-learning experiences. Thirteen specific recomm~;Jndations of common sense ideas to improve course management will be presented and discussed. This session will include an introduction to learning styles including a comparison of Kolb and Gregoric Instruments. After taking and scoring the instrument, results will be discussed related to devising strategies to work with people from different learning styles in faculty development situations. This workshop is intended both to illustrate the use of simulations for skill-training and to introduce a methodology for systematic problem-solving. Participants will be involved in a short simulation designed to highlight various aspects of solving problems in groups and will then be presented with a theoretical model and have the opportunity to practice methods introduced. Session will end with a discussion on the use of simulations in in-service development. Nota: The purpose of this workshop is to introduce different approaches to the evaluation of instruction within the context of higher education using new and existing measurement programs, as well as to present basic tools for the development of such measure ment programs within an institution. Geared toward addressing the problem of a changing student body, the Mastery Learning Strategy (a method of group-based instruction) will be presented, including discussions of criterion domain and objective referenced tests. Methods of individual student diagnosis and remediation will be reviewed, as well as strategies for developing and selecting tests. The purpose of this session is for participants to assess the appropriateness of the Birkman Method for use in instructional, faculty, and organizational development. The Birkman Method i~ a system for measuring individual needs and strengths and apply1~g the results to organizational and individual development. Th1s method provides individualized information reports which describe each person's potential. The session will introduce the Birkman Method and demonstrate its use. The purpose of this session is to provide: (1 l information and workable strategies for developing a professiooal development program; (21 an opportunity to "try out" strategies for progr~m planning, evaluation and problem solving; (3) ideas for overco~rung personal/professional and institutional obstacles to professional development as administrators; and (4) a chance to compare the approach of this program to other approaches. Participants are given the opportunity to develop ideas for professional ~eve.lop­ ment programs for administrators with special emphas1s g1ven the following categories: of instructional development, faculty development and organization development. Challenges of the future and new directions will be explored. Participants will be encouraged to interact with the panelists concerning issues raised and directions to be taken. Objectives of the presentation are to (1 l explain a model for teaching the personnel function to instructors in education and/or business, (2) demonstrate varied instructional techniques that can aid in teaching concepts, processes, and procedures in personnel administration, and (31 discuss and illustrate activities that may be used by instructors of personnel administration during the teaching process. This session will provide an opportunity for participants to role play a response to videotaped incidents in the teaching-learning situation. A variety of coping skills will be illustrated and discussed relative to their application to similar situations in other critical incidents. This session will describe the activities of staff development in a consortium consisting of three community colleges and one four year state college with a graduate program in rural ~ppa! achia. Faculty and deans will present their views of the multi-proJected consortium effort which includes an Appalachian Folk Culture Center, Joint Biological Research Project and Field Center for Teaching and Research, and a two-college nursing project. This panel will present special problems which challenge the faculty, instructional and organization developer. Case studies will be reported and issues discussed concerning: £1 1 working with faculty to develop strategies for educating poorly prepared minority students entering the student body of an urban institution, £21 continuing professional development for faculty members in special education at institutions of higher learning in New Jersey, £31 a model which proposes a concrete and practical effort aimed directly at faculty function with handicapped students. Discussion will pursue the implication of these challenges for higher education in the future and the roles of faculty, instructional and organization developers. · This panel will explore common myths, assumptions, and in stitutional practices regarding marginal performers in the faculty as well as stimulate discussion of a more proactive stance to attract such faculty members into development activities. In conjunction with exploring practices by institutions relative to faculty development, the organizational climate factors which contribute to faculty motivation and satisfaction will be reviewed. Discussion will center around the implications for the future in using scarce resources wisely. workshop the educational strategy of Guided Design is modeled, explained film. Guided Design integrated with PSI makes it possible for teachers to simultaneously teach subject matter and develop the decision making skills required to apply what has been learned to the solution of real world problems. Applications of this method and results obtained will be presented and discussed. their and approaches will of opportunities to experientially try out the approaches, discuss the underlying theory and and identify additional resources for further study. The include: Managing Transitions, Using Biofeed back, and The Inner Approach to and arried at through collective to and evaluation for Kean with the career development program negotiat