Educational Administration and Supervision Commons^™

Assessment From An Educational Development Perspective, Mary C. Wright, Molly Goldwasser, Wayne Jacobson, Christopher Dakes

To Improve the Academy: A Journal of Educational Development

As assessment, already well established in higher education, gains attention in the field of educational development (ED), we ask: What does it mean to practice assessment from an ED perspective? In response, we examine four principles that are central to this endeavor: (a) bridging work across communities and multiple institutional levels; (b) collective, collaborative ownership; (c) action-oriented focus on student-centered learning; and (d) intentionality about inclusiveness to recognize diverse experiences of participants and stakeholders. We apply these principles to four examples of assessment practice at different institutions and offer a rationale for why this lens has utility for the improvement …

Writing Renewal Retreats: The Scholarly Writer, Contemplative Practice, And Scholarly Productivity, Edward Brantmeier, Cathryn Molloy, Jennifer Byrne

To Improve the Academy: A Journal of Educational Development

This article offers an exploratory case study of a program for faculty that blends contemplative practices, scholarly productivity, and renewal of faculty as writers at a retreat in a natural setting. We share faculty learning outcomes, logistics, a retreat agenda, and evaluation data from four writing renewal retreats conducted over two years to present initial insight into a contemplative approach to writing retreats that fosters a connection to self, to scholarship, and to a community of writers—key elements of a successful writing life. Through critical reflection on the role of contemplative practices, scholarly productivity, and faculty well-being, we offer a …

On The Other Side Of The Wall: The Miscategorization Of Educational Developers In The United States?, David A. Green, Deandra Little

To Improve the Academy: A Journal of Educational Development

Educational developers around the world are employed in a range of settings and under different working conditions, including academic (faculty) positions and administrative (professional staff) roles. Curiously, in a survey of 1,000 developers from 38 countries, the authors find that a full 51% of developers in the United States are on administrative contracts, while only 16% are on employed as faculty—figures that are markedly out of kilter with the overall international data. In this paper, the authors argue that the positioning of educational developers matters because of the “wall in the head”—the perceived division between faculty and staff in United …

Evaluating Centers For Teaching And Learning: A Field-Tested Model, Susan R. Hines

To Improve the Academy: A Journal of Educational Development

This paper provides a program evaluation model, along with field-testing results, that was developed in response to the need for an evaluation model able to support systematic evaluation of teaching and learning centers (CTLs). The model builds upon the author’s previous studies investigating the evaluation practices and struggles experienced at 53 CTLs. Findings from these studies attribute evaluation struggles to contextual issues involving evaluation capacity, ill- structured curricula, and ill-conceived evaluation frameworks. This field-tested Four-Phase Program Evaluation Model addresses these issues by approaching evaluation in a comprehensive manner that includes an evaluation capacity analysis, curricular conceptualization, evaluation planning, and plan …

Stepping Stones: A Leadership Development Program To Inspire And Promote Reflection Among Women Faculty And Staff, Krista Hoffmann-Longtin, Zachary S. Morgan, Lauren (Chism) Schmidt, Emily C. Valvoord, Megan M. Palmer, Mary E. Dankoski

To Improve the Academy: A Journal of Educational Development

Women frequently benefit from focused faculty development opportunities not because they need to be “fixed,” but rather it is a means to demonstrate that success, even in chilly environments, is possible. The Stepping Stones program uses a unique design to provide participants with inspiration, time for reflection, and strategies for how to navigate one’s career, through hearing about the journeys of successful women. In this article, we describe the program and evaluation results. Post-event and longitudinal follow-up surveys indicate that the program and its unique narrative format help to debunk the superwoman myth and leave participants with a sense of …

Metacognition By Design: How A Course Design Experience Can Increase Metacognition In Faculty, Teresa A. Johnson, Sarah A. Holt, Margaret Sanders, Lindsay Bernhagen, Kathryn Plank, Stephanie V. Rohdieck, Alan Kalish

To Improve the Academy: A Journal of Educational Development

Since 2009, our center for teaching and learning has offered an intensive Course Design Institute (CDI) several times each year, which has now been completed by more than 600 teaching faculty, staff, and Graduate Teaching Associates from The Ohio State University. To better understand the impact of participating in a CDI on participants’ teaching, this study utilizes qualitative data drawn from five years of participant feedback gathered on the last day of each CDI, as well as from focus groups conducted with CDI graduates in the years following their participation. The results show that participating in the CDI helps instructors …

The Aspirational Curriculum Map: A Diagnostic Model For Action-Oriented Program Review, Eric Metzler, George Rehrey, Lisa Kurz, Joan Middendorf

To Improve the Academy: A Journal of Educational Development

When the process of curriculum mapping begins with the faculty’s articulations of the knowledge, skills, and attitudes students should master upon graduation, a curriculum map results that enables faculty to review the curriculum for effectiveness, see the workings of the whole curriculum at a glance, plan assessments, and recognize where adjustments or changes need to be made. This article explains these benefits and lays out a step by step process for building such a curriculum map that can be adapted to any institutional context. We also describe a variety of outcomes from and reactions to our process.

Assessing The Long-Term Impact Of The Preparing Future Faculty Seminar, Laura N. Schram, Tershia Pinder-Grover, Stefan Turcic Ii

To Improve the Academy: A Journal of Educational Development

The Preparing Future Faculty (PFF) initiative for graduate students was launched in the United States in 1993 as a partnership between the Council of Graduate Schools and the Association of American Colleges and Universities to prepare graduate students for faculty careers at different institutional types and to provide them with teaching-related professional development. PFF programs have proliferated U.S. universities over the last two decades, but there has been limited research on the long-term impact of these programs. This study at the University of Michigan examines the career paths and attitudes of graduate students who participated in an annual, intensive, five-week …

Institutional Teaching, Learning And Assessment Strategy July 2015 - July 2020, Cct College Dublin

Strategy Documents

CCT's Institutional Strategic Plan in respect of Teaching, Learning and Assessment effective from 2015 to 2020.

The Superintendent’S Feed: An Analysis Of Superintendents’ Engagement In Political Discourse On Twitter, Todd M. Hurst

Theses and Dissertations--Education Sciences

The modern school superintendent fulfills a unique role in the American public education system. He or she is structurally empowered as the de facto head of the local educational system, thereby granted with a certain amount of trust and authority regarding educational issues. At the same time, the superintendent is, in most cases, an employee of a politically appointed school board. This construction creates a dynamic wherein the superintendent is both the leader of a highly structured, bureaucratic system, while at the same time an employee of a largely lay, often elected, group of citizens.

The position of the superintendent …

Institutional Costs - Fy 2017, University Of Northern Iowa

Institutional Effectiveness & Planning Documents

A report showing the costs associated with the running of the University of Northern Iowa.

การพัฒนาระบบบริหารโรงเรียนขนาดเล็กตามแนวคิดกิจการเพื่อสังคม, ฐาปณีย์ โลพันดุง

Chulalongkorn University Theses and Dissertations (Chula ETD)

การวิจัยครั้งนี้มีวัตถุประสงค์เพื่อ 1) ศึกษากรอบแนวคิดระบบบริหารโรงเรียนและกิจการเพื่อสังคม 2) ศึกษาสภาพปัจจุบันและสภาพที่พึงประสงค์ของการบริหารโรงเรียนขนาดเล็กตามแนวคิดกิจการเพื่อสังคม และ 3) พัฒนาระบบบริหารโรงเรียนขนาดเล็กตามแนวคิดกิจการเพื่อสังคม ใช้วิธีวิจัยแบบผสมผสาน โดยศึกษาเอกสารสังเคราะห์กรอบแนวคิด เก็บข้อมูลจากกลุ่มตัวอย่างวิเคราะห์ข้อมูลแล้วยกร่างระบบบริหารโรงเรียน ประชุมสนทนากลุ่ม กลุ่มตัวอย่างได้แก่ โรงเรียนขนาดเล็กสังกัดสำนักงานคณะกรรมการการศึกษาขั้นพื้นฐาน จำนวน 375 แห่ง ผู้ให้ข้อมูลคือ ผู้บริหารโรงเรียนและครู เครื่องมือที่ใช้ในการวิจัย ได้แก่ แบบประเมินกรอบแนวคิด แบบสอบถามสภาพปัจจุบันและสภาพพึงประสงค์ แบบประเมินความเหมาะสมและเป็นไปได้ของระบบ สถิติที่ใช้ในการวิเคราะห์ข้อมูล คือ ความถี่ ร้อยละ ค่าเฉลี่ย ส่วนเบี่ยงเบนมาตรฐานและค่าดัชนี PNIModified ผลการวิจัยพบว่า 1) กรอบแนวคิดระบบบริหารประกอบด้วยนโยบาย และกระบวนการและวิธีการ งานบริหารโรงเรียนเน้นงานวิชาการประกอบด้วยการพัฒนาหลักสูตรสถานศึกษา การจัดการเรียนการสอนและกิจกรรมเสริมหลักสูตรและการวัดและประเมินผล และกรอบแนวคิดกิจการเพื่อสังคมมีลักษณะสำคัญ 6 ประการ 2) สภาพปัจจุบันของการบริหารโรงเรียนขนาดเล็กตามแนวคิดกิจการเพื่อสังคม โดยภาพรวมมีค่าเฉลี่ยอยู่ในระดับปานกลาง ส่วนสภาพที่พึงประสงค์อยู่ในระดับมาก 3) ระบบบริหารโรงเรียนที่พัฒนาขึ้นคือ ระบบบริหารงานวิชาการที่เน้นการจัดการเรียนการสอนและกิจกรรมเสริมหลักสูตรตามแนวคิดกิจการเพื่อสังคม มีวัตถุประสงค์เพื่อจัดระบบบริหารโรงเรียนและเพิ่มศักยภาพการบริหารงานวิชาการที่เน้นการจัดการเรียนการสอนและกิจกรรมเสริมหลักสูตรตามแนวคิดกิจการเพื่อสังคมให้เกิดประสิทธิผลและมีประสิทธิภาพ มีองค์ประกอบคือ 1) นโยบายที่เสริมสร้างนักเรียนสู่การเป็นผู้ประกอบการเพื่อสังคม มีทักษะการประกอบอาชีพเชิงสร้างสรรค์และสร้างประโยชน์แก่สังคม ชุมชนและสิ่งแวดล้อม 2) เป้าประสงค์คือผู้เรียนสามารถผลิตสินค้าและ/หรือบริการที่เป็นมิตรกับสิ่งแวดล้อมสามารถจำหน่ายสร้างรายได้ นำกำไรลงทุนต่อยอดกิจการและนำไปสร้างประโยชน์แก่ชุมชน สังคมและสิ่งแวดล้อมได้ และสร้าง/พัฒนานวัตกรรมเพื่อแก้ปัญหาและพัฒนาสังคมได้ และ 3) กระบวนการและวิธีการดำเนินงานมี 7 ขั้นตอนคือ การสำรวจและวิเคราะห์สภาพปัจจุบัน การกำหนดค่าเป้าหมายและตัวชี้วัด การวางแผน การดำเนินการตามแผน การติดตามประเมินผล การจัดทำมาตรฐานการปฏิบัติงานและการปรับปรุงพัฒนาอย่างต่อเนื่อง

Student Philanthropy: Learning And Community Transformation In A College Philanthropy Course, Daniel Blaeuer

Journal of the Association for Communication Administration

Over the past two years, I have been honored to develop a course on student philanthropy in a communication studies department. The course provides students the once-in-a-lifetime opportunity to be philanthropists for a semester by awarding a small grant to a community nonprofit. My experiences in philanthropy illustrate how philanthropy and student philanthropy in particular can be an exciting part of a communication studies curriculum and how philanthropy develops organically out of community dialogue efforts. I hope, in sharing the essay, other communities and communication studies departments can develop student philanthropy programs at their institutions to bring nonprofits, philanthropists and …

Legal, Ethical, And Appropriate Interaction, Mark Hickson Iii

Journal of the Association for Communication Administration

No abstract provided.

Complete Issue, Volume 36, Issue 1

Journal of the Association for Communication Administration

This is the complete issue for Volume 36, Issue 1 of the Journal of the Association for Communication Administration.

Redesigning The Basic Communication Course: A Case Study, Lindsey B. Anderson, Thomas Mccloskey, Devin Scott, Rebecca Alt, Elizabeth E. Gardner

Journal of the Association for Communication Administration

In the competitive environment of higher education, the basic communication course is under pressure to defend its place in the curriculum. One way to do this is to engage in a course redesign program. In this case study, we detail our experience taking part in such a program to (re)evaluate our course. Over the course of a year, we collected active participation data and conducted a series of three qualitative surveys that focused on student perceptions of our course. In doing so, we explored the ways in which the basic communication course can take advantage of course redesign efforts. Specifically, …

Evaluation Communication Of Master's Program On The Basis Of Google Citations, Mike Allen, John Bourhis, Nancy Burrell, Bailey Benedict, Tosin Comfort Adebayo, Maura Cherney, Derrick Langston, Brittney Peck, Samantha Quinn, Riley Richards

Journal of the Association for Communication Administration

This paper provides an assessment of Master’s degree programs and faculty research in Communication departments using citations available in Google Scholar. Identification of the Master’s degree programs relied on the National Communication Association website. Individual faculty were identified from the web page of the department for the institution. The combined number of citations to faculty publications identifies the top five departments (University of Alabama-Birmingham, California State University-Fullerton, University of Colorado-Colorado Springs, Cleveland State University, and California State University- Long Beach) and the top five most cited faculty members (Stella Ting-Toomey, Virginia Richmond, George Cheney, Kimberly Neuendorf, and Brian Spitzberg). The …

Complete Issue, Volume 36, Issue 2

Journal of the Association for Communication Administration

No abstract provided.

K–12 Online Learning And School Choice: Growth And Expansion In The Absence Of Evidence, Michael K. Barbour

Education Faculty Publications

The use of online learning at the K-12 level has seen exponential growth for much of the past two decades. Based on the limited research to date some students can experience success in the supplemental K-12 online learning environment, but other types of K-12 online learning are largely failing adequately to serve students. While proponents will argue that all types of K-12 online learning are forms of school choice, it is primarily cyber charter schools and course choice policies that are reflective of the policies and regulations proponents of online learning promote—as cyber charter schools and course choice policies are …

First-Year Student Perceptions Of A Community College Success Course: A Phenomenological Approach, Aaron J. Walk

Masters Theses

The use of college success courses by community colleges in recent years has had a significant impact on the academic success of their first-year students. Although studies have shown increases in grade point averages and retention rates for students enrolled in success courses, few have examined student perspectives of these courses. The intention of this study was to gain an understanding of the student perceptions of college success courses and how they shaped their college experiences. By using a phenomenological method of inquiry, the researcher interviewed six community college students enrolled in a college success course. The participants were students …