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Full-Text Articles in Education
The History Books Tell It? Collective Bargaining In Higher Education In The 1940s, William A. Herbert
The History Books Tell It? Collective Bargaining In Higher Education In The 1940s, William A. Herbert
Publications and Research
This article presents a history of collective bargaining in higher education during and just after World War II, decades before the establishment of applicable statutory frameworks for labor representation. It examines the collective bargaining program adopted by the University of Illinois in 1945, along with contracts negotiated at other institutions. The article also examines the role of United Public Workers of America (UPWA) and its predecessor unions in organizing and negotiating on behalf of faculty, teachers, and instructors. The first known collective agreements applicable to faculty, teachers and instructors, were negotiated by those unions before UPWA was destroyed during the …
Olivet Nazarene University Academic Advising Assessment: Phase One, Sue Rattin
Olivet Nazarene University Academic Advising Assessment: Phase One, Sue Rattin
Scholarship – Academic Affairs Office
Retaining college students has emerged as a top priority for colleges and university administrators; therefore, post-secondary institutions have invested heavily in student success initiatives. Unfortunately colleges and universities fail to view academic advising as key to student success. The comprehensive academic advising assessment at ONU identified key stakeholders and collected information related to the nature and scope of advising sessions, evaluations of academic advisors and student advisor satisfaction with advising activities. Results from the academic advising assessment suggested that Olivet administrators should develop a comprehensive advising program consistent with the Council for the Advancement of Standards in Higher Education (CAS) …
Reframing Readiness: Through The Cracked Looking Glass: The Framework For Success In Postsecondary Writing As Assessment Model, David Hyman
Publications and Research
The Framework for Success in Postsecondary Writing (Council of Writing Program Administrators, National Council of Teachers of English, and National Writing Project) describes experiences and habits of mind that will equip students for success in college writing. This column highlights examples of the values espoused by the Framework and aims to increase understanding of this statement, advocating for its rich conception of writing.
Examining Equity In Tenure Processes At Higher Education Music Programs: An Institutional Ethnography, Deborah Bradley, Deanna Yerichuk, Lori-Anne Dolloff, Kiera Galway, Kathy M. Robinson, Jody Stark, Elizabeth Gould
Examining Equity In Tenure Processes At Higher Education Music Programs: An Institutional Ethnography, Deborah Bradley, Deanna Yerichuk, Lori-Anne Dolloff, Kiera Galway, Kathy M. Robinson, Jody Stark, Elizabeth Gould
Music Faculty Publications
As part of a larger mixed-methods study, this article presents findings from research on processes of tenure in Canadian higher education music faculties. The Principle Investigator and three teams of two researchers analyzed the process of tenure at three Canadian institutions to gain insight into how tenure decisions are made in relation to gender and race/ethnicity. The researchers used institutional ethnography, developed by sociologist Dorothy Smith, to examine institutional documents that organize tenure, as well as how documents organize people’s actions, studied through interviews with key stakeholders, such as directors, tenure applicants, and union representatives. The findings from the three …
Dwelling In The Ruins: Recovering Student Use Of Metaphor In The Posthistorical University, Daniel P. Richards
Dwelling In The Ruins: Recovering Student Use Of Metaphor In The Posthistorical University, Daniel P. Richards
English Faculty Publications
This article argues that the field of Rhetoric and Composition has long harnessed the active potential of metaphor to change its own practices but has considerably overlooked student use of metaphor--a particularly urgent oversight given the metaphorical battleground that constitutes the discourse of contemporary higher education. Using this exigency, the article 1) explains how a more thorough reading of Lakoff and Johnson's popular work on metaphor theory can re-energize Rhetoric and Composition to be more inclusive of student experiences in classroom coverage of metaphor and 2) offers imaginative but concrete pedagogical approaches and activities aimed at facilitating student learning of …