Higher Education Administration Commons^™

Faculty Facilitation Of Help-Seeking On Campus: A Phenomenological Study, Lillian V. Clark

Electronic Theses and Dissertations

An ever-increasing number of students on college campuses are experiencing distress, and not all students in need of care are being reached (Kitzrow, 2009, LeViness, et al., 2019). Faculty are one of the most valuable resources for identifying and connecting students to care (Kitzrow, 2009). Despite this, we know very little about the experiences of faculty working with students in distress. This study sought to understand those experiences, as well as identify the barriers to connecting students to care. A qualitative study using an Interpretive Phenomenology framework was conducted (Smith & Osborn, 2007, Moustakas, 1994). Four themes were interpreted from …

Faculty Perceptions Of Dyadic Advising Relationships, Power, And Cultural Consciousness On College Student Learning Outcomes, Hind Albana

Seton Hall University Dissertations and Theses (ETDs)

Abstract

Academic advising in institutions of higher education lack consistent assessment and evaluation of practices impairing the ability to define the role, objectives, and methods utilized. Over-reliance on student satisfaction surveys for evaluating advising reinforces this phenomenon. To break the cycle, this study used survey responses from a nationwide sample (N = 156) of faculty advisors from public and private 4-year colleges and universities to examine the relationship between and among the constructs of a working relationship, shared power, cultural consciousness, and student learning outcomes. The questionnaire instrument score produced a Cronbach's alpha of .927, illustrating substantially strong internal consistency. …

From Collaborative To Collegial Communities: Transitioning From Student Affairs Practitioner To Faculty, Michelle Lea Boettcher, Dena Kniess, Mimi Benjamin

Georgia Journal of College Student Affairs

While student affairs (SA) practitioner expertise can inform a faculty member’s knowledge in the classroom, the transition into a tenure-track faculty role from student affairs administrative roles is complex. One of the differences new faculty members with SA administrator backgrounds experience is a change in the work community and shift from collaborative to collegial cultures. While studies have examined the transition of student affairs professionals from graduate programs to full time student affairs practitioner roles and graduate students into the professoriate, there is limited scholarship on the transitional experiences of student affairs practitioners moving into faculty positions. This qualitative study …

Integrating Religious And Professional Identities: Christian Faculty At Public Institutions Of Higher Education, Christy M. Craft, John D. Foubert, Jessica J. Lane

John D. Foubert

The purpose of this phenomenological study was to investigate how Christian faculty members integrate their religious identity with their professional identity within public colleges and universities. Semi-structured interviews with 12 Christian faculty members shed light on their perceived "calling" to public higher education, as well as revealed insights as to how they overtly and covertly attempt to express their religious identity within the workplace.

Integrating Religious And Professional Identities: Christian Faculty At Public Institutions Of Higher Education, Christy M. Craft, John D. Foubert, Jessica J. Lane

Christy Moran Craft

The purpose of this phenomenological study was to investigate how Christian faculty members integrate their religious identity with their professional identity within public colleges and universities. Semi-structured interviews with 12 Christian faculty members shed light on their perceived "calling" to public higher education, as well as revealed insights as to how they overtly and covertly attempt to express their religious identity within the workplace.

Finding Congruence, Finding Meaning: Value Intersections And Transforming Relationships Among Faculty And Staff At A Religious College, Christy M. Craft, Alyssa N. Bryant

Christy Moran Craft

This case study explored how faculty and staff derived meaning from their work within a religious college environment. The findings suggest that the meaning-making process was fostered by connection. Many staff and faculty found meaning in their work as they experienced correspondence between work and personal values, the mission and values of the institution, and/or global democratic values. Furthermore, transforming relationships that were personally affirming and enabled faculty and staff to make a difference and observe transformation in others' lives were instrumental in providing a conduit for meaningful connection.

“Teaching While Black”: Narratives Of African American Student Affairs Faculty, Lori Patton, Christopher Catching

Lori Patton Davis

African American faculty have historically been underrepresented within predominantly white institutions (PWIs) and deal with academic isolation, marginalization of their scholarship, and racial hostility. Little is known about the experiences of African American faculty who teach in student affairs graduate programs. The purpose of this study was to focus on their experiences through examination and utilization of their personal counter-narratives. This manuscript highlights the racial profiling that often shapes their experiences. We employ a qualitative critical race analysis that utilizes counterstorytelling as method to elucidate the experiences of the 13 African American faculty participants in our study.

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.

Ua1b3/7 Meeting Minutes, Wku Faculty

WKU Archives Records

Minutes of the WKU faculty meetings for 1923.

Ua1b3/7 Meeting Minutes, Wku Faculty

WKU Archives Records

Minutes of the WKU faculty meetings for 1922.

Ua1b3/7 Meeting Minutes, Wku Faculty

WKU Archives Records

Minutes of the WKU faculty meetings for 1921.

Ua1b3/7 Meeting Minutes, Wku Faculty

WKU Archives Records

Minutes of the WKU faculty meetings for 1920.

Ua1b3/7 Meeting Minutes, Wku Faculty

WKU Archives Records

Minutes of the WKU faculty meetings for 1919.

Ua1b3/7 Meeting Minutes, Wku Faculty

WKU Archives Records

Minutes of the WKU faculty meetings for 1918.

Ua1b3/7 Meeting Minutes, Wku Faculty

WKU Archives Records

Minutes of the WKU faculty meetings for 1917.

Ua1b3/7 Meeting Minutes, Wku Faculty

WKU Archives Records

Minutes of the WKU faculty meetings for 1916.

Ua1b3/7 Meeting Minutes, Wku Faculty

WKU Archives Records

Minutes of the WKU faculty meetings for 1915.