Social and Behavioral Sciences Commons^™

“A Cog In A Wheel That Gets It Done”: A Qualitative Study Of The Experiences Of Faculty Seeking Administrator Support, Lakesha Anderson, Mattea A. Garcia

Journal of the Association for Communication Administration

This qualitative study sought to determine the stressors that motivate faculty to seek administrator support and examined faculty experiences of administrator support. Participants were 27 full- and part-time faculty members who completed a seven-item online questionnaire. Findings show that many participants felt unsupported by their administrator while navigating the stressful situations for which they sought help. This lack of support led to negative departmental cultures and faculty feeling insecure, undervalued, and isolated. This study highlights the need for policies and practices designed to build relationships between faculty and administrators. Efforts to improve the faculty-–administrator relationship can lead to increased understanding, …

A Typology Of Perceived Negative Course Evaluations, Heather Carmack, Leah E. Lefebvre

Journal of the Association for Communication Administration

Instructors and administrators continue to debate the merit and value of using course evaluations to assess instructor effectiveness and course outcomes, especially when students see course evaluations as satisfaction surveys where they can unload negative and/or hurtful comments directed at instructors. Little is known about instructors’ perceptions of negative course evaluations. This study qualitatively examined faculty’s (N = 90) perceptions of negative course evaluation qualitative comments. Using a grounded analyst-constructed typologies approach, three types of negative course evaluation comments were identified: professional, personal, and performance. These types of negative comments call into question the disconnection between what students and instructors …

Pandemic Issues: Faculty Value Alignment And Burnout, Eu Gene Chin, Brooke Hildebrand Clubbs

Journal of Educational Research and Practice

Burnout among faculty members impacts physical, cognitive, and emotional functioning and has negative socioeconomic consequences downstream. Prior to the pandemic, faculty members were already reporting high levels of burnout, which is characterized by depersonalization, emotional exhaustion, and a lack of personal accomplishment. Previous research reported that value incongruence functions as one of the strongest predictors of depersonalization (and subsequently) turnover intention. This study provides a snapshot of the value alignment and burnout of faculty at a regional public university in the months following the pandemic-induced pivot to remote learning. Results from our survey of faculty members (N = 58) suggest …

A Thematic Analysis Of The Attitudes And Perceptions Of Faculty Towards Inclusion Of Interprofessional Education In Healthcare Curriculum, Jitendra Singh, Tracy Eisenschenk

International Journal of Health Sciences Education

This qualitative study aimed to explore attitudes and perceptions of faculty towards inclusion of interprofessional education (IPE) in healthcare curriculum. Efforts were made to explore faculty members’ definition of IPE, significance of including IPE in content and curriculum and resources available to implement such initiatives in healthcare education programs. Further, challenges faced while including IPE in curriculum were also explored. Face to face semi structured interviews were conducted, and a six-step thematic analysis framework was utilized to analyze the collected data. Further, four dimension criteria was utilized to establish the rigor of the study. Eleven participants across undergraduate and graduate …

A Qualitative Study Examining Home As Faculty Workplace During Covid-19 Self-Isolation, Lee Stadtlander, Amy Sickel

Higher Learning Research Communications

Objectives: Using the lens of the virtual workplace model, the current basic qualitative study examined how COVID-19 self-isolation affected both online and land-based faculty (working online as an emergency due to COVID-19) workspaces and work processes.

Method: A total of 20 online and six land-based faculty completed e-mail interviews both one month and 3 months post self-isolation.

Results: Online faculty were more satisfied with their home workplace, but both groups felt more negative about their online work, as they felt a loss of freedom and independence due to the isolation.

Conclusions: Findings indicated that both land-based and online faculty showed …

An Evaluation Of Agricultural Communications Faculty Members’ Mentoring Experiences, Taylor K. Ruth, Ricky W. Telg, Lisa K. Lundy

Journal of Applied Communications

Agricultural communications programs are expected to grow and emerge over the next decade. For these programs to find success, faculty leading them will need to be properly supported through effective mentoring. The purpose of this study was to evaluate the current mentoring of agricultural communications faculty across the country. In November 2019, an online survey instrument was distributed to a census of members of the Society of Agricultural Communications Scholars listserv. Survey respondents reported mentoring was not formally required, and most of the respondents received informal mentoring. Mentors were most frequently non-agricultural communications faculty in the respondents’ respective department or …

I Would Teach It, But I Don't Know How: Faculty Perceptions Of Cultural Competency In The Health Sciences, A Case Study Analysis, Andrew J. Young, Michelle L. Ramirez

Humboldt Journal of Social Relations

This paper presents results from a survey of faculty perceptions of cultural competency training at “Health Sciences University,” a small, private university in a major city in the Northeastern United States. We found high levels of support among faculty for cultural competency training for students in bench and health sciences broadly, though data suggests that faculty are unsure how to effectively teach cultural competency and how to evaluate its effectiveness. Placing this data alongside literature exploring the lack of diversity and a “chilly climate” in STEM and health science disciplines for marginalized groups, we argue for 1) a need to …

Building Currency: Crafting New Channels For Undergraduate Communication Programs, Vickie Shamp Ellis, Kaylene Barbe, Kalyn G. Fullbright

Administrative Issues Journal

University professional development funds, generally present for faculty, and often available for graduate students through grants or stipends, are seldom available to undergraduates. In this study, we assessed Giddens and Pierson’s (1998) structuration theory in terms of how a professional development fund for undergraduates can impact the lives of students, create new structures within the culture to foster scholarship, and celebrate role models. Specifically, we used action research to trace seven steps involved in one program’s effort to establish a direct funding channel for those wanting to contribute to the lives of undergrads. We demonstrated how the new funding channel …

Summary Report Of A Faculty Colloquium Held On The Encyclical Letter Laudato Si’ Of The Holy Father Francis On Care For Our Common Home, Mark C. Kiley

Journal of Vincentian Social Action

The Papal Encyclical, issued in summer of 2015, elicited the attention of ten faculty members in St. John’s College of Liberal Arts and Sciences. All but two of the participants were faculty members based primarily in Staten Island. What follows is a collection of highlights from the formal presentations.

Faculty Observables And Self-Reported Responsiveness To Academic Dishonesty, Robert T. Burrus, Jr., Adam T. Jones, William H. Sackley, Michael Walker

Administrative Issues Journal

Prior to 2009, a mid-sized public institution in the southeast had a faculty-driven honor policy characterized by little education about the policy and no tracking of repeat offenders. An updated code, implemented in August of 2009, required that students sign an honor pledge, created a formal student honor board, and developed a process to track and hold accountable, repeat offenders. Self-reported data on faculty vigilance to detect and punish cheating is collected both prior to and after a change in the honor code at a mid-sized public institution in the southeast. We find that, at the time of the first …

From Ivory To Babel To A New Foundation, Richard Boris

Journal of Collective Bargaining in the Academy

During my 12 years at the NationalCenter for Collective Bargaining in Higher Education and the Professions, I observed with increasing frustration the inability of administration and faculty leaders—union and governance—to fully grasp, analyze, and find pathways out of public higher education’s current existential crisis.

My many years of observing leaders of public higher education lead me to the inescapable conclusion that together the leaders share a culture that shorts strategic planning, thinking, and boldness and instead favors ad-hoc, incremental acceptance of the ever-changing, slimmed-down state of affairs. The rarified bubbles of presidential cabinets and union boards symbiotically promote policies that, …

Counselor Education Faculty Positions: Requirements And Preferences In Cesnet Announcements 2005-2009, Nancy Bodenhorn, Nadine Hartig, Michelle R. Ghoston, Jasmine Graham, Jesse J. Lile, Corrine Sackett, Laura Boyd Farmer

Journal of Counselor Preparation and Supervision

Counselor Education faculty positions announced on CESNET from 2005 through 2009 (N = 424) were analyzed to ascertain current trends in required and preferred qualifications. Typical qualifications mentioned in announcements include education and experience in clinical settings, teaching, and research. After a doctoral degree, the most common qualification included was experience in clinical settings, indicated by either years of experience or licensure eligibility. Half of the openings did not specify one specialty; school counseling was mentioned most often. Teaching and research requirements frequently referred to "potential" and "commitment". Implications for faculty advisors and graduate students are included.

Identifying Best Practices For Engaging Faculty In International Agricultural Education Experiences, Alexa J. Lamm, T. Grady Roberts, Amy Harder, Nicole Stedman, Marta Hartman

Journal of Human Sciences and Extension

Universities are being called upon to internationalize curriculum as the need for a globally competent workforce increases. Without globally-competent faculty, international integration within higher education cannot occur. Literature indicates that participation in short-term international agricultural education experiences is important to increasing agricultural faculty members’ cultural awareness. However, the best way to design and implement such experiences for faculty is uncharted. The purpose of the study was to identify best practices for facilitating a short-term international agricultural education experience for faculty in the agricultural and life sciences that encouraged learning, discussion, and reflection leading faculty to further integrate international perspectives in …

Chairs Mentoring Faculty Colleagues, Jeff Kerssen-Griep

Journal of the Association for Communication Administration

Many academics struggle to manage the changes that come with suddenly being responsible for chairing a group of peers. As in skilled classroom instruction, leading an academic unit invokes specific structural, strategic, tactical, and interpersonal abilities. New chairs often quickly have to add ways of thinking and acting that are beyond the precise expertise that got them to that point in the first place. With our focus on understanding process, communication scholars may be better equipped than some others to understand this role shift’s dynamics, but often we struggle as mightily as our chemist or engineering or nursing peers to …

Mentoring Post-Secondary Tenure-Track Faculty: A Theory-Building Case Study And Implications For Institutional Policy, Dannielle Joy Davis, Patricia Boyer, Isela Russell

Administrative Issues Journal

The featured research uses theory-building case study to understand the experiences of junior faculty in a mentoring program. Findings suggest the importance of professional interaction for faculty members’ integration into their campus communities. An explanatory model illustrates the findings and supplements discussion of the implications for administrators in terms of retention of new faculty members in postsecondary settings.

Mentoring Postsecondary Tenure-Trackfaculty: A Theory-Building Case Study Andimplications For Institutional Policy, Dannielle Joy Davis, Patricia Boyer, Isela Russell

Administrative Issues Journal

The featured research uses theory-building case study to understand the experiences of junior faculty in a mentoring program. Findings suggest the importance of professional interaction for faculty members’ integration into their campus communities. An explanatory model illustrates the findings and supplements discussion of the implications for administrators in terms of retention of new faculty members in postsecondary settings.

Diversification Of A University Faculty: Women Faculty In The Mit Schools Of Science And Engineering, Nancy Hopkins

New England Journal of Public Policy

A broadly diverse faculty is critical to MIT’s educational mission, and significant efforts have been made to achieve a faculty whose diversity reflects that of the students we train. To assess the success of some of these efforts, I examined the percentage of women faculty in the Schools of Science and Engineering over time. In Science, the increased number (and percentage) of women faculty today is the consequence of: pressures associated with the civil rights movement in the early 1970s; unusual efforts between 1996 and 2000 by former Dean of Science Bob Birgeneau in response to the 1996 Report on …

Numbers Are Not Enough: Women In Higher Education In The 21st Century, Sherry H. Penney, Jennifer Brown, Laura Mcphie Oliveria

New England Journal of Public Policy

Women are now the majority of students in institutions of higher education in the United States, and in many ways women as students and faculty have seen significant progress. But numbers do not tell the whole story. Subtle forms of discrimination continue to exist, and the higher up the pyramid you go, the fewer women are to be found, whether among tenured faculty, as presidents and provosts or as board members and board chairs. Many steps can be taken to improve the situation. Some institutions are recognizing that. We note some positive changes and discuss areas where improvement is needed. …

Collaborating With Campus Administrators And Faculty To Integrate Information Literacy And Assessment Into The Core Curriculum, Jim Jenkins, Marcia Boosinger

The Southeastern Librarian

This article describes the efforts of faculty at Auburn University Libraries in identifying opportunities for librarians, classroom faculty, campus administrators and those in charge of curriculum planning and change to collaborate on developing an institutional information literacy and assessment program.

The Faculty Of The Sixties: A Reappraisal, Monroe H. Little

Trotter Review

Between 1967 and 1969 the Carnegie Commission on Higher Education initiated and substantially funded several national surveys of U.S. higher education. One such study of faculty employed a questionnaire that was mailed to approximately 100,000 full-time college and university faculty at 303 schools nationwide. The results of this survey, which solicited more than 300 items of information from each respondent and enjoyed an unusually high response rate of over 60%, contain a wealth of data on a variety of political and social issues that has rarely been subjected to careful analysis by scholars.

This is especially unfortunate in retrospect. The …