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Full-Text Articles in Higher Education Administration
An Exploration Of Trauma-Inclusive Pedagogy And Students’ Perceptions Of Academic Success, R. Jason Lynch, Krista Wojdak
An Exploration Of Trauma-Inclusive Pedagogy And Students’ Perceptions Of Academic Success, R. Jason Lynch, Krista Wojdak
To Improve the Academy: A Journal of Educational Development
While trauma-inclusive approaches to student learning have been well documented in K–12 contexts, postsecondary education has done little to incorporate trauma-inclusive pedagogy into college classrooms. Using a sample (n = 529) of graduate and undergraduate students at a public rural-serving regional serving university, this study aims to explore differences in students’ perception of academic success in courses where trauma-inclusive practices were used and courses where these practices were not. Findings provide evidence that students felt more successful in courses where trauma-inclusive practices were used. Additionally, researchers were able to demonstrate that differences in perceptions of success were more pronounced …
Assessment Basics: How To Implement An Effective Student Learning Assessment Process, Frederick Burrack
Assessment Basics: How To Implement An Effective Student Learning Assessment Process, Frederick Burrack
Academic Chairpersons Conference Proceedings
Assessment Basics is a workshop focused on understanding the purpose behind student learning assessment, strategies to guide curricular integration, and techniques to use data for program improvement. Participants will be involved in leadership techniques to transfer into their own context. Experience with assessment processes will enable academic chairpersons with skills to guide faculty involvement and promote self-review of data that leads to continual program improvement.
Uno Guide For The Assessment Of General Education Slos, Academic Affairs
Uno Guide For The Assessment Of General Education Slos, Academic Affairs
Student Learning
The UNO General Education Committee is responsible for assessing the student learning outcomes of courses it endorses as providing general education credit. It conducts regular reviews of student learning outcomes (SLO’s) assessment in each of these courses. Assessments of student learning occur at different levels (e.g., task level, course level, program level). The focus here is on course level assessment with an emphasis on end-of-course student learning outcomes and objectives pertinent to general education. This guide is intended to help reporting units develop an assessment plan for each of their general education courses and organize the relevant information in an …
Uno Guide For The Assessment Of Program Slos 2016-17, Academic Affairs
Uno Guide For The Assessment Of Program Slos 2016-17, Academic Affairs
Student Learning
The UNO Academic Assessment Committee is responsible for guiding the process of campus-wide academic assessment of student learning, and to that end, it conducts regular reviews of student learning outcome (SLO) assessment in each degree granted. Assessments of student learning occur at different levels (e.g., task level, course level, program level). The focus here is on program level assessment with an emphasis on end-of-program student learning outcomes and objectives. This guide is intended to assist academic units with developing an assessment plan for each degree program and organizing the relevant information into an assessment report.
Uno-Website-Uno-Student-Code-Of-Conduct 3.B, Nu Board Of Regents
Uno-Website-Uno-Student-Code-Of-Conduct 3.B, Nu Board Of Regents
Student Learning
B. Conduct – Rules and Regulations
Uno-Website-Uno-Student-Code-Of-Conduct Article Iv, Nu Board Of Regents
Uno-Website-Uno-Student-Code-Of-Conduct Article Iv, Nu Board Of Regents
Student Learning
Article IV: Student Code of Conduct Disciplinary Procedures
Nu-Bor-Bylaws-3.1.1, Nu Board Of Regents
Nu-Bor-Bylaws-4.16, Nu Board Of Regents
Nu-Bor-Bylaws-4.16, Nu Board Of Regents
Student Learning
4.16 “Extraordinary Circumstances Because of Financial Exigencies" and "Financial Exigency" Defined.
Nu-Bor-Bylaws-4.1, Nu Board Of Regents
Nu-Bor-Bylaws-4.1, Nu Board Of Regents
Student Learning
Chapter IV. Rights and Responsibilities of Professional Staff; 4.1 Academic Responsibility.
Nu-Bor-Bylaws-Chapter4, Nu Board Of Regents
Nu-Bor-Bylaws-Chapter4, Nu Board Of Regents
Student Learning
Chapter IV. Rights and Responsibilities of Professional Staff
Nu-Bor-Bylaws-4.2, Nu Board Of Regents
Nu-Website-Bor-Policies 5.1.2, Nu Board Of Regents
Nu-Website-Bor-Policies 5.1.2, Nu Board Of Regents
Student Learning
Chapter 5. Responsibilities and Rights of Students; RP-5.1.2 The Student in the Academic Community
Nu-Bor-Bylaws-3.4, Nu Board Of Regents
Nu-Bor-Bylaws-3.4, Nu Board Of Regents
Student Learning
3.4 Conditions of Employment for the Professional Staff.
Nu-Bor-Bylaws-5.0, Nu Board Of Regents
Nu-Bor-Bylaws-5.0, Nu Board Of Regents
Student Learning
Chapter V. Responsibilities and Rights of Students; 5.0 Statement of Responsibility
Nu-Bor-Bylaws-3.8-3.9, Nu Board Of Regents
Nu-Bor-Bylaws-3.8-3.9, Nu Board Of Regents
Student Learning
3.8 Conflict of Interest.; 3.9 Political Activities of Employees.
Nu-Website-Bor-Policies 3.2.8, Nu Board Of Regents
Nu-Website-Bor-Policies 3.2.8, Nu Board Of Regents
Student Learning
RP-3.2.8 Conflict of Interest and Conflict of Commitment
Nu-Website-Bor-Policies 4.4, Nu Board Of Regents
Nu-Website-Bor-Policies 4.4, Nu Board Of Regents
Student Learning
RP-4.4 Intellectual Property
Nu-Bor-Bylaws-4.3, Nu Board Of Regents
Nu-Bor-Bylaws-4.3, Nu Board Of Regents
Student Learning
4.3 Appointments: Apportionment of Faculty Responsibilities; Stated in Writing.
Nu-Bor-Bylaws-4.5, Nu Board Of Regents
Nu-Bor-Bylaws-4.5, Nu Board Of Regents
Student Learning
4.5 Standards for Promotion, Continuous Appointment, and Salary Adjustment.
Nu-Bor-Bylaws-4.15, Nu Board Of Regents
Nu-Bor-Bylaws-4.15, Nu Board Of Regents
Student Learning
4.15 Professional Conduct Committee.
Nu-Bor-Bylaws-4.14, Nu Board Of Regents
Nu-Bor-Bylaws-4.14, Nu Board Of Regents
Student Learning
4.14 Academic Freedom and Tenure Committee.
Nu-Website-Bor-Policies 4.1, Nu Board Of Regents
Nu-Website-Bor-Policies 4.1, Nu Board Of Regents
Student Learning
Chapter 4. Rights and Responsibilities of Professional Staff; RP-4.1 Political Activity
Valuing The Leadership Role Of University Unit Coordinators, Coral Pepper, Susan Roberts
Valuing The Leadership Role Of University Unit Coordinators, Coral Pepper, Susan Roberts
Research outputs 2014 to 2021
In this paper we describe the experiences of 64 unit coordinators across 15 Australian universities, gathered during 2011/2012 as part of an Office for Learning and Teaching (OLT) project. Our intention was to gain insight into how unit coordinators (academics who coordinate a discrete unit of study) perceive their role as leaders of learning in higher education and whether the support provided to them by their institutions meets their needs. The study is of international significance given the rapidly changing higher education landscape with larger class sizes, reduced funding and the increasing use of technology occurring globally. Following a brief …
Assessing Student Learning, Dr. Susan Hatfield
Assessing Student Learning, Dr. Susan Hatfield
Academic Chairpersons Conference Proceedings
Plans to assess student learning are only useful if they are practical, meaningful and sustainable. This workshop will present a step-by-step approach for implementing a student learning assessment plan that will provide useful data for program improvement.
Teaching In The Entitlement Age: Faculty Perceptions Regarding Student Academic Entitlement Behavior, Nichole P. Gotschall
Teaching In The Entitlement Age: Faculty Perceptions Regarding Student Academic Entitlement Behavior, Nichole P. Gotschall
Walden Dissertations and Doctoral Studies
Student academic entitlement behavior is a problem within the United States' higher education system. This behavior could affect student learning, harm institutional reputation, and inflict undue pressure on faculty. The purpose of this qualitative case study was to understand what faculty members identify as the causes and the implications of student academic entitlement behavior and the actions needed to inhibit the behavior. The work was supported by applying Morrow's conceptual framework that suggests student academic entitlement behavior challenges academic achievement. Completed at a for-profit university in the southern United States, the research questions of this study examined the faculty members' …
Key Characteristics Of Teacher Leaders In Schools, Angela Lumpkin, Heather Claxton, Amanda Wilson
Key Characteristics Of Teacher Leaders In Schools, Angela Lumpkin, Heather Claxton, Amanda Wilson
Administrative Issues Journal
Teacher leaders who share their specialized knowledge, expertise, and experience with other teachers broaden and sustain school and classroom improvement efforts. Teacher leaders can transform classrooms into learning laboratories where every student is engaged in relevant and well-designed curricular content, every teacher embraces the use of more effective instructional strategies, and authentic assessments provide evidence of rich student learning. This work describes four essentialities associated with teacher leaders: a focus on student learning, along with the importance of empowerment, relationships, and collaboration. In addition to gleaning insights from the literature, examples of the impact of teacher leaders in schools are …
Emotion In The Classroom: An Update, Janine Bowen
Emotion In The Classroom: An Update, Janine Bowen
To Improve the Academy: A Journal of Educational Development
Fourteen years ago, POD member Edward Vela drew attention to the role of emotion in learning. In particular he emphasized the need for faculty to express positive emotions in the classroom. Since then researchers continue to measure the effectiveness of positive emotion in student learning but the field of emotion in the classroom has expanded since Vela's essay. The purpose of this article is to not only update Vela's citations on emotion and learning but to provide a broader perspective on the topic and assist faculty developers. Ashkanasy's five level model frames the discussion.
"The Constellations Were In A Different Place": Using Blogs To Understand Student Learning During Study Abroad, Leslie Pitman
"The Constellations Were In A Different Place": Using Blogs To Understand Student Learning During Study Abroad, Leslie Pitman
Theses and Dissertations
While a great deal of research has been done on the pedagogical implications and uses of blogging, and even more research has been done on the effects of study abroad, few studies has investigated the use of blogging as a way that learning is processed during study abroad. This study sought to understand how students use blogs during a study abroad semester and the ways in which the blogs reveal evidence of learning. Eleven blogs, written by students at the University of South Carolina (USC) during their respective semesters abroad, were read, coded, and analyzed in order to answer the …
Uno-Website-Faculty-Senate-Bylaws 6.3, Uno Faculty Senate
Uno-Website-Faculty-Senate-Bylaws 6.3, Uno Faculty Senate
Student Learning
6.3 Professional Conduct Committee
Uno-Website--Faculty-Senate-Bylaws-6.2, Uno Faculty Senate
Uno-Website--Faculty-Senate-Bylaws-6.2, Uno Faculty Senate
Student Learning
6.2 Academic Freedom and Tenure Committee