자연주의적 탐구조사(Naturalistic Inquiry)

Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is experience and education. This book is not kind of difficult book to read. It can be read and understand by the new readers.

Experience and Education.

Building Leadership Effectiveness This program encourages leaders to develop practices that transform values into action, vision into realities, obstacles into innovations, and risks into rewards. Participants will be introduced to the five practices of exemplary leadership: modeling the way, inspiring a shared vision, challenging the process, enabling others to act, and encouraging the heart Coaching & Communicating for Performance Coaching & Communicating for Performance is a highly interactive program that will give supervisors and managers the opportunity to build skills that will enable them to share expectations and set objectives for employees, provide constructive feedback, more effectively engage in learning conversations, and coaching opportunities. Skillful Conflict Management for Leaders As a leader, it is important to understand conflict and be effective at conflict management because the way conflict is resolved becomes an integral component of our university’s culture. This series of conflict management sessions help leaders learn and put into practice effective strategies for managing conflict.

기독교 사역과 Leadership

Traditional engineering instruction is deductive, beginning with theories and progressing to the applications of those theories Alternative teaching approaches are more inductive Topics are introduced by presenting specific observations, case studies or problems, and theories are taught or the students are helped to discover them only after the need to know them has been established This study reviews several of the most commonly used inductive teaching methods, including inquiry learning, problem-based learning, project-based learning, case-based teaching, discovery learning, and just-in-time teaching The paper defines each method, highlights commonalities and specific differences, and reviews research on the effectiveness of the methods While the strength of the evidence varies from one method to another, inductive methods are consistently found to be at least equal to, and in general more effective than, traditional deductive methods for achieving a broad range of learning outcomes

Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases

by J. Biggs and C. Tang, Maidenhead, England,
Open University Press, 2007, 360 pp., £29.99, ISBN-13: 978-0-335-22126-4

Teaching for quality learning at university

In the push for accountability, colleges and universities resort to simplistic, linear thinking when planning-an approach not well-suited to academia. Today's tumultuous economic and political conditions require universities to adapt - fast. Leaders must attend to unforeseen crises, events, and opportunities in ways that align with their core missions, promote their universities' continued existence, and help achieve disparate goals (Rowley, Lujan, and Dolence 1997). Good planning and good plans involve iteration; simple cause-and-effect thinking is no longer enough. Universities can - and frequently do - suffer when they use linear, mechanistic thinking (Presley and Leslie 1999; Rowley, Lujan, and Dolence 1998). Leaders can make too many erroneous assumptions about the future. And, when users view strategic plans as fixed road maps, they often fail to recognize the faulty assumptions that hinder their success along the way. They generally fail to harness emerging opportunities as well. To enhance outcomes, planners must ensure there are adequate resources for monitoring and adjusting plans during implementation. Those empowered to monitor outcomes and activities must fully understand the plan's core intentions so they can effectively refine the plan as it unfolds (Allison and Kaye2005; Holcomb 2001). Linear problem solving (as in figure 1) assumes a rational and predictable sequence of events. Models for rational decision making assume that problems are clear and well structured from the start. They require that resources and abilities be determined before designing, and they prevent the designer from introducing new possibilities that present themselves in the course of problem solving (Simon 1973). Higher education's overtly linear, internally-oriented form of planning is more appropriately described as "long-range planning" (Presley and Leslie 1999). Long-range planning is generally more prescriptive and less adaptive than strategic planning and does not provide the mechanisms for quick, purposeful adaptation that could render change efforts more effective. Strategic planning works best when seen as a continuous process of experimentation that allows multiple decisions to emerge on many different fronts simultaneously (Leslie and Fretwell 1996). Chaffee (1985) notes that while strategy formation in the business context actually had three facets (linear, adaptive, and interpretive), higher education has relied almost exclusively on linear models. This has contributed to some ofthe problems educational planning faces today. Adams (1991) describes three major areas of crisis: (1) definition and identity, (2) intellectual foundation and scientific theory, and (3) utility and success. This article explores many of these issues in an effort to enhance practice. Iterative Strategy Pearson (1990) indicates that in higher education, strategy is best used to set direction, focus effort, encourage consistency of effort over time, and promote flexibility. Organizations can respond to unforeseen challenges in advantageous ways when they define a collective vision - and chart a course aligned with that vision - through a truly strategic and ongoing planning process (Barnetson 2001; Cutright 2001; Gordon 2002; Rowley, Lujan, and Dolence 1997; Swenk 2001). "Iteration," according to Merriam-Webster Online (2009, ¶ 1a), constitutes "a procedure in which repetition of a sequence of operations yields results successively closer to a desired result." Architectural design strategies reflect the sort of non-linear, Iterative, and synthesizing processes scholars recommend for effective strategic planning in higher education. Architects synthesize a vast array of concerns. They continually revisit key objectives throughout the planning and implementation (i.e., construction) process. Using iterative thinking, problems are defined over time. As they emerge, they are paired with appropriate solutions (Dorst 2006; Maher, Poon, and Boulanger 1996). …

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Strategic by Design Iterative Approaches to Educational Planning

This article explores the use of rubrics as tools for assessing the quality of university-developed strategic plans. While tools exist for assessing the quality of the planning process, such tools are not readily available for assessing the resulting product or the overall quality of the plan itself. Specifi cally, a rubric is described that has been designed and fi eld-tested for the purpose of evaluating the strategic planning document produced at the university level. This approach builds upon outcome assessment methods developed in the business sector and proposes a tool tailored for use in higher education. INTRODUCTION This article explores the use of rubrics as tools for assessing the quality of university-developed strategic plans. While tools exist for assessing the quality of the planning process, such tools are not readily available for assessing the product or the overall quality of the plan itself (Allison & Kaye, 2005; Kaufman & Grise, 1995). A number of tools do currently exist for evaluating business–related plans (University of Wisconsin, 2005). However, these tools are grounded in linear business models, which are not well suited to the variables found in higher education settings (Presley & Leslie, 1999; Rowley, Lujan, & Dolence, 1997; Shahjahan, 2005; Swenk, 2001). Rowley, Lujan, and Dolence identified and described a host of differences between business and education and they clearly articulated the need for planning approaches tailored to higher education. The rubric described in this paper was designed by a team of doctoral students enrolled in an educational planning course at The College of William and Mary. The team’s methods for developing and field-testing an assessment rubric are described. The objective is to share findings of the project with scholars interested in educational planning. This assignment represents an effort to address concerns raised by Adams (1991). Adams articulated three crisis areas in planning: (a) definition and identity, (b) intellectual or scientific foundation/theory, and (c) evidence of success and utility. This article seeks to address one of these areas – success and utility – which may in turn enhance an understanding of identity, purpose, and intentionality of strategic planning in higher education (Chickering & Reisser, 1993). The overarching framework used in this assessment rubric is built upon Holcomb’s (2001) five critical questions for fostering change in schools and Allison and Kaye’s (2005) recommendations regarding strategic planning for non-profit organizations. The call to conduct this type of assessment has come from both inside and outside of higher education. Such assessment helps address demands for increased accountability in higher education and across the non-profit sector. DEFINITION OF STRATEGIC PLANNING There are many ways to define strategy. Pearson (1990) described the way strategy is used in higher education: to set direction, to focus effort, to guide “consistent concentration of effort through time,” and to promote flexibility (as cited in Presley & Leslie, 1999, p. 202). Rowley, Lujan, and Dolence (1997) define strategic planning as “a formal process designed to help an organization identify and maintain optimal alignment with the most important elements of its environment” (p. 15). Presley and Leslie (1999) remind us that the main goal of strategic planning in higher education is to enhance practice. They join Rowley, Lujan, and Dolence (1997) in noting the best result of planning is providing guidance to an organization. While traditional planning was operations-driven, today’s strategic planning constitutes a process for seeking opportunity. Most contemporary organizations actually still use traditional (rather than genuinely strategic) planning methods, and thus miss opportunities for creative and proactive response. Many scholars in the field of planning agree that by defining a collective vision and charting a course aligned with this vision – through a truly strategic and ongoing planning process – an organization can effectively respond to unforeseen challenges in advantageous ways (Barnetson, 2001; Cutright, 2001; Gordon, 2002; Rowley, et al., 1997; Swenk, 2001).

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Assessing University Strategic Plans: a Tool For Consideration

Research on the role of grit – defined as both perseverance and passion for long-term goals – on human performance has been conducted for the past decade. It has been suggested that this non-cognit...

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The study of grit in engineering education research: a systematic literature review

The author analyzes the relationship between the US Green Building Council and higher education by examining campus use of LEED credits over time, and also suggests that the USGBC provides a model for large-scale learning organizations. Since its founding in 1993, the U.S. Green Building Council (USGBC) has made noteworthy strides toward its stated goal of transforming the nation's construction industry. The Washington, DC-based nonprofit organization created the LEED[R] Green Building Rating system to support environmentally sustainable construction. The system spurs demand for green knowledge and green technologies in an overarching effort to grow the nation's capacity to produce green buildings. In this quest, LEED also provides building owners with an incentive for participating and for providing "Leadership in Energy and Environmental Design." A critical aspect of LEED is that it uses principles of encouragement rather than enforcement (McDonough and Braungart 2002). Participation in LEED is voluntary and carries a level of social prestige. LEED also uses an incremental approach that grows out of what we already know how to do. As innovative techniques are tested and then integrated into mainstream practice, the USGBC raises the bar by requiring new registrants to seek more rigorous standards and higher point thresholds. The LEED system engages interested parties in providing the resources of time, money, research, and development that are necessary to foster innovation. Thus, those who elect to participate help carry the up-front cost of innovation. These investments help make new approaches viable for widespread use. The cost of constructing to a higher standard makes good sense on college campuses, where buildings need to last 60 years or more and operating costs are notoriously high (Palmese 2009). Today the USGBC offers an ever-expanding range of programs tailored to specific user groups, including higher education. As one of LEED's largest user groups, higher education has helped the system evolve (Fedrizzi 2009). However, there is ample room to expand higher education's contribution to the green construction knowledge base. Addressing pressing social issues is a core purpose of academe, and this issue warrants increased and immediate attention (Kerr 1995; Levin 2003; Rhodes 2001). Higher education's role in LEED has concentrated on two main areas: using LEED in the construction of campus buildings and serving as USGBC members. Members of the USGBC (2009a) represent all segments of the construction industry, and their various forms of engagement help refine the system. Changes are "consensus-based and market-driven" (USGBC 2009a, p. xi). Together, the USGBC's members define targets, goals, and agendas for the organization to meet. Members volunteer time, effort, and expertise to help establish and cultivate LEED programs. Gauging how well LEED works for members and for users of the system is critical to protecting the investments they are making. This article investigates the popularity of the system among universities--probing strengths, weaknesses, and issues of cost--and identifies trends in universities' use of LEED. Understanding the strengths and weaknesses of the system can help LEED users and the USGBC as they refine the system and their use of it. Moreover, since the USGBC represents a successful "learning organization," it provides an effective model of planning for transformational change (Birnbaum 1988; Goleman 2009). Universities stand to benefit from using it as a precedent. USGBC'S TRANSFORMATIVE PRACTICES Statistical analyses indicate that universities' LEED ratings and point totals have increased over time (Chance 2010b). They also indicate that the category of "Energy and Atmosphere" has been most important in determining the ratings universities have achieved. These findings suggest that the ranking system is true to its name (by rewarding focus on "Energy and Environmental Design"), and that there is some level of organizational learning occurring. …

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Planning for Environmental Sustainability : Learning from LEED and the USGBC

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Shannon M. Chance

Papers

Strategic by Design Iterative Approaches to Educational Planning

Assessing University Strategic Plans: a Tool For Consideration

The study of grit in engineering education research: a systematic literature review

Planning for Environmental Sustainability : Learning from LEED and the USGBC

University leadership in energy and environmental design: how postsecondary institutions use the leed® green building rating system