Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 4 of 4
Full-Text Articles in Education
Ufa Aac Library Sub-Committee Meeting Minutes, November 2016, Barbara Swartzlander
Ufa Aac Library Sub-Committee Meeting Minutes, November 2016, Barbara Swartzlander
UFA AAC Library Sub-committee Meeting Minutes
Meeting report from the University Faculty Assembly Academic Affairs Committee's Library Sub-committee meeting at the University of New England.
The Impact Of Faculty Development On Community College Adjunct Faculty, Stefanie Forster Bourque
The Impact Of Faculty Development On Community College Adjunct Faculty, Stefanie Forster Bourque
All Theses And Dissertations
Facing a host of challenges posed by economic constraints and increased accountability, higher education is rapidly changing. All institutions are expected to meet changing student needs, implement learning-centered pedagogies, and utilize evolving technologies regardless of their size or access to resources. Rural community colleges face the same challenges as all other higher education institutions; however, small, rural colleges have added difficulties due to their size and location. Recruiting qualified faculty is one challenge due to the small number of local residents, and the salary and isolation of a rural college makes it difficult to attract instructors from other areas. Retention …
Ufa Aac Library Sub-Committee Meeting Minutes, April 2016, Barbara Swartzlander
Ufa Aac Library Sub-Committee Meeting Minutes, April 2016, Barbara Swartzlander
UFA AAC Library Sub-committee Meeting Minutes
Meeting report from the University Faculty Assembly Academic Affairs Committee's Library Sub-committee meeting at the University of New England.
Embracing A Culture Of Evidence: A Phenomenological Study Of Faculty Experience Within A Transitioning Assessment Culture, Jennifer A. Galipeau
Embracing A Culture Of Evidence: A Phenomenological Study Of Faculty Experience Within A Transitioning Assessment Culture, Jennifer A. Galipeau
All Theses And Dissertations
This phenomenological study sought to give voice to the lived experiences of faculty within a transitioning assessment culture at an institution of higher education accredited by the New England Association of Colleges and Schools (NEASC). Current literature concerning outcomes assessment (OA) in higher education is highly focused on the need for campuses to foster a robust and pervasive culture around assessment, often termed a culture of evidence. The study site provided a unique opportunity to examine this phenomenon as it was at the mid-point of a multi-year initiative focused on transforming institutional assessment culture. During the study, full-time faculty at …