Higher Education Administration Commons^™

History And Current Practices Of Assessment To Demonstrate Value Added, Patricia J. Smith

National Collegiate Honors Council Monographs: Chapters

With more than 1,500 honors programs currently in operation and hundreds of millions of dollars being spent throughout American institutions, external pressure is building for accountability in honors programs (Scott and Smith 2016). Today’s society “expects colleges and universities to graduate students who can get things done in the world and are prepared for effective and engaged citizenship” (Keeling et al. 2004:5). Doyle (2004) also has noted the increasing scrutiny of higher education:

the attention given to higher education’s success at fostering student learning has increased in recent years. The rapidly rising cost of higher education and the increased attention …

Adding Value Through Honors At The University Of Iowa: Effects Of A Pre-Semester Honors Class And Honors Residence On First-Year Students, Art L. Spisak, Robert F. Kirby, Emily M. Johnson

National Collegiate Honors Council Monographs: Chapters

Activities that take place early in students’ college career can strongly influence their academic engagement and success. Two experiences that honors programs may provide during the initial phases of the undergraduate experience are pre- or earlysemester programs and honors residence halls. This study compares honors students who lived in an honors residence hall and/or took part in a pre-semester academic, credit-bearing class upon entry into college to their honors peers who did not elect these options. It tracks the degree of the students’ subsequent engagement with the honors program and also several measures of their academic success, such as grade …

Contributions Of Small Honors Programs: The Case Of A Public Liberal Arts College, George Smeaton, Margaret Walsh

National Collegiate Honors Council Monographs: Chapters

The Keene State College Honors Program began as the vision of a former college president to attract more high-achieving students to this particular public liberal arts college. In the fall of 2007, after the college had secured initial funding, a small cohort of twenty first-year students were selected for the honors program by admissions staff for their achievements and promise. The numbers were intentionally small, but the goals were ambitious for a rural college that serves a high percentage of first-generation college students (43%). The students selected for admission into honors would enroll in an honors-level writing course and live …

Introduction: The Demonstrable Value Of Honors Education, Andrew J. Cognard-Black

National Collegiate Honors Council Monographs: Chapters

In May of 2016, a small cadre of scholars was called to the campus of Wayne State University in Detroit, Michigan, for the Honors Education Research Colloquium, a two-day meeting focusing on the future direction of research in honors education. The participants were assembled by Jerry Herron, who at the time was president of the National Collegiate Honors Council (NCHC), close on the heels of a decision by the NCHC Board of Directors in June of the previous year to make research—along with professional development and advocacy—one of three strategic priorities.

After a day of presentations, in turn, by each …

The Value Added Of Honors Programs In Recruitment, Retention, And Student Success: Impacts Of The Honors College At The University Of Mississippi, Robert D. Brown, Jonathan Winburn, Douglass Sullivan-González

National Collegiate Honors Council Monographs: Chapters

In a recent essay, M. Roy Wilson (2015), President of Wayne State University, and Jerry Herron, Dean of the Honors College, discuss the value added of honors programs in terms that should be familiar to numerous constituencies associated with honors education. Wilson and Herron write about honors education largely in terms of the experiences it provides students:

the [honors] college is not tied to any particular academic discipline; instead, it represents the virtues of a liberal education that reaches across departments, schools, and colleges. For our students, the aim is to integrate the specialized—and essential—knowledge of the disciplines into a …

Honors Education Has A Positive Effect On College Student Success, Dulce Diaz, Susan P. Farruggia, Meredith E. Wellman, Bette L. Bottoms

National Collegiate Honors Council Monographs: Chapters

Over 1,500 U.S. universities and colleges have honors programs or honors colleges to provide extra support for their most prepared students (National Collegiate Honors Council 2018; Scott and Smith 2016). Honors programs typically provide additional financial support, faculty mentors, smaller class sizes, and other benefits compared to what institutions can typically offer all of their students. Students involved in an honors program usually earn higher GPAs compared to highly motivated students not in an honors program (Pritchard and Wilson 2003) and are more likely to stay in college and graduate within four years (Cosgrove 2004).

The additional success of honors …

Ms225: 2019 Faculty Meeting Minutes, Thomas R. Cole

Thomas R. Cole, PhD Papers

Original Filename: Faculty Meeting Minutes 011619.docx. Format Details: fmt/412; Microsoft Word for Windows; 2007 onwards. See more at Thomas R. Cole, PhD Papers and its finding aid.

Advising Assessment Practices Of Advising Professionals At An Accredited United Kingdom Urban Career-Focused Higher Education Institution: A Replicated Quantitative, Descriptive Analysis, Catherine E. Mahrt-Washington

Dissertations

The Problem

As the world has flattened, the globalization and quality education movement surrounding higher education worldwide has led to the accountability of all stakeholders regarding student success in and beyond the classroom. Student mobility continues to impact tertiary enrollments as families and students consider the proliferated traditional and non-traditional enrollment alternatives along with prospective lower tertiary debt options. Although assessment, an accountability tool, in co-curricular areas such as advising has been overlooked by leaders, advising is not impervious to accountability consequences. The problem is that assessment of advising, if performed, is oftentimes implemented informally, without a well-defined framework or …

Clarifying The Identity Of Human Services Through A Content Analysis Of Programmatic Accreditation, Nicola A. Meade, Shuntay Z. Tarver, Mark C. Rehfuss

Counseling & Human Services Faculty Publications

Throughout the United States, accrediting bodies serve as voluntary self-regulating entities designed to ensure accountability and quality assurance at the institutions that seek accreditation. To examine the impact of accreditation on the field of human services, a mixed-method content analysis was utilized. The 50 human services programs accredited by the Council for Standards on Human Services Education (CSHSE) as of July of 2018 were examined. Researchers also employed a triangulated approach to understand these programs through an analysis of Carnegie Classifications, regional accreditation agencies, and institutions programmatic websites. Results offer insight into how the CSHSE influences the professional identity of …

A Framework For The Strategic Leveraging Of Outside Resources To Enhance Ctl Effectiveness, Thomas M. Brinthaupt, Laura Cruz, Sheila Otto, Mike Pinter

To Improve the Academy: A Journal of Educational Development

Many centers for teaching and learning (CTL) are challenged with developing new programs and services that are constrained by limited staff and resources. Tapping into on- and off-campus expertise is one way for CTL to expand their range of options for faculty development. In this paper, we present a framework that describes how CTL can assess the likely impact, value, and range of prospective leveraging opportunities when deciding whether to pursue on- and off- campus partnerships. We then discuss applying the framework as an analytical tool, developing leveraging strategies, and creating a strategic leveraging plan. Throughout this discussion, we provide …

The Sotl Scaffold: Supporting Evidence-Based Teaching Practice In Educational Development, Laura Cruz, Kathryn Cunningham, Brian Smentkowski, Hillary Steiner

To Improve the Academy: A Journal of Educational Development

This article presents a scholarship of teaching and learning (SoTL) scaffold, a conceptual model designed for educational developers (and others) who support the values, practices, and production of the SoTL, both on their campuses and beyond. The SoTL scaffold explicates distinct support levels, ranging from spark to lead, each of which call for differentiated strategies and programs to be used by Centers for Teaching and Learning (CTLs) and similar units.

The Fearless Teaching Framework: A Model To Synthesize Foundational Education Research For University Instructors, Alice E. Donlan, Sandra M. Loughlin, Virginia L. Byrne

To Improve the Academy: A Journal of Educational Development

There is often a disconnect between the unit of analysis in rigorous education research, and the types of recommendations that instructors find the most useful to improve their teaching. Research often focuses on narrow slices of the student experience, and university instructors often require broad recommendations. We present the Fearless Teaching Framework to address this gap between research and practice. In this framework, we define four pieces of effective teaching: classroom climate, course content, teaching practices, and assessment strategies. We argue that these are appropriate areas of focus for instructor growth, based on their relations to student engagement.

Finding A Fulcrum: Positioning Ourselves To Leverage Change, Laurie L. Grupp, Deandra Little

To Improve the Academy: A Journal of Educational Development

Educational developers are called to serve as thought leaders, change agents, and advocates while also working to fulfill the teaching and learning mission of their centers. Research on change leadership informs our understanding of the work, yet may not go far enough to describe the complex roles, responsibilities, and positions of educational developers. In this study, we analyze survey and interview data to explore the meta-competencies that guide the work of developers as they navigate a shifting landscape and serve as “levers” for change.

Impostor Phenomenon In Educational Developers, Kristin J. Rudenga, Emily O. Gravett

To Improve the Academy: A Journal of Educational Development

While impostor syndrome or impostor phenomenon (“IP”) is prevalent in higher education, with known negative effects, no study has yet investigated the experiences of IP among educational developers. After first reviewing prior research on the phenomenon, we use survey data to describe its frequency and manifestations within educational development. We identify factors and experiences that contribute to IP among educational developers, focusing on those that are distinct to the field. We conclude with suggestions for future research and broad recommendations for educational development as a field to tackle this problem.

Broaching Threshold Concepts: The Trouble With “Skills” Language In Defining Student Learning Goals, Angela J. Zito

To Improve the Academy: A Journal of Educational Development

This essay argues that description of student learning goals as various “skills” presents a conceptual threshold lying between and connecting routinely dichotomized characterizations of student learning—most notably, “concrete” versus “abstract.” Qualitative analysis of instructor interviews shows that “skills” language tends to conceal abstract (that is, affective) learning goals behind more concrete (that is, cognitive) ones. Ultimately, this essay proposes that cognitive and affective student learning goals might be more clearly articulated using threshold concepts within and across disciplines, and that the recognition of “skills” as both affective and cognitive is itself a threshold concept in educational development.

Wiser Together: Sustaining Teaching Excellence With A Self-Study/Critical Friend, Tracy W. Smith, Leslie U. Bradbury

To Improve the Academy: A Journal of Educational Development

This article examines the development of a self-study/critical friend (SSCF) model of educational development. The SSCF model provides benefits for the self-study teacher in the form of personalized, sustained support. The critical friend in the pairing described here also serves as an educational development fellow, so this study provided an experiential development opportunity for her to try a potential model of response, documentation, feedback, and support for a single faculty member. This article describes the rationale, process, and outcomes of a SSCF investigation, a promising model for providing support that is significant, sustained, and individualized to higher education teaching faculty.

University Of Northern Iowa Graduate Program Survey 2018-2019, Bailey Holm

Institutional Effectiveness & Planning Documents

Contents
Overview: Graduate College and Degrees Awarded
UNI Graduate College Staff --- 1
Graduate Degrees Awarded Summer 2018 – Spring 2019 --- 2
Demographic Information of Summer 2018 – Spring 2019 Graduates --- 3
Number of Degrees Awarded over 5 Years --- 4
Number of Degrees Awarded over 5 Years (Breakdown by College) --- 5
Graduate Program Survey
Methodology & Demographics --- 6
Demographics Continued --- 7
Principal Activity & Location After Graduation --- 8
Activities Students Engaged in at UNI --- 9
Type of Research & Graduate College Events --- 10
Reasons for Going to Graduate School --- 11 …

University Of Northern Iowa Summer Course Interest Survey 2019, Bailey Holm

Institutional Effectiveness & Planning Documents

The Summer School report is designed to help gain a better understanding of the patterns of usage of summer school courses and student's preferences of scheduling.

“It’S Like A Big Freaking Fake Circus”: An Exploration Of Intersectionality And Women’S Experiences In Higher Education Fundraising, Daniel Mathis Spadafore

Master's Theses and Doctoral Dissertations

Women in higher education fundraising navigate the broad forces of sexism and racism in society and their profession, a profession in which they are being paid less than their male counterparts and are under-represented in leadership roles, despite being the majority of fundraising professionals. This study provided a platform for women in higher education fundraising to tell their stories and to explain, in their own words, how they navigated a traditionally White patriarchal system of philanthropy, interacted with fundraising prospects and donors, and experienced the fundraising profession. The research questions included:

• What do women say are their lived experiences …

Speaking Their Truth: Black Women's Perspectives On Executive-Level Administration In Higher Education, Tanja N. Bibbs

Theses and Dissertations--Education Sciences

While Black women have etched a place for themselves as leaders within colleges and universities, few have advanced to the most senior levels of postsecondary administration and they remain underrepresented in those type of roles (Gamble & Turner, 2015; Jackson & Harris, 2007; West, 2015). Scholarly research has explored Black women’s experiences as institutional leaders (Davis & Maldonado, 2015; Smith & Crawford, 2007; Waring, 2003); yet the phenomenon of executive-level higher education administration, specifically as it relates to Black women’s perspectives, is not well known (Enke, 2014; Jean-Marie, Williams, & Sherman, 2009). Moreover, research that directs attention to Black women’s …