Education Commons^™

Ua1c11/13 Paul Garrett Photo Collection, Wku Archives

WKU Archives Collection Inventories

Photos removed from WKU President's Office - Paul Garrett papers.

Implementation Plans For Course Redesigns: An Exploration Of Identified Strategies, Rebecca Campbell, Benjamin Blankenship

To Improve the Academy: A Journal of Educational Development

Institutions are redesigning gateway courses—lower-division courses known to create student success bottlenecks—to influence persistence and completion goals. These initiatives, student success course redesigns (SSCR), are specialized versions of course design institutes (CDIs). This investigation into SSCRs uses content analysis to examine the implementation plans created during a SSCR. Results demonstrated that the majority of the strategies planned focused on the Learning key performance indicator (KPI), and the minority of the planned-for strategies focused on the Monitoring Student Performance KPI. A more granular analysis of the Learning strategies revealed five themes: Content, Assessment, Pedagogy, Syllabus, and Student Success. Additional results indicated …

Constellations Of Support: A Community Development Model, Tracy Smith, Melba Spooner

To Improve the Academy: A Journal of Educational Development

This article describes the rationale, development process, and initial artifacts and outcomes of a faculty support (a.k.a. mentoring) model developed for a specific academic context: a College of Education at a Southeastern comprehensive public university. The purposes of this article are to (1) describe the research and theoretical models that guided the development of the program; (2) provide a research-based rationale for a context-based community development model of faculty support; (3) propose a set of principles for a context-based developmental community model of faculty support; (4) describe the process for developing a community development mentoring model for faculty at all …

Leveraging Collaboration And Peer Support To Initiate And Sustain A Faculty Development Program, Anneris Coria-Navia, Scott Moncrieff

To Improve the Academy: A Journal of Educational Development

In today’s impoverished higher education fiscal climate, especially considering the enormous financial implications to higher education of accommodating the changes required by the coronavirus pandemic, “nonessential” though highly important programs, such as centers for teaching and learning (CTLs), are very likely to be underfunded. In this study, we illustrate how underfunded programs can leverage peer collaboration and support to initiate productive, formal systems of assistance for faculty by describing a number of such programs developed by and/or coordinated by our CTL. Moreover, we propose that sustainable programs, especially at small liberal arts institutions, must include a strong component of peer …

Discomfort And Other Factors That Influence The Effectiveness Of Graduate Student Peer Consultations, Mark W. Pleiss, Krisztina Erzsebet Dearborn

To Improve the Academy: A Journal of Educational Development

The following study reports the findings of two surveys given to graduate teacher consultants (n = 30) and graduate student teachers (n = 59) who completed video-teacher consultations at a public, R1 university. The surveys assessed the overall effectiveness of peer consultation for both sides and identified the factors that influenced those assessments. We found that the level of comfort expressed by consultants and graduate teachers during their first consultations had the greatest impact on their perceived level of effectiveness. The time between consultants’ training and their first consultation also affected their assessments. Other factors that did and did not …

An Efficient And Coherent Pipeline For Graduate Student And Postdoctoral Scholar Educational Development, Daniel Mann, Matthew Mahavongtrakul, Ashley Hooper

To Improve the Academy: A Journal of Educational Development

As higher education shifts toward a culture of evidence-based teaching practices, future faculty are seeking opportunities to develop their pedagogical knowledge and skills. Many centers for teaching and learning (CTLs) have not proportionally grown in resources to meet the demand for graduate student and postdoctoral scholar programming (e.g., teaching certificates and pedagogy seminars). This article presents a model of a wide-ranging, coherent pipeline of educational development for graduate students and postdoctoral scholars managed by a CTL with modest staffing.

Focus On Outcomes: Fostering Systemic Departmental Improvements, Daniel L. Reinholz, Mary E. Pilgrim, Amelia Stone-Johnson, Karen Falkenburg, Christopher Geanious, Courtney Ngai, Joel Christopher Corbo, Sarah B. Wise

To Improve the Academy: A Journal of Educational Development

This article describes how a focus on outcomes can be a tool for guiding systemic change. By focusing on positive outcomes to be achieved, a group can guide its collective efforts toward an ideal future rather than becoming fixated on individual problems to solve. While there is support for an outcome-guided approach in the literature on individual and organizational change, this approach has not been used extensively to support department-level changes in science, technology, engineering, and mathematics (STEM) education.

Motivation To “Keep Pushin’”: Insights Into Faculty Development Facilitating Inclusive Pedagogy, Kelly Erby, Melanie Burdick, Sandra Winn Tutwiler, Dan Petersen

To Improve the Academy: A Journal of Educational Development

This study focuses on the lived experiences of nine university faculty who were attempting to implement inclusive teaching practices following university-sponsored faculty development. While the participants were each successful in their respective implementations, they all expressed anxiety at the beginning of the semester as well as at the end when they reflected upon the changes they made. This occurred despite deeply held motivations to change their teaching and make a difference for their students. The participants encountered barriers that centered on feelings related to self-confidence, student perception, and peer approval. Findings include descriptions of these anxieties and the supports that …

Beyond Instructional Development: An Exploration Of Using Formal Pedagogy Training To Benefit Perceived Quality Of Life And Sense Of Community In Graduate Students, Matthew Mahavongtrakul, Ashley Hooper, Daniel Mann, Brian Sato

To Improve the Academy: A Journal of Educational Development

The Association of American Colleges and Universities calls for improvements in teaching preparation in graduate programs as a transferable skill for future faculty. However, the amount of institutional and faculty support for these programs is limited. For the relatively few programs that exist, rarely do they have their outcomes assessed in a data-driven manner. This is disconcerting considering that participation in professional development can improve work-life balance, and graduate students often work long hours, suffer from mental health issues, and face increasing career competition. In this case study, we explore how two teaching development programs impacted pedagogical knowledge, perceived quality …

Finding Our Voice: Highly Flexible Ed For The Hyflex World, Kristine Larsen, Cristina Robinson, Jason A. Melnyk, Jennifer Nicoletti, Amy Gagnon, Kelly Mclaughlin, Mina Hussaini

To Improve the Academy: A Journal of Educational Development

The COVID-19 pandemic brought about unprecedented changes in our approach to delivering educational development (ED) programming. In this article we discuss how our dual ED centers pivoted during the sudden switch to online learning, highlighting how we overcame challenges such as a small staff, tight timelines, and faculty anxieties. Particularly, we explore how we adapted to the university’s investment in technologically advanced Hybrid-Flexible (HyFlex) classroom spaces and utilized a multi-pronged team approach to provide effective and timely ED to faculty. By identifying key faculty leaders, identifying multiple sources of data, and using multiple modalities, we supported the faculty in their …

Ua1f Kern Alexander Censorship Vertical File, Wku Archives

WKU Archives Records

Digitized vertical file materials regarding WKU President Kern Alexander's interactions with the College Heights Herald.

Ua1f Kern Alexander Vertical File Part 3, Wku Archives

WKU Archives Records

Digitized vertical file materials regarding WKU President Kern Alexander and his tenure as president 1986-1988.

Ua19/16/2 Track & Field Press Releases, Wku Athletic Media Relations

WKU Archives Records

Press releases, photos and meet statistics for WKU track & field team in 2021.

Ua19/16/2 Athletic Media Relations Press Releases, Wku Athletic Media Relations

WKU Archives Records

General WKU athletic press releases for 2021.

Ua19/16/2 Soccer Press Releases, Wku Athletic Media Relations

WKU Archives Records

Press releases, photos and game statistics for WKU soccer team in 2021.

Ua19/16/2 Volleyball Press Releases, Wku Athletic Media Relations

WKU Archives Records

Press releases, photos and game statistics for WKU volleyball team in 2021.

Ua19/16/1 Lady Topper Basketball Media Guide, Wku Athletic Media Relations

WKU Archives Records

2021-22 women's basketball media guide produced by WKU Athletic Media Relations, includes athletic records and statistics, photographs, schedule and information regarding opponents.

Ua35/7 Preparing Students For Infinite Possibilities 2007-2021, Wku Gatton Academy Of Mathematics & Science In Kentucky

WKU Archives Records

Report of awards, research projects, study abroad opportunities and alumni achievements.

• Hannah Fugate
• Naomi Kellogg
• Niven Achenjang
• Tyler Jury
• Paul Hudson
• Luke Yap
• Chris Obermeyer
• Vishnu Tirumala
• Hannah Pennington
• Shelby Rader
• Sarah Schrader
• Ryan Gott
• Alex Pena
• Jenna Ellis
• Elaine Flynn

Ua12/8 Annual Campus Safety & Security Report, Wku Police

WKU Archives Records

A statement of current campus policies regarding procedures for students and others to report criminal actions or other emergencies occurring on campus and policies concerning the institution's response to such reports.

Ua64/4 College Of Education & Behavioral Sciences Human Relations Center, Wku Archives

WKU Archives Collection Inventories

Records created by and about the Human Relations Center.

Trauma-Informed Leadership, Corinne Brion

Educational Leadership Faculty Publications

According to recent data, over 34 million students have experienced at least one or more types of serious childhood trauma. As a result, current and prospective school leaders urgently need to develop trauma-driven skills and abilities in order to create safe schools for all students and raise academic outcomes. This teaching case study raises issues related to trauma experienced among students and its impact on students and school improvement. The author discusses one case in a fictitious district that is representative of the kind of traumas many other American schools face. I also provide additional resources for practitioners.

Marianist Educational Associates: Advancing And Promoting The Mission Of Catholic And Marianist Universities, Corinne Brion, Allison P. Leigh

Educational Leadership Faculty Publications

Preparing employees to become stewards of the Marianist values and charisms has become a priority at a Marianist institution because employees impact the institution’s environment and faculty and staff directly impact student learning. To date, there is a lack of research conducted among employees of a Marianist institution on how new understandings of institutional mission get transferred to their jobs. Additionally, there is a lack of empirical studies that examine what enhances and hinders the transfer of such understanding. Using the Multidimensional Model of Learning Transfer as a theoretical framework, the purpose of this qualitative study is to explore the …

Raw And Pure Education In The Society, Iwasan D. Kejawa Ed.D

Department of Educational Administration: Dissertations, Theses, and Student Research

What does education mean to individuals in the world today? Education is a way one can attain or improve his or her ability to lead and survive in the society of ours. Without educational training of the mind, it may be impossible to realize the importance of adaptability of living in the environment. Without education, It may also be difficult to embellish the use of both the mental and physical attributes possessed by individual beings.

What really is education? Education is the training of the mind to perform desire functions or to perpetuate the modality of obtaining an end or …

Creating Intentionally Inviting School Cultures During Crisis, Corinne Brion

Educational Leadership Faculty Publications

This qualitative study used Purkey and Novack’s (1988) Invitational Education as a conceptual framework to understand how 30 educational leaders in Ohio’s urban and suburban districts created intentionally inviting school cultures during the 2020 COVID-19 pandemic. Findings indicated that leaders altered their leadership styles to focus on people rather than programs and policies in order to be more inviting. Challenges pertained to insufficient funding to provide professional development for teachers and parents and the need for more mobile devices and connectivity. This study is significant because it expands the invitational education framework to show how leaders are being intentionally inviting …

The Use Of Culturally Proficient Professional Development To Enhance Learning Transfer, Corinne Brion

Educational Leadership Faculty Publications

The National Staff Development Council recommends that principals devote 10% of the school budget and 25% of teacher time to professional development (PD). While PD requires time, it is crucial that the time be organized, carefully structured, and purposefully led to avoid the waste of human and financial resources. Despite the millions of dollars spent on professional development nationally, student learning outcomes continue to stagnate or dwindle, discipline issues continue to skyrocket, and teacher moral plummets. This may be due, in part, to leaders paying little attention to learning transfer. Culture plays a key role in one’s ability to learn …

Changing Cultural Norms Through Educational Leadership: Voices From Ghanaian Women Principals, Corinne Brion, A. Ampah-Mensah

Educational Leadership Faculty Publications

The purpose of this phenomenology study was to understand the experiences of women principals located in Komenda Edina Eguafo Abrem (KEEA) district of the Central Region of Ghana, a patriarchal and traditional society. Specifically, this study examined how cultural factors positively or negatively influenced women access to the principal role and influenced their leadership experiences. Using Hofstede et al.’s (2010) six dimensions of national culture as a conceptual framework, this study elucidates the experiences of 12 women school leaders. Findings revealed that these women navigated cultural norms and beliefs in order to exercise their own leadership style and pursue their …

Building Emotionally Resilient Schools And Educators During Crises, Corinne Brion

Educational Leadership Faculty Publications

Teaching is one of the most stressful occupations in the U.S (Gallup, 2014). Stress affects teachers’ health and well-being, job satisfaction, job turnover, and student outcomes (Greenberg et al., 2016). Possessing and using social and emotional skills is necessary to regulate stress, maintain healthy personal and professional lives, and thrive as teachers and leaders (Jennings & Greenberg, 2009; Jennings, 2015). Social Emotional Learning (SEL) is key to human development because it is “the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective …

Covid-19 Crisis Management Strategies And Challenges Of Educational Leaders In America, Corinne Brion, Bilgen Kiral

Educational Leadership Faculty Publications

This research was conducted to understand how 30 American school leaders managed during the COVID-19 pandemic. This qualitative study used a case study approach. The researchers utilized a convenience and snowball sampling to conduct Zoom interviews in May 2020. The research findings revealed that leaders encountered numerous difficulties related to having to lead during two crises (a global pandemic and social-racial issues). Findings also indicated that leaders altered their style and used many strategies to lead in times of crises: They emphasized communication, became stress managers and cheer leaders, focused on developing a sense of belonging among teachers and students …

The Minutes Of The Marshall University Board Of Governors Meeting, December 17, 2020, Marshall University Board Of Governors

Board of Governors Minutes

No abstract provided.

Meeting Minutes, Wku Council Of Academic Deans

Council of Academic Deans

Meeting regarding research compliance, graduate tuition fellowships, Diversity, Equity & Inclusion Committee, Chalk & Wire, student success summit, Living Learning Program, strategic plan, Global Learning & International Affairs, COVID-19 vaccine, fall 2021 course schedule and academic standing.