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ERIC Number: ED233641
Record Type: Non-Journal
Publication Date: 1983-Apr
Pages: 14
Abstractor: N/A
Reference Count: N/A
Plantings, Number Four, April 1983.
Davis, Jacqueline D., Ed.; Young, Robert E., Ed.
Plantings, n4 Apr 1983
Faculty development through peer observation, faculty revitalization through curricular change, and interdisciplinary work are addressed in this newsletter issue. The peer observation process is primarily directed toward fine-tuning or adjusting existing competencies, and usually focuses on factors such as questioning, clarity, organization, instructional style, and delivery or presentation skills. The emphasis is on an open, collegial relationship for confronting instructional concerns. A five-step clinical observation model has been employed by the Faculty Development Institute at North Dakota State University. Another programmatic effort was undertaken at Mount Marty College to implement a faculty development program focusing on the curriculum. A group of faculty members were chosen to promote professional growth by communication with outside resource persons or in-house colleagues. Four major program components were interdisciplinary course design and implementation, curriculum evaluation, computer-assisted instruction, and instructional improvement. A transcript of an extensive discussion of interdisciplinary work is also presented, which involved the following members of The Group for Interdisciplinary Theory and Praxis at the University of North Dakota: Kathleen Hulley, Benjamin Ring, and Kristin Sorenson. (SW)
Plantings, Office of Instructional Development, University of North Dakota, Box 8161, University Station, Grand Forks, ND 58202.
Publication Type: Collected Works - Serials; Opinion Papers
Education Level: N/A
Audience: Administrators; Practitioners; Teachers
Language: English
Sponsor: Bush Foundation, St. Paul, MN.
Authoring Institution: North Dakota Univ., Grand Forks. Office of Instructional Development.