Higher Education Administration Commons^™

Creating And Celebrating Honors Faculty, Lynne C. Elkes

Journal of the National Collegiate Honors Council Online Archive

Honors faculty are defined by their dedication to their craft and their enormous impact on students in every discipline. However, their role within the larger university setting is nebulous, leading to an undervaluation of their contributions to higher education in an era of negative perceptions of the industry. Honors faculty can be tenured, contingent, academic, or professors of the practice; in every case, questions of promotion, compensation, and teaching assignments make staffing an honors program in a consistent manner difficult at best. These programs, their students, and their faculty would benefit from a more standardized approach to effectively serve honors …

A Mandatory Faculty Diversity Workshop: Does It Work?, Heather Dwyer, Joya Smith

To Improve the Academy: A Journal of Educational Development

This article explores the effectiveness of a mandatory training workshop for faculty. Our center for teaching and learning (CTL) was charged with designing and implementing a diversity training workshop for all full-time faculty. The workshop included an introduction to diversity and inclusion, analysis of microaggressions, discussion of inclusive teaching strategies, and practice responding to difficult situations using realistic classroom scenarios. Data were collected on participants’ familiarity and comfort level with diversity and inclusion concepts and situations via identical pre- and post-assessment. A year later, a follow-up survey was administered, which included the original assessment. Assessment and survey responses indicated positive …

The Impact Of Teacher Methodology Training For Higher Education Faculty Members, Nicole R. Baker

Scholar Week 2016 - present

Many college programs are designed to graduate individuals who are experts in their field of study, but not necessarily individuals who are trained in how to teach. This quantitative, quasi-experiment study examined college faculty member’s level of training in the area of teaching practices and methodology. The relation to student satisfaction, current course performance, attendance, the belief in the need for training, and faculty member’s sense of efficacy in teaching was explored. The Statistical Package for the Social Sciences (SPSS) was used to organize the data using a one-way ANCOVA to analyze the impact the level of training had on …

Faculty As Honors Problem Solvers, Annmarie Guzy

Journal of the National Collegiate Honors Council Online Archive

Postsecondary honors educators are adept at identifying problems and proposing solutions in honors education, but they may not disseminate their solutions effectively. This essay argues that honors administrators should familiarize themselves with the professional and scholarly resources that NCHC institutional membership affords, and then they should share what they have learned with honors teaching faculty. Rather than simply serving as advisors on administrative and programmatic issues, honors faculty also need the tools and opportunities to be effective honors problem solvers for day-to-day pedagogical issues.

Understanding The Development Of Honors Students’ Connections With Faculty, Shannon R. Dean

Journal of the National Collegiate Honors Council Online Archive

Nearly 40% of full-time students enrolled at four-year institutions depart within the first year. Previous research has shown college students are more likely to graduate if they have meaningful interactions with faculty. Honors students provide unique perspectives because of their high levels of interaction with faculty, yet not much is known about how these connections develop. The purpose of this study was to understand how honors students develop connections with faculty. Six upper-division students were interviewed, and participants reflected on meaningful connections made with faculty during their first year. Two themes were identified as influential in developing connections: approachability of …

Educational Development Needs Of Higher Education Faculty Working With Ells, Kevin Joseph Martin

Walden Dissertations and Doctoral Studies

This study was undertaken to examine the educational development (ED) needs of higher education (HE) faculty who have English language learners (ELLs) in their mainstream courses but do not have specialized training in teaching such students. A quantitative approach was used to explore the impact of any existing ED and areas that might need improvement. This study, guided by andragogy, examined the pedagogical needs of these HE faculty. A cross-sectional analysis of online survey data using a multiple analysis of variance (MANOVA) and multiple analysis of covariance (MANCOVA) examined the ED needs and available resources of faculty with respect to …

In Memoriam: Dr. Deborah C. Hecht, Jeffrey B. Morris

Touro Law Review

No abstract provided.

Peer Collaboration: Improving Teaching Through Comprehensive Peer Review, Shelley L. Smith

To Improve the Academy: A Journal of Educational Development

This article includes a brief rationale and review of the literature on peer review of teaching (PRT). Based on that literature review, it offers a proposal for an optimal formative review process that results in a teaching portfolio that would reflect a faculty member’s efforts and successes in a critically reflective PRT process, and contributes to ongoing teaching improvement. It then looks at potential areas of faculty resistance and concern and offers a discussion of potential strategies to overcome those concerns.

University Of New England Governance System, University Of New England

Gene Yonuschot, Ph.D. Collection

The University of New England (UNE) Governance System document describes the structure of the university's governance as well as the purpose and responsibilities of the Board of Trustees, administration, faculty, faculty senate and student advisory bodies.

University Of New England Faculty Handbook, University Of New England

Gene Yonuschot, Ph.D. Collection

The University of New England Faculty Handbook details the definition of faculty and various faculty positions, their responsibilities, tenure process, evaluations, and grievance procedures.

University Of New England College Of Osteopathic Medicine Faculty Handbook, University Of New England College Of Osteopathic Medicine

Gene Yonuschot, Ph.D. Collection

The University of New England College of Osteopathic Medicine Faculty Handbook describes the administrative structure of the college; faculty responsibilities, appointments, evaluations, tenure, and grievance process.

University Of New England Governance System, University Of New England

Gene Yonuschot, Ph.D. Collection

University of New England Governance System document that details the responsibilities of the board of trustees, faculty, and administration as well as the structure of the university, the University Council, Student Advisory bodies, the grievance process, and amendment procedures.

New England College Of Osteopathic Medicine Faculty Policy Handbook, University Of New England

Gene Yonuschot, Ph.D. Collection

The New England College of Osteopathic Medicine Faculty Policy Handbook includes information regarding the structure of the College, faculty classification, appointment, tenure, evaluation and benefits.

Ua68/1 Forum, Vol. Ii, No. 2, Wku Potter College Of Arts & Letters

WKU Archives Records

WKU Potter College of Arts & Letters faculty newsletter regarding faculty research and publications. This issue includes:

• Mounce, Robert. The State of the Humanities
• Fine Arts Festival 1975-1976 Schedule

Ua68/1 Forum, Vol. 1, No. 1, Wku Potter College Of Arts & Letters

WKU Archives Records

WKU Potter College of Arts & Letters faculty newsletter regarding faculty research and publications. This issue includes:

• Why Forum?
• American Council on Education - Freshmen Survey

Ua68/9 History Of Department Of Music, Wku Music

WKU Archives Records

History of the WKU Music Department by unidentified author.

Ua1b3/7 Meeting Minutes, Wku Faculty

WKU Archives Records

Minutes of the WKU faculty meetings for 1938.

Ua1b3/7 Meeting Minutes, Wku Faculty

WKU Archives Records

Minutes of the WKU faculty meetings for 1936.

Ua1b3/7 Meeting Minutes, Wku Faculty

WKU Archives Records

Minutes of the WKU faculty meetings for 1935.

Ua1b3/7 Meeting Minutes, Wku Faculty

WKU Archives Records

Minutes of the WKU faculty meetings for 1934.

Ua1b3/7 Meeting Minutes, Wku Faculty

WKU Archives Records

Minutes of the WKU faculty meetings for 1933.

Ua1b3/7 Meeting Minutes, Wku Faculty

WKU Archives Records

Minutes of the WKU faculty meetings for 1932.

Ua1b3/7 Meeting Minutes, Wku Faculty

WKU Archives Records

Minutes of the WKU faculty meetings for 1931.

Ua1b3/7 Meeting Minutes, Wku Faculty

WKU Archives Records

Minutes of the WKU faculty meetings for 1930.

Ua1b3/7 Meeting Minutes, Wku Faculty

WKU Archives Records

Minutes of the WKU faculty meetings for 1929.

Ua1b3/7 Meeting Minutes, Wku Faculty

WKU Archives Records

Minutes of the WKU faculty meetings for 1928.

Ua1b3/7 Meeting Minutes, Wku Faculty

WKU Archives Records

Minutes of the WKU faculty meetings for 1927.

Ua1b3/7 Meeting Minutes, Wku Faculty

WKU Archives Records

Minutes of the WKU faculty meetings for 1926.

Ua1b3/7 Meeting Minutes, Wku Faculty

WKU Archives Records

Minutes of the WKU faculty meetings for 1925.

Ua1b3/7 Meeting Minutes, Wku Faculty

WKU Archives Records

Minutes of the WKU faculty meetings for 1924.