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Improv(Ing) The Academy: Applied Improvisation As A Strategy For Educational Development, Jonathan P. Rossing, Krista Hoffmann Longtin

To Improve the Academy: A Journal of Educational Development

Improvisational theater training (or “improv”) is a strategy employed by many business leaders and educators to cultivate creativity and collaboration amid change. Drawing on improv principles such as “Yes, And…” and “Make your scene partners look good,” we explore the ways in which educational developers might apply principles of improv in 3 contexts: teaching and building classroom community, organizational development, and research collaboration. Faculty developers who successfully engage the principles of improv have the potential to help colleges and universities respond more effectively to complex problems and to manage the uncertainty of the future. By highlighting successful applications of improvisation …

Toward A Human Rights Agenda: Social Issues That Have Shaped Psychology In The United States, Dena Abbott, Noelany Pelc, Debra Mollen

Department of Educational Psychology: Faculty Publications

The history of psychology is comparably brief relative to many other fields of study. Within this brief history, beginning in the late 19th century, there have been tremendous, impactful shifts and the coalescence of multiple events that have shaped the development of psychology, which has likewise impacted society. Rapid social, political, cultural, and technological changes have dramatically altered the experience of each successive generation, and the science of psychology has adapted to each change to remain relevant, effective, and innovative. The impact of these widespread changes has affected the ways in which psychologists study human behavior and practice psychotherapy. In …

Embracing Discursive Paradox: Consultants Navigating The Constitutive Tensions Of Diversity Work, Jennifer Mease (Also Peeksmease)

Department of Communication Studies: Faculty Publications

This article addresses how diversity consultants manage the dual demands of social justice and organizational goals or priorities. I suggest that navigating this “discursive paradox” is one of—if not the—defining feature of diversity work. To investigate this discursive paradox, I analyze diversity work as a process (rather than a collection of products) as evidenced in interviews with 19 diversity consultants. The results offer two derivative discursive paradoxes that emerged in consultants’ talk about diversity work: the tension between broad and narrow constructions of human differences and the tension between emphasizing change at the organizational and individual levels. Rather than …

Positive Psychology In Sales: Integrating Psychological Capital, Scott B. Friend, Jeff S. Johnson, Fred Luthans, Ravipreet Sohi

Department of Management: Faculty Publications

As positive psychology moves into the workplace, researchers have been able to demonstrate the desirable impact of positive organizational behavior. Specifically, psychological capital (PsyCap) improves employee attitudes, behaviors, and performance. Advancing PsyCap in sales research is important given the need for a comprehensive positive approach to drive sales performance, offset the high cost of salesperson turnover, improve cross-functional sales interfaces, and enrich customer relationships. The authors provide an integrative review of PsyCap, discuss its application in sales, and advance an agenda for future research. Research prescriptions are organized according to individual-level, intra-organizational, and extra-organizational outcomes pertinent to the sales field.

Early History Of The Fields Of Practice Of Training And Development And Organization Development, Richard J. Torraco

Department of Educational Administration: Faculty Publications

The Problem: While the time and place of the birth of the Academy of Human Resource Development are documented, the field of human resource development (HRD) has historical roots that began decades earlier with the emergence of training and development and organization development as fields of practice.

The Solution: This article addresses the early history of training and development and organization development, and begins with the influence of World War II on work-related education and training and ends in the mid-1990s. It traces the origins of the field up to, but not including, the founding of the Academy of Human …

Left Unsaid: The Role Of Work Expectations And Psychological Contracts In Faculty Careers And Departure, Kerryann O’Meara, Jessica Chalk Bennett, Elizabeth Niehaus

Department of Educational Administration: Faculty Publications

Faculty leave higher education institutions for many reasons, including higher salaries, more prestigious departments, lack of collegiality, a better geographic location, and to be closer to family (O'Meara, Lounder, & Campbell, 2014; Rosser, 2004; Smart, 1990; Xu, 2008). At the same time, research suggests that factors such as a higher salary and a more prestigious department are not really "pull" factors if faculty members are satisfied and thriving within their institution (Matier, 1990; O'Meara, 2014). Rather, faculty become predisposed to leave by virtue of dissatisfaction with certain aspects of their work environment (Daly & Dee, 2006; Johnsrud & Rosser, 2002; …

Transitioning To Performance-Based State Funding: Concerns, Commitment, And Cautious Optimism, Lindsay K. Wayt, Barbara Lacost

Department of Educational Administration: Faculty Publications

The introduction of performance-based state funding of higher education can be traced to the the late 1970s (Bogue and Hall 2003; Dougherty and Natow 2015; Dougherty, Natow, Hare, and Vega 2010; Dougherty and Reddy 2013; Long 2010; McKeown-Moak 2013). Early forms, referred to as Performance Funding 1.0, provided higher education institutions with bonuses, in addition to regular state funding, when they met certain state-defined outcomes.1 More recent forms, referred to as Performance Funding 2.0, have eliminated bonuses, and regular state funding has been replaced, in part or completely, with funding tied to achievement of state-defined performance goals, which often include …

Acuta Journal Of Telecommunications In Higher Education

ACUTA Journal

In This Issue

President's Message

From the ACUTA CEO

Legislative/Regulatory Update

Foundations of Collaboration

Leveraging City infrastructure to Extend Campus Wireless

Out with the Old (eMail) and in with the New (Collaboration Tools)

8 Steps to a Successful Very-High- Density Wi-Fi

Serving Up Student-Centric Technology

Preparing for the Unexpected with Emergency Mass Notification Systems

UT San Antonio Encourages Collaboration

lU Knows the Value of Partnerships

Western University

Community Colleges of Spokane

University of Richmond

Centre College

University of New Mexico

Nefdc Exchange, Volume 28, Fall 2015, New England Faculty Development Consortium

New England Faculty Development Consortium Exchange

Contents

President’s Message: The Importance of Academic Technology - Dakin Burdick, Mlount Ida College

Snow Lessons from a New England Winter: Using Technology Tools to Empower Learning during Class Cancellations - Lori Rosenthal, Lasell College

Call for Proposals for the Spring 2016 Conference

Kairos: The Right Time for the Laboratory as Educational Model - Al DeCiccio, Labouré College

Save the Date: Spring Conference, Tuesday, May 24, 2016; theme: Inclusive Excellence: Teaching and Learning in an Increasingly Interconnected World; Tufts University; keynote speaker: L. Lee Knefelkamp, Columbia University and AAC&U

Universal Design for Learning for 21st Century Success - Katie Novak, …

Pathways To Student Success: A Multiple Case Study On Four-Year Colleges’ Organizational Change In Performance Funding States, Lindsay K. Wayt

Department of Educational Administration: Dissertations, Theses, and Student Research

Federal and state policies have recently moved the higher education accountability focus from access to completion. As completion and other student success accountability measures are put in place, institutions are going through organizational change to accommodate these new policies and to adjust their focus onto student success measures such as retention and graduation rates. This multiple case study’s purpose was to describe the institutional efforts and changes at small- to medium-sized, four-year public institutions in states where at least 20% or more of state funds are or are planned to soon be allocated based on performance metrics. The findings of …

Extending Training In Multicultural Competencies To Include Individuals Identifying As Lesbian, Gay, And Bisexual: Key Choice Points For Clinical Psychology Training Programs, Debra A. Hope, Chandra L. Chappell

Department of Psychology: Faculty Publications

Traditional models of multicultural training for professional psychology have focused primarily on racial and ethnic minorities and have not included competencies focused on individuals identifying as lesbian, gay, and bisexual (LGB), despite documented evidence of health disparities for sexual minorities. Ways to adapt models based on Sue’s (1992) 3 × 3 competencies (attitudes and beliefs, knowledge, and skills across the dimensions of awareness of one’s own cultural influences and biases, understanding the client perspective, and appropriate interventions for an individual client) for LGB health are described. This includes the addition of an action/advocacy dimension. Six key choice points for clinical …

Coaching For Change: Amount Of Instructional Coaching Support To Transfer Science Inquiry Skills From Professional Development To Classroom Practice, James A. Houston

Department of Educational Administration: Dissertations, Theses, and Student Research

Instructional coaching as a follow-up component to high-quality professional development experiences is being used to improve classroom instruction to meet the requirements of NCLB and promote organizational change. The purpose of this study was to determine the minimum number of coaching sessions necessary to translate new strategies and skills learned during a summer institute into classroom practice.

Teachers attended a 2-week summer institute focusing on the development of guided science inquiry as both an instructional strategy as well as a content. Teachers implemented a unit lasting approximately 6–8 weeks focusing on the newly learned guided inquiry strategies and skills, video-recorded …

Assessing The Relationship Between Student And Faculty Perceptions Of Student Engagement At Central Mountain College, Brandi R. K. Atnip

Department of Educational Administration: Dissertations, Theses, and Student Research

This study compared the perceptions of students versus faculty at Central Mountain College with regard to the issue of student engagement. Central Mountain College participated in the Community College Survey of Student Engagement and the Community College Faculty Survey of Student Engagement during the spring semesters of 2009, 2011, and 2013. The institution was provided with aggregate results from these survey administrations by the Center for Community College Student Engagement. Prior to this study, the survey results had not been accumulatively evaluated by the institution.

The study aimed to determine areas where there was congruence and incongruence between the students …

Faculty Parental Status: An Investigation Of Network Homophily, Marginalization, And Supportive Work–Family Academic Culture, Megumi Watanabe

Department of Sociology: Dissertations, Theses, and Student Research

Serious incompatibility between work and family life among faculty is well known, and various work-family policies have become available to faculty. Due to the traditional academic work culture (e.g., the ideal worker norms and the individualism norms), however, these policies tend to be underused. Therefore, it is necessary to develop an academic work culture that is more supportive of faculty’s work-family needs. Using data collected on tenure-line faculty at a research-intensive Midwestern university, this dissertation pursues three complementary research objectives that provide new insight into the culture of academic work environments. First, based on social identity theory and homophily theory, …

Nebraskamath Final Report 2015

NebraskaMATH Materials

A Message from Jim Lewis, pg. 2

By the Numbers, pg. 4

2014 Nebraska Summit on Math and Science Education, pg. 6

Primarily Math Featured Teacher: Kristine Ray, pg. 8

Overview, pg. 10

Program and Certificate, pg. 11

Featured Teacher: Gwen Schultz, pg. 13

Research: Impact on Teachers, pg. 14

Featured Teacher: Allie Elsasser, pg. 18

Research: Impact on Students, pg. 19

Featured Teacher: Kristy Kennedy, pg. 21

Featured Teacher: Marni Driessen, pg. 22

Math Studio, pg. 23

Featured Teacher: Jennifer Kaminski, pg. 26

Math Early On, pg. 27

Featured Teacher: Andrew Boone, pg. 28

Nebraska Algebra and New Teacher …

Mba Academic Teams Training And Measuring Team Skills Development And Team Satisfaction In The First Semester Of A Full-Time Mba Program, Crystal Clayton

Department of Educational Administration: Dissertations, Theses, and Student Research

This study explored the benefits of providing MBA academic teams with formal training. The purpose of this mixed methods, single case study design, was to investigate whether MBA teams training contributes to team skills development and student team satisfaction. Participants in this study were first year, full-time MBA students at a large Midwestern Research I institution. The Comprehensive Assessment of Team Member Effectiveness (CATME) was utilized to regularly administer peer and self-assessment of teamwork skills and track student team satisfaction. The research was broken into three main components. The first component included a quantitative element utilizing regular assessment readings of …

Tier 1 Intervention: School Values & Expectations, Reece L. Peterson, Jenna Strawhun, Natalie Hoff

Department of Special Education and Communication Disorders: Faculty Publications

Conclusion

At present, school value statements are believed to be a useful component of efforts to improve student behavior and school climate. These statements of values or expectations have been particularly emphasized as one of the key components of Positive Behavior Interventions and Supports. Although there is strong research related to the overall outcomes of PBIS, there has been virtually no research about these values or expectations independent of PBIS. However, there has been some research on more global school mission statements, which appears to provide promise for future research on these more specific behavioral expectations. Based on the PBIS …

2015 Academic Program Review School Of Natural Resources University Of Nebraska–Lincoln

School of Natural Resources: Documents and Reviews

No abstract provided.

The Importance Of Context: An Exploration Of Factors Influencing The Adoption Of Student-Centered Teaching Among Chemistry, Biology, And Physics Faculty, Travis J. Lund, Marilyne Stains

Department of Chemistry: Faculty Publications

Background: Research at the secondary and postsecondary levels has clearly demonstrated the critical role that individual and contextual characteristics play in instructors’ decision to adopt educational innovations. Although recent research has shed light on factors influencing the teaching practices of science, technology, engineering, and mathematics (STEM) faculty, it is still not well understood how unique departmental environments impact faculty adoption of evidence-based instructional practices (EBIPs) within the context of a single institution. In this study, we sought to characterize the communication channels utilized by STEM faculty, as well as the contextual and individual factors that influence the teaching practices …

“. . . And We Are A-Changing, Too”, James S. Ruebel

Honors in Practice Online Archive

From antiquity to now, “All things change” has been a common aphorism. The Romans ascribed the comment first to Heraclitus, who did indeed assert—along with statements such as “you cannot step into the same river twice”—that all things change (πάντα ῥεῖ, panta rhei: after Plato, Cratylus 401d). The Romans translated the aphorism as omnia mutantur, which appears in Ovid’s Metamorphoses (15.165) as “Omnia mutantur, nihil interit” (“Everything changes, nothing dies”). Ovid’s comment is hardly surprising in a book titled Metamorphoses.

Making Continuous Improvement A Reality: Achieving High Performance In The Ottawa County, Michigan, Circuit And Probate Courts, Brian J. Ostrom, Matthew Kleiman, Shannon Roth, Alicia Davis

Court Review: Journal of the American Judges Association

Today, a well-functioning court is expected to resolve large volumes of work in a fair and orderly way within demanding time frames. The overall goal is quality administration in all phases of court operations, yet achieving this goal in practice means navigating the shoals of tight budgets, workplace politics, and the heavy press of daily business. Courts are under enormous stress these days, and as a result it should come as no surprise that too many courts are infected with pessimistic court leadership. Winston Churchill is often reported to have said, “The pessimist sees difficulty in every opportunity, the optimist …

Systems Alignment For Comprehensive Faculty Development In Liberal Arts Colleges, Vicki L. Baker, Laura G. Lunsford, Meghan J. Pifer

To Improve the Academy: A Journal of Educational Development

Using an alignment framework, the authors explore faculty development initiatives in liberal arts colleges in order to understand the connection between organizational priorities and processes as connected to faculty members’ stated needs. The study draws on mixed methods data from The Initiative for Faculty Development in Liberal Arts Colleges (IFDLAC), including survey andinterview data from the 13 member institutions of the Great Lakes Colleges Association (GLCA).The authors offer future implications for faculty development practice.

Creating A Supportive Teaching Culture In The Research University Context: Strategic Partnering And Interdisciplinary Collaboration Between A Teaching Centerand Academic Units, Marie Kendall Brown, Patricia A. S. Ralston, Kathy B. Baumgartner, Melissa A. Schreck

To Improve the Academy: A Journal of Educational Development

This paper describes 2 “strategic partnering” and “interdisciplinary collaboration” case studies between a Center for Teaching and Learning (CTL) and an academic unit at a mid-sized metropolitan research university in the American Midwest. These faculty development partnerships were developed to meet the unique needs of faculty members who share a discipline area, present current information on specific teaching topics in order to deepen pedagogical knowledge and skills, provide opportunities for faculty to form a collegial group, and advance unit-specific goals relative to faculty development. The work is grounded in literature about the characteristics of a supportive teaching culture, characteristics of …

Encouraging Faculty Attendance At Professional Development Events, Dakin Burdick, Tim Doherty, Naomi Schoenfeld

To Improve the Academy: A Journal of Educational Development

For faculty development events to have the greatest impact on campus practice, faculty developers need to attract and include as many faculty members as possible at their events. This article describes the testing of a checklist regarding faculty attendance at professional development events through a survey of 238 faculty members at small colleges in the United States. The results demonstrate the influence of social relationships upon faculty attendance at teaching and learning events, the difficulties of scheduling such events, and motivational differences between full-time and adjunct faculty. The use of food as a motivator for attendance is also appraised. The …

Mentoring Within A Community Of Practice For Faculty Development: Adding Value To A Ctl Role, Patricia E. Calderwood, Suzanna Klaf

To Improve the Academy: A Journal of Educational Development

E. R. Smith, P. E. Calderwood, F. Dohm, and P. Gill Lopez’s (2013) model of integrated mentoring within a community of practice framework draws attention to how mentoring as practice, identity, and process gives shape and character to a community of practice for higher education faculty and alerts us to several challenges such a framework makes visible. In this exploratory study, we apply the model, and the consideration of the challenges it highlights, to consider how mentoring might figure in and configure a community of practice for faculty development localized in a university Centers for Teaching and Learning (CTL) for …

A View From The Margins: Situating Ctl Staff In Organizational Development, Emily O. Gravett, Lindsay Bernhagen

To Improve the Academy: A Journal of Educational Development

The authors explore assumptions that underlie work on organizational development in their field, which reveal hierarchical and homogenizing tendencies, despite commitments to inclusivity. Given that the aim of recent literature, such as Schroeder and Associates’ Coming in from the Margins, is to situate educational developers in relation to organizational development, and given the field’s values, then both staff and directors must be considered. The authors examine how the margins can be valuable sites of knowledge production, highlighting the ways staff might contribute to organizational development. The authors hope that readers will gain several ideas for how to incorporate staff into …

Negotiating A Seat At The Table: Questions To Guide Institutional Involvement, Gregory J. Siering, Suzanne Tapp, Debra Rudder Lohe, Micah Meixner Logan

To Improve the Academy: A Journal of Educational Development

In addition to traditional roles, educational developers increasingly find themselves considering their involvement in issues of institutional change. However, this evolution leads to new challenges as educational developers attempt to discern whether and how to be involved inparticular organizational change efforts. This chapter provides a framework that can help centers of all types reflect on the broader risks and rewards of institution-level leadership. Through a series of context-based reflective questions, the authors hope to promote strategic thinking among educational developers (particularly center directors) and to spur new questions and research as our field continues to evolve.

Invisible But Essential: The Role Of Professional Networks In Promoting Faculty Agency In Career Advancement, Elizabeth Niehaus, Kerryann O'Meara

Department of Educational Administration: Faculty Publications

The benefits of professional networks are largely invisible to the people embedded in them (O’Reilly 1991), yet professional networks may provide key benefits for faculty careers. The purpose of the study reported here was to explore the role of professional networks in faculty agency in career advancement, specifically focusing on the overall relationship between the social capital gained from networks and faculty agency in career advancement. Findings suggest that off-campus networks are particularly important for faculty agency but that the benefits of networks may take time to develop.

Contagion Effect Of Global Leaders’ Positive Psychological Capital On Followers: Does Distance And Quality Of Relationship Matter?, Joana S. P. Story, Carolyn M. Youssef-Morgan, Fred Luthans, John E. Barbuto Jr., James A. Bovaird

Department of Management: Faculty Publications

A key assumption of effective international human resource management (IHRM) is that global leaders influence and serve as role models for their followers, regardless of the inherent distance (physical and frequency of interaction) between them in today’s global context or the quality of the relationship. Although considerable attention has been devoted to cultural differences between global leaders and their diverse followers and teams, this study investigates the impact that distance and quality of the relationship has on a sample of a Fortune 100 multinational firm’s global leaders’ level of positive psychological capital (PsyCap) contagion effect on their followers located around …

A Place For Scholarship In Campus Activities Practice: A Collective Case Study, Cindy Kane

Department of Educational Administration: Dissertations, Theses, and Student Research

This study explores the integration of forms of scholarship in campus activities practice at four institutions in the Northeast. Using a collective case study approach, interviews were conducted with a total of 23 campus activities staff members and six senior student affairs officers at four institutions achieving comprehensive recognition for excellence in campus activities programs from one professional association. Administrators explored Boyer’s (1990) frames of scholarship and shared experiences with the engagement with the four frames of scholarship in their daily work. Findings presented highlight a strong identification between participants and the scholarship of teaching, moderate engagement with application and …