Showing papers on "Professional development published in 1975"

How Do We Get There From Here? Program Design for Faculty Development

Abstract: This paper analyzes the stages through which attitudes about faculty development pass in a given institution, and suggests that coordination of programs with the prevailing institutional climate will increase their relevance and potential impact. Workshops, evaluation procedures, and institutional policies regarding instructional development should differ according to whether an institution's prevailing attitudes are oriented to consciousness-raising (Stage 1), focal awareness (Stage 2), or subsidiary awareness (Stage 3). Suggestions are made as to which programs fit the different developmental stages.

The two-professional marriage: a new conflict syndrome.

Abstract: The two-professional marriage that begins during the period of preprofessional or professional training is apt to break down during the immediate posttraining period. Reasons for this occurrence are discussed in the light of marital dynamics and adult developmental issues, with special emphasis on female professional role development.

The future of medical eduction: forecast of the Council of Deans.

Abstract: This paper reports the results of a Delphi probe of the perceptions of medical school deans regarding the most significant changes in medical education and in the health care system which they expect to influence medical education over the next 20 years. The study, conducted in the first quarter of 1974, included an analysis of 54 potential changes distilled from over 440 suggestions. A composite view of the probability of occurring, impact on the system and percentage of deans favoring the change are presented. In general, the future is believed to hold more positive changes than negative ones, and those most likely to occur will come about in the near term. The results disclose few surprising conclusions but provide a structural description of areas of consensus and disagreement among deans.

A Three-Dimensional View of Faculty Development

Abstract: The paradox of emphasizing faculty development in a time of budget cuts and inflation may appear to be professional protectionism. In fact, however, its roots lie in significant issues facing the academic community and in the changed relationship between postsecondary institutions and society. To meet these conditions planning for faculty development must be programmatic and encompass a larger framework of ideas, issues, and practices. Three dimensions are proposed: the professional dimension embodies some of the critical conceptual questions; the curricular dimension includes not only the improvement of instruction, but also designs for learning; the institutional dimension, long submerged, but now surfacing as a set of new demands on higher education. From a consideration of these dimensions a set of principles for planning and a matrix for programming are derived.

Research for a practice professional.

Abstract: Research for any practice profession necessarily deals with professional arts and skills, with the base of knowledge underlying the practice field, and with the initial and continuing education of the professional. Recent developments and activities in the above areas are discussed, including growth in the investigator pool and studies that deal with the process and outcomes of nursing care.

The assessment of teaching in higher education: A critical retrospect and a proposal

Abstract: The first part of this paper (published in Higher Education, Vol. 4, No. 3) summarized fundamental defects in three contemporary approaches to the evaluation of teaching in higher education: assessment of learning outcomes, analysis of teacher characteristics and analysis of pedagogical behavior. The absence of a cumulative coherent theoretical framework for analysis obviated use of data from these sources in support of professional development or productive personnel decisions. A normative conception of teaching was argued as a necessity to justifiable evaluation. In this second essay, the required conception is developed in a context of development of a capacity for critical norm-oriented human action as a central goal of higher education. In developing this conception, teaching is distinguished from other activities frequently incorporating the same techniques: conditioning, indoctrinating, brainwashing, training, informing and instructing. Intent is stipulated as the key factor. The stipulated intent is not to produce learning, but to “bring about” a specified sequence of intervening activities necessary to intellectual development required for attainment of desired general educational goals. A “gnometectonic” sequence integrates pedagogical and student activities which are the foundation of the intended intellectual development. The gnometectonic sequence and a model of intellectual development constitute the essential structure of a potential theory of teaching and the basis for a Teacher Assessment Program. This structure is realized in the construction of student and instructor report forms as a first step in the development of such a program. Data derived from these forms are based on minimal assumptions beyond those implied by the normative teaching model. Preliminary results from trial use of forms-in-development indicate the effectiveness of the model in discriminating teachers in terms of intent, course arrangements in support of that intent and student perceptions of consequences of these arrangements as related to instructor expectations. In addition, reports about relevant pedagogical aspects of a course are differentiated from preference-related reports of course “atmosphere”.

Academic and Professional Training Patterns of Science Writers.

Abstract: b Several researchers explored the academic and professional backgrounds of science writers after Kneghbaum's pioneer study in 1940.1 but the last such study was reported a decade ago, and no one has examined in substantial detail the kinds of training patterns science writers would recommend for persons hoping to enter the field, or determined the extent to which science writers. recommend for others the kinds of training they had. The methodology in this study is similar to the mail questionnaire techni-que used by Krieghbaum, the National Association of Science Writers, lnc.,2 Johnson,' Science Service4 and Small5 in their studies of the backgrmnds. of science writers. The technique was employed here in an effort:

Goals in teaching undergraduates: professional reproduction and client-centeredness

Abstract: The traditional goals and objectives of American higher education are being chal lenged both in and outside of the academic community. A recent essay by Harvard's pres ident (Bok, 1974), along with others in the same volume, reflect the rising interest in more explicitly defining and refocusing the aims of undergraduate teaching. Previously ascendent conceptions of purely disciplinary and scholarly purpose are criticized for an overriding concentration on professional re production, and for an indifference if not hostility toward other objectives dealing with students' psychic development and with fit ting students for non-academic social roles. This theme denotes a kind of paradigm shift in the typologies used for pedagogical analy sis. Research on teaching has traditionally compared "utilitarian" with "normative'' orientations (Gamson, .1966), "technical" with "moral" objectives (Vreeland and Bid well, 1966; Friedman, 1967), or preprofes sional and vocational training with general liberal education (Reid and Bates, 1971; Zelan, 1974). In contrast, the more contem porary issues and the present paper focuses on whether instruction is ' ' client-centered ' ' or

Goals of medical student psychiatric education.

Abstract: In this article the authors present a comprehensive statement of the goals of medical student psychiatric education. The focus is on content rather than on the process of teaching or of curriculum design. Many of the areas of learning are likely either to be taught by nonpsychiatric instructors or to be not specifically programmable into a curriculum. The approach of focusing on the desired competence in terms of knowledge, skills, and attitudes can result in these goals and their subsequent modifications serving as a benchmark for assessment of the adequacy of a particular program.

A One-Day Professional Development Seminar on Student Behavior for In-Service Teachers and Administrators in Selected Vocational Schools in New Jersey. Training Series in Vocational Technical Education. Final Report.

Abstract: AUTHOR Drawbaugh, Charles C.; Schaefer, Carl J. TITLE A One-Day Professional Development Seminar on Student Behavior for In-Service Teachers and Administrators in Selected Vocational Schools in New Jersey. Training Series in Vocational Technical Education. Final Report. INSTITUTION Rutgers, The State Univ., New Brunswick, N.J. Dept. of Vocational-Technical Education. SPONS AGENCY Bureau of Occupational and Adult Education (DHEW/OE), Washington, D.C.; New Jersey State Dept. of Education, Trenton. Div. of Vocational Education. PUB DATE Jun 75 NOTE 113p.

The School Counselor's Role in Special Education

Abstract: The purpose of this study was (a) to survey school counselor preparation and perceived and projected role in serving special education students in the southwestern region of the United States; and (b) to determine the status of counselor education programs throughout the nation in preparing counselors to effectively serve exceptional students The results indicated that 50 percent of the school counselor sample advocated additional involvement with exceptional students, 43 percent felt inadequately prepared to deal effectively with exceptional students, and 60 percent would be more willing to serve exceptional students if their training in special education had been more extensive

Areas of Concentration in the Graduate Curriculum: A Three-Dimensional Model.

Abstract: “Areas of concentration” has been identified as an organizing concept around which the graduate social work curriculum may be restructured. The evident need for correspondence and congruence between social work practice specializations and educational areas of concentration suggests the utility of analyzing the various ways in which social work practice has been conceptualized over time. This analysis has revealed an irreducible minimum of three major dimensions of social work practice which, in various combinations, provide a three-dimensional model for identifying areas of concentration in the graduate social work curriculum.

Group Leader Preparation

Abstract: This article describes a 10-week workshop for experienced counselors who are interested in learning to do group counseling. It describes the treatment process, the selection of enrollees, the laboratory experiences provided for both personal and professional development, and the supervision provided. Follow-up evaluation of the workshop with participants revealed that they achieved most of their personal and professional goals. The author believes that three primary elements contributed to the success of the workshop: (a) carefully selected, committed, competent students, (b) committed, competent staff, and (c) the allocation of adequate staff time to provide quality supervision.

Graduate and Professional Education of Women

Abstract: (1975). Graduate and Professional Education of Women. Improving College and University Teaching: Vol. 23, Women Professors, pp. 5-6.