Higher Education and Teaching Commons^™

Retention Of Full-Time Clinical M.D. Faculty At U.S. Medical Schools, April Corrice, Shannon Fox, Sarah A. Bunton

Educational Leadership and Policy Faculty Publications and Presentations

Physician and faculty retention have garnered increased attention in recent years, in part because academic medical centers are grappling with the lost human and financial capital associated with turnover. Medical schools (and their departments) face significant financial costs when they lose faculty members. For example, one school demonstrated the average costs of replacing a single generalist and specialist totaled $115,554 and $286,503, respectively. In addition, with projected workforce shortages of over 90,000 physicians looming,2 physician faculty turnover will likely have workforce implications, especially within certain specialties. In response to these concerns, this Analysis in Brief (AIB) examines retention rates of …

Amy Leh Cd Summer 2010, Amy Leh

Innovative Course Redesign Grant Reports

Supports faculty to redesign or develop a course in ways that implement high-impact, evidence-based, and/or innovative teaching strategies to improve student learning.

Amy Leh Sotl 2009-10, Amy Leh

Innovative Course Redesign Grant Reports

Supports faculty to redesign or develop a course in ways that implement high-impact, evidence-based, and/or innovative teaching strategies to improve student learning.

Amy Leh Tssa Fall 2010, Amy Leh

Teaching Skills Study Awards (TSSA) Reports

Enhances faculty's teaching by attending a conference devoted to university teaching, a high-impact practice, evidence-based practice or a newly developing teaching practice.

Anna Ni Cd Summer 2010, Anna Ni

Innovative Course Redesign Grant Reports

Supports faculty to redesign or develop a course in ways that implement high-impact, evidence-based, and/or innovative teaching strategies to improve student learning.

Faculty Perceptions Of Academic Freedom At A Private Religious University, James A. Swezey, T. Christopher Ross

Faculty Publications and Presentations

Academic freedom is viewed by many in higher education as an indispensable foundational principle offering protection to university faculty. University faculty working within schools of education rely on the protection of academic freedom to pursue and develop new knowledge, frameworks, and pedagogies with which they can train and equip the next generation of classroom teachers and school administrators. Private religious universities have been a part of the American education landscape since the founding of Harvard University, yet the perception exists that faculty at religious universities are de facto inhibited by the religious commitment of many of these institutions. This study …

Exploring Organizational Culture Through Metaphor Analysis, Felice D. Billups

Higher Education

How would you describe your campus culture or your school environment? Would you carefully outline the details of the working conditions, the way people interact in meetings, or the unique communication style of your organization? Or would you rather use a descriptive phrase, or even a metaphor, to summarily reveal your organization’s culture? Metaphor analysis, as a means to uncover organizational culture, is an increasingly popular strategy for qualitative researchers. In interpretative qualitative studies, metaphors comprise a form of linguistic analysis which assists researchers who are interested in an intensive but short-term evaluation of organizational culture (Patton, 2002; Schmitt, 2005). …

Transition From High School To College : The Experiences Of Girls In Rural West Virginia, Leanne Arbor Olson

Theses, Dissertations and Capstones

A degree in higher education is increasingly important in our competitive economic environment, but a 30% gap exists between high-income and low-income students attending college (Bloom, 2005; Corrigan & Hartle, 2007). Rural and urban schools contend with issues of poverty and educational resources, while suburban schools work with "ample resources and stable populations" (Truscott & Truscott, 2005, p. 245). The purpose of this study was to better understand the enabling and constraining factors of five girls from rural, West Virginia as they transitioned from high school to college. Collaborative enthographic case study allowed the five students to be involved in …

Copyright Overview For Faculty Educational Fair Use & Best Practices, Monica Brooks, Dena Laton

Librarian Research

No abstract provided.

Program Evaluation Of Developmental Math Instruction At The Community College Level, John M. Mchugh

Education Dissertations and Projects

This program evaluation case study examined the academic effectiveness of a developmental math program in the southeastern United States. The CIPP Evaluation Model (Fitzpatrick, Sanders, & Worthen, 2004) was used as the framework for this program evaluation. The research questions used to guide the research were (1) what are the conditions leading to the necessity of a developmental mathematics program at the college level; (2) what other attempts have been made to solve the problem; (3) how does the implementation of the developmental math program at this college align with recommendations for appropriate instruction of developmental math students; (4) how …

Using Technology In The Efl Classroom In Saudi Arabia, Neil Oby Morris

MA TESOL Collection

This paper explores the ways that technology, specifically the use of laptop computers and cellular phones, may be incorporated in the EFL classroom to enhance learning and lower the affective filter of male Saudi Arabian university students.

Saudi Arabia presents the EFL teacher with many challenges that are unique to this gender-segregated Islamic kingdom. Meeting these challenges and turning them into learning opportunities that other EFL teachers may find useful within their teaching contexts is the purpose of this paper.

The appendix includes a writing rubric and a 40-day materials introduction calendar. The calendar illustrates the day-by-day introduction of material …

Talking With Faculty About Cognitive Science And Learning, John Girash

Professional and Organizational Development Network in Higher Education: Archives

When it comes to teaching, faculty at a research-intensive institution can be very much like our students in relation to their studies: very smart people whose primary interests lie elsewhere or, at least, whose expertise is not in this area. And we hear over and over again the common wisdom that faculty want research-based ideas on teaching. This implies that we can treat the teaching of teachers about research-supported aspects of learning in ways analogous to teaching students about other academic topics.

In introducing research-based ideas into the pedagogical discussion, it can be tough to find a balance between concepts …

Teaching Assessment By Modeling Different Assessment Techniques, Cynthia E. Tobery

Professional and Organizational Development Network in Higher Education: Archives

Getting feedback early and often helps us gauge what students are learning well or less well, what they are taking away from the class, and what changes we may want to make. Assessment techniques can be used before, during, and after a class to get this feedback.

One of the goals of the Future Faculty Teacher Training Series offered through the Dartmouth Center for the Advancement of Learning is to model various instructional techniques that the participants may decide to use in their own classes. We include some type of assessment for each part of the series in addition to …

Helping Future Faculty “Come Out” As Teachers, Mark R. Connolly

Professional and Organizational Development Network in Higher Education: Archives

I study graduate education--specifically, the formation of future faculty and the professional development programs that help them learn to teach. Over the past seven years, I have interviewed more than 70 doctoral students and postdocs in science, engineering, and math at leading research universities. When I ask my respondents why they initially chose to pursue a doctorate, they usually tell me how much they enjoyed their undergraduate education, which was characterized by powerful learning experiences driven by strong relationships with smart and passionate instructors. My respondents fondly recall professors who stoked students’ curiosity, demonstrated the thrill of scientific discovery, and …

The Associates In Teaching Program: Graduate Student Development, Faculty Renewal, And Curricular Innovation, Bill Rando

Professional and Organizational Development Network in Higher Education: Archives

Conflicting goals define university life. Luckily, conflicting goals sometimes inspire creative innovation. The Associates in Teaching Program is one such example.

At research universities, administrators must balance the needs of graduate students and those of undergraduate students – graduate students need practice teaching to prepare them for faculty life; undergraduates (and their parents) would prefer instruction by more experienced faculty members. Nearly all universities meet the needs of graduate students through teaching assistant positions in labs and sections. Some go further by allowing graduate students to teach independent courses, which benefits most graduate students, but frustrates others who feel that …

Ua41 University College Connection, Dennis K. George, Dean, Wendi Kelley

UC Publications

No abstract provided.

E-Learning Summer School: A Case Study, Frances Boylan

Reports

In 2003, the then Learning Technology Team at the Technological University Dublin (DIT) ran, for the first time, a week-long boot camp-type event for its academic staff to facilitate their engagement with technology enhanced learning. That year over fifty academics attended the week which encompassed an innovative combination of workshops and reflective sessions exploring both existing and new technologies and their practical applications with students. The week was such a success that the E-Learning Summer School became a fixed event in the institute’s academic calendar. As an event it has gone from strength to strength, attracting a lot of outside …

Sabbatical Leave Report, Laura Jamison

Sabbaticals

As a professor and social worker, I'd been intrigued by Jane Addams for years. She is routinely discussed in introductory social work and sociology texts as a significant historical figure. She has been described as a selfless social reformer and as a catalyst in the American settlement house movement. I always felt that she deserved far more attention than she received in the texts- and from our students. I used my spring 2011 sabbatical leave to accomplish two different but complementary goals-engaging in research to acquire a greater depth of knowledge of Addams and also developing a strategy for how …

Graduate Student Mentoring, Mary C. Wright, Laura N. Schram

Professional and Organizational Development Network in Higher Education: Archives

Many graduate programs are reviewing how they mentor their students, taking note of the time to degree and low completion rates in their programs. Given the enormous time challenges that academics face and the complexities of effective mentoring, it can be difficult to change practice despite good will. We write about graduate student mentoring, drawing from research on graduate student careers and the role of mentorship, to make practical suggestions for cultivating an effective mentoring relationship.

The benefits of effective graduate student mentoring noted in the literature are numerous, with large national studies linking effective mentorship to degree completion, high …

Developing A Paradigm Model Of Youth Leadership Development And Community Engagement: A Grounded Theory, Lindsay J. Hastings, Leverne A. Barrett, John E. Barbuto, Jr., Lloyd C. Bell

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

This grounded theory study explored the impact of community engagement on how youth leaders develop. A paradigm model illustrating this developmental process is presented, which includes the conditions that empowered the youth to engage in their community, the strategies used by the youth and the adults in their work together, the conditions that helped/hindered those strategies, and the resulting outcomes. Results of the analysis indicated that individual connections, common sentiments, and being asked to engage were identified as the most salient causal conditions. The action taken by the youth and adult respondents mobilized those individual connections and common sentiments into …