Education Commons^™

The Impact Of Faculty Perception Of Student Affairs Personnel On Collaborative Initiatives: A Case Study, Matthew Peltier

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

Sandeen (1991) and, later, Winston, Creamer, Miller, and Associates (2001) describe the primary role of student affairs personnel as being educators. They further identify collaboration between student affairs and the faculty to be a key way in which this educational role is to be accomplished. However, there exists bifurcated understanding of student development, with faculty being responsible for intellectual development and student affairs professionals being responsible for psychosocial development.

Much attention has been given to the relationship between academic and student affairs, the role of each, and the potential that collaboration between the two offers in the achievement of developmental …

Exploring The Multiple Dimensions Of Intelligence Identity In High-Achieving Students, Amy A. Holland

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

The purpose of this phenomenological study was to explore the important elements reported by second-year undergraduates at Midwestern University (MU) as they renegotiated their intelligence identity of being the smart one. The five participants were members of the 2012-2013 first-year cohort of Jumpstart Business Community (JBC). Per inclusion in JBC, the students identified as high-achieving students and/or were classified as accelerated learners in high school. The reconceptualized model of multiple dimensions of identity from Abes, Jones, and McEwen (2007) informed this study in the examination of renegotiation of the intelligence identity.

The main research question of this study was what …

Validation: Latino Voices In Higher Education, Krista Navarrette

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

This qualitative study explored Latino men’s experiences in higher education and their capacity to succeed at a Predominately White Institution (PWI) in the Midwest region of the United States. The study focused on six participants as they navigate through college and how they viewed their validation as Latino males in college. The literature review discusses the current state of Latino/a’s in higher education and how they are lacking in the education race in regards to white students. The researcher used Validation Theory to investigate Latino males - deemed the “invisible population”—in order to find new implications for persistence, pursuit, and …

The Influences Of The American Boxer Indemnity Reparations Remissions On Chinese Higher Education, Xiaojuan Zhou

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

The purpose of this study was to consider the influences of the American Boxer Indemnity Reparations Remissions (ABIRR) on Chinese higher education. These remissions were used to establish two universities, to establish the American Boxer Indemnity Scholarship Program (ABISP) to support Chinese students’ studying in America, and to support other higher education- related projects.

This study focused on higher education considering ABISP as an individual case. The ABISP students were selected from all the students who studied in America in the corresponding period in part because of the inconsistencies of research before 1949.

Through tracking 1,152 ABISP students of Type …

Managing Microaggressions: A Study On The Effect Of Microaggressions On Multiracial College Students, Brittany L. Hunt

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

The purpose of this study is to raise awareness about the experiences multiracial students face on college campuses specifically working to understand how multiracial students experience and manage microaggressions on campus in their daily lives. Within this I will take into account their experiences on campus as a framework for the types of microaggressions they are facing because this act of racism can be known or unknown to the victim. A microaggression is a form of racism that is “brief and commonplace daily verbal, behavioral, or environmental indignities, whether intentional or unintentional, that communicate[s] hostile, derogatory, or negative racial slights …

Exploring The Socially Responsible Leadership Capacity Of College Student Leaders Who Mentor, Seth R. Barnes

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

The purpose of this study was to examine how participation as a mentor in a leadership-based mentoring program influences socially responsible leadership capacity. Previous studies have shown mentoring to influence gains in socially responsible leadership capacity of college students; however, these studies only examined college student who were being mentored. This study addresses this gap by examining college students who serve as mentors. Using the Social Change Model of Leadership as a guiding theoretical framework, the socially responsible leadership capacity of college students who serve as mentors in a leadership-based mentoring program at the University of Nebraska-Lincoln. Data …

The Senior Year Transition, Catherine E. Long

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

This research focuses on how college seniors emotionally and mentally experience their final year of college. The senior year experience should be a time of reflection and closure of their undergraduate experience. The students in this study identified how types of involvement led them to self-reflection and recognize individual strengths and outcomes that prepared them for their post-graduate lives. By capturing these students’ voices through their experiences the research examined the need for all-inclusive support during the senior year transition. The data provides implications for programming and services, with the intent to facilitate reflection and closure.

Adviser: Debra Mullen

A Portrait Of School Leadership At Senshu University Matsudo Junior And Senior High School, Travis T. Brady

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

As an important symbolic figure and embodiment of the traditions and character of the school, the position of principal in Japan is crucial. Yet societal pressures and an undefined job description are serving to increase pressures of the position. The purpose of this qualitative study was to examine school administrative leadership at a private high school, Senshu University Matsudo Junior and Senior High School. The central research question was: What is the leadership role of the secondary administrator at Senshu University Matsudo Junior and Senior High School?

The sub-questions were: (a) What were the post-war changes implemented in Japanese secondary …

Doctoral Program Specialists In The Big Ten Conference, Eva Burns Bachman

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

An increase in non-academic personnel in higher education institutions has led to the development of specialized roles for staff members. One of these roles is the doctoral program specialist.

The purpose of the study was to explore the role of doctoral program specialists in the universities of the Big Ten conference in the U.S.

The study focused on a) the work of doctoral program specialists; b) their relationships with members of the university community involved in graduate education; and c) how the administration and work expectations have changed during the past five years. Role theory provided the theoretical framework for …

Structures And Relationships Between The Business Executive And Information Technology Executive At The University: A Mixed Methods Study, Angela K. Hollman

College of Education and Human Sciences: Dissertations, Theses, and Student Research

This study uses an explanatory mixed methods methodology to attempt to determine the reporting relationships between business and IT executives within the university. The study also explores IT and business executives thoughts on these relationships. Supporting research from organizational studies and business-IT alignmfent is combined in order to enhance the study. In the first quantitative phase, an exploratory factor analysis is used to determine organizational dimension factors while simple response and frequency analysis are used to model the top occurring organizational structures between IT and business executives. The second qualitative phase used semi-structured interviews with 12 random CIOs and CFOs …

Transormative Leadership – No Excuses!, Russell Lowery-Hart

Instructional Leadership Abstracts

Russell Lowery-Hart, Vice-President for Academic Affairs at Amarillo College, was selected by NCIA as the 2013 recipient of the Instructional Leadership Award. Dr. Lowery-Hart has been instrumental in promoting a philosophical shift at Amarillo College by challenging all employees to focus intently on helping the students. In this abstract you will read how Russell’s leadership has enabled faculty and staff to embrace responsibility for the “whole” student.

Amarillo College is proud of Russell Lowery-Hart’s transformative leadership. As Vice-President for Academic Affairs he has changed the college by challenging all employees to focus intently on helping students. His mantra “we have …

Creating 21st Century Classrooms: What District Level Instructional Leaders Know About Leading 21st Century Learning, Jeff Arrington

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

Common Core standards and 21st century instruction are topics at the forefront of current educational literature (Greenstein, 2012; Long, 2012; Sheninger & Larkin, 2012; Wilson, 2006). Though Common Core standards may provide a foundation for the literacy and numeracy that has been identified in preparation for college and career, even Common Core agrees that this preparation and readiness is complex and more than the standards address. “The reality is that students must develop a complex skill set that prepares them for both the rigor of college and the demands of the workplace” (Greenstein, 2012). Twenty-first century skills have been described …

Greek Affiliation And Education Abroad: A Quantitative Study Of The Role Of Greek Involvement In Study-Abroad Experiences, Luke Paul Martens Bretscher

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

The purpose of this quantitative study was to understand the impact that Greek affiliation has on the education-abroad experience. Specifically, the study examined whether there were differences in the experiences of Greek and non-Greek undergraduate education-abroad participants.

The central question for the study was: Are there differences in participation and experiences in education-abroad activities between students affiliated with social Greek letter organizations and students who are not affiliated with social Greek letter organizations? The researcher examined four different experiential differences: rate, influences to participate, barriers, and educational outcomes.

By examining 705 current University of Nebraska—Lincoln students who had study-abroad experiences, …

An Empirical Analysis Of Factors Affecting Honors Program Completion Rates, Hallie Savage, Rod D. Raehsler, Joseph Fiedor

Journal of the National Collegiate Honors Council Online Archive

One of the most important issues in any educational environment is identifying factors that promote academic success. A plethora of research on such factors exists across most academic fields, involving a wide range of student demographics, and the definition of student success varies across the range of studies published. While much of the research is devoted to looking at student performance in particular courses and concentrates on examination scores and grades, many authors have directed their attention to student success in the context of an entire academic program; student success in this context usually centers on program completion or graduation …

Journal Of The National Collegiate Honors Council, Volume 15, Number 2, Fall/Winter 2014 (Complete Issue)

Journal of the National Collegiate Honors Council Online Archive

Forum on Rubrics, Templates, and Measurable Outcomes in Honors

Joan Digby

Annmarie Guzy

Beata M. Jones and Catherine M. Wehlburg

Giovanna Walters

Ce Rosenow

research essays

Kim Andersen and Gary Thorgaard

Heather C. Camp

Jay Trucker

Deborah Engelen-Eigles and Janice Levinsohn Milner

Journal Of The National Collegiate Honors Council, Volume 15, Number 1, Spring/Summer 2014 (Complete Issue)

Journal of the National Collegiate Honors Council Online Archive

Forum on Honors for Sale

Forum Articles

Gary Bell

Benjamin Moritz

Lisa Avery

Sam Schuman

Jeffrey A. Portnoy

Destenie Nock, Justice Plummer, Ashleigh R. Wilson, and Michael K. Cundall Jr.

Annmarie Guzy

Barbra Nightingale

Brian C. Etheridge

Research Essays

Ted M. Brimeyer, April M. Schueths, and William L. Smith

Gordon Shepherd and Gary Shepherd

Hallie Savage, Rod D. Raehsler, and Joseph Fiedor

Kate Wintrol

Changes In School Connectedness And Deviant Peer Affiliation Among Sixth-Grade Students From High-Poverty Neighborhoods, Kathleen Moritz Rudasill, Kate Niehaus, Lisa J. Crockett, Christopher R. Rakes

Department of Educational Psychology: Faculty Publications

This longitudinal study examined associations between changes in School Connectedness and changes in Affiliation With Deviant Peers among students from high-poverty backgrounds during the year immediately following the transition to middle school. Sixth-graders (N = 328) attending two middle schools in a large school district completed measures of School Connectedness and Affiliation With Deviant Peers at three points across the year. Results from parallel process modeling showed that students’ reports of School Support significantly declined across the school year, School Support and Affiliation With Deviant Peers were negatively associated at the beginning of the school year, and students who reported …

Math On Demand, Kevin Li

Instructional Leadership Abstracts

NCIA recognized Kevin Li, Dean of Instruction at Wilbur Wright College in 2012, as the recipient of the Instructional Leadership Award for Region 4, as well as the National Award for Outstanding Instructional Leadership. In support of Dean Li’s application, nominators highlighted his focus on supporting faculty engagement and development. As shared below, Kevin “models integrity, perseverance and high standards.” In this abstract you will read how Kevin’s leadership has aided in the development of a successful Math on Demand (MOD) program and a culture of quality improvement via formative assessment.

Wilbur Wright College, one of the City Colleges of …

Education That Matters, Walter E. "Ted" Carter Jr

U.S. Navy Research

THE YEAR 2014 MARKS the 130th anniversary of the General Order that established the Naval War College to conduct “an advanced course of professional study for naval officers.” Over the ensuing decades the College has expanded to include students from all military services, from nationalsecurity- related agencies, and from over sixty-five allied nations. Today, the College is organizationally adaptable, educationally flexible, and more Fleet relevant than ever. The decisions officers make to seek out a service college education are complex, and we are working to make the Naval War College an irresistible choice for our brightest and best young officers. …

[Navy’S Leader Development Continuum] Marks A Significant Starting Point For The Navy And . . . Full Implementation Will Span Generations., Walter E. "Ted" Carter

U.S. Navy Research

Th e Naval War College is a multifaceted joint military academic institution, in support of the naval profession, composed of resident education for U.S. and international officers and focused on maritime research, regional studies, distance education, war gaming, and education/ programs at the operational level of war. Each of these intricate areas has unique programs and initiatives, but their common underlying theme is their ability to educate our future leaders and to teach them to think strategically and operationally. Educating leaders is conducted not only at the War College but also at our off-site locations around the country, and the …

Setting The Conditions For Strategic Thought, Walter E. "Ted" Carter Jr

U.S. Navy Research

Sinc e 1884, the Naval War College has existed as a place to study and understand the complexity of conflict. As it prepares to celebrate its 130th anniversary, the College continues to refine its educational and research programs to meet the demands of the Navy and the national security community. The Naval War College is helping to prepare and shape the Navy of Tomorrow; and we are significantly supporting the Navy of Today.

The Navy of Tomorrow. A classic Asian proverb holds, If you are planning for one year, sow rice; if you are planning for a decade, plant trees; …

Just Ask: Using Faculty Input To Inform Communication Strategies, Krista Hoffmann Longtin, Megan M. Palmer, Julie L. Welch, Emily C. Walvoord, Mary E. Dankoski

To Improve the Academy: A Journal of Educational Development

Faculty members today are bombarded with information, yet limited in time and attention. Managing communication with faculty is an increasingly important function of faculty development offices. This study explored how communication frameworks can be paired with web design principles and attention economics to increase the effectiveness of communication with faculty members. We developed and tested communication approaches designed to enhance faculty members’ identification and involvement with our programs. The advantages, disadvantages, and effectiveness of each model are presented. Ultimately, the study reframed our understanding of communication strategies, not as static tools, but rather as opportunities to engage faculty.

Mapping Classroom Interactions: A Spatial Approach To Analyzing Patterns Of Student Participation, Sophia Abbot, Alison Cook Sather, Carola Hein

To Improve the Academy: A Journal of Educational Development

This article explores how mapping patterns of student participation in classroom discussion can both illuminate and complicate the dynamic relationships among identity, physical position in the classroom, student engagement, and course content. It draws on the perspectives of an undergraduate in the role of pedagogical consultant, a faculty member who worked in partnership with that student, and the coordinator of the program through which this collaborative exploration unfolded. The authors provide multiple angles of vision on the impetus behind, approach to, results of, and interdisciplinary possibilities of mapping classrooms and offer recommendations and cautions regarding the use of mapping.

Developing Scholarly Teachers Through An Sotl Faculty Fellowship, Beth A. Fisher, Michelle D. Repice, Carolyn L. Dufault, Denise A. Leonard, Regina F. Frey

To Improve the Academy: A Journal of Educational Development

The increasing interest in incorporating evidenced based teaching in higher education has created a pronounced need for faculty to learn the theory and practice of the Scholarship of Teaching and Learning (SoTL). This article describes a program designed to prepare faculty to (a) draw on existing SoTL studies when designing and implementing evidenced based teaching methods, (b) design SoTL studies to test the effectiveness of those methods, and (c) integrate their new knowledge of SoTL into the practice of “scholarly teaching.” This program has proven to be a successful model for incorporating evidenced based teaching into undergraduate science, technology, engineering, …

Emotion In The Classroom: An Update, Janine Bowen

To Improve the Academy: A Journal of Educational Development

Fourteen years ago, POD member Edward Vela drew attention to the role of emotion in learning. In particular he emphasized the need for faculty to express positive emotions in the classroom. Since then researchers continue to measure the effectiveness of positive emotion in student learning but the field of emotion in the classroom has expanded since Vela's essay. The purpose of this article is to not only update Vela's citations on emotion and learning but to provide a broader perspective on the topic and assist faculty developers. Ashkanasy's five level model frames the discussion.

Sequential Online Course Redesign: When “It Just Takes Time” Works No Longer, Genevieve G. Shaker, Sarah K. Nathan, Elizabeth J. Dale

To Improve the Academy: A Journal of Educational Development

Despite the increase in formats of online education, evidence suggests that the academic achievement gap could widen without iterative adaptation. This comparative case study analyzes the implementation of an online undergraduate course delivered consecutively in hybrid and fully online formats. Student feedback and instructor reflection address adaptive processes for online learning and adjustments to enhance the second course following a sequential redesign. Results include students’ challenges with technology and workload, benefits of cross course collaboration, instructor efforts to mediate challenges without sacrificing rigor, and advice for educational developers as they support online teaching through rapid adaptation by design.

Peer Collaboration: Improving Teaching Through Comprehensive Peer Review, Shelley L. Smith

To Improve the Academy: A Journal of Educational Development

This article includes a brief rationale and review of the literature on peer review of teaching (PRT). Based on that literature review, it offers a proposal for an optimal formative review process that results in a teaching portfolio that would reflect a faculty member’s efforts and successes in a critically reflective PRT process, and contributes to ongoing teaching improvement. It then looks at potential areas of faculty resistance and concern and offers a discussion of potential strategies to overcome those concerns.

Tracking Pod's Engagement With Diversity: A Content Analysis Of To Improve The Academy And Pod Network Conference Programs From 1977 To 2011, Stacy E. Grooters

To Improve the Academy: A Journal of Educational Development

This study examines the degree to which sessions from the annual Professional and Organizational Development (POD) Network Conference and articles from To Improve the Academy engage questions of diversity. The titles and abstracts of 3,946 conference sessions and 560 journal articles were coded for presence and type of diversity. A significant variation in inclusion of diversity over time was found for the conference sessions (p < 0.001) but not the journal articles. Overall, the findings suggest that the organization has been inconsistent in its scholarly engagement with diversity and should work to encourage more regular engagement with diversity by its members.

Tracing The Evolution Of Educational Development Through The Pod Network's Institute For New Faculty Developers, Michele Dipietro

To Improve the Academy: A Journal of Educational Development

Educational development is a unique professional field in that it is not defined by content taught in a single degree that qualifies individuals to be in it. The resulting heterogeneity in newcomers’ knowledge and skills is addressed in different ways by different national networks. Since 1997, the POD Network has held a biennial Institute for New Faculty Developers, geared toward socializing new professionals into the field. An analysis of the evolution of the Institute, therefore, focused on understanding how educational development has represented itself to newcomers, can chronicle the trajectory of the field and generate conversations about its future.

Measuring The Promise: A Learning Focused Syllabus Rubric, Michael Palmer, Dorothe Bach, Adriana Streifer

To Improve the Academy: A Journal of Educational Development

To enrich the resources for measuring the impact of educational development work, we have created a rubric to assess the degree to which a syllabus achieves a learning orientation. The rubric provides qualitative descriptions of components that distinguish learning focused syllabi and uses a quantitative scoring system that places syllabi on a spectrum from content focused to learning focused. It is flexible enough to accommodate a diverse range of levels, disciplines, institutions, and learning environments, yet nuanced enough to provide summative information to developers using the tool for assessment purposes and formative feedback to instructors interested in gauging the focus …