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Articles 2191 - 2220 of 7851
Full-Text Articles in Educational Administration and Supervision
We Are...Marshall, October 14, 2020, Office Of Marshall University Communications
We Are...Marshall, October 14, 2020, Office Of Marshall University Communications
We Are ... Marshall: the Newsletter for Marshall University 1999-2023
No abstract provided.
We Are...Marshall, October 7, 2020, Office Of Marshall University Communications
We Are...Marshall, October 7, 2020, Office Of Marshall University Communications
We Are ... Marshall: the Newsletter for Marshall University 1999-2023
No abstract provided.
Sr 20-21-02 Cc, Marshall University Faculty Senate
Sr 20-21-02 Cc, Marshall University Faculty Senate
Recommendations
No abstract provided.
Sr 20-21-05 Ec, Marshall University Faculty Senate
Sr 20-21-05 Ec, Marshall University Faculty Senate
Recommendations
No abstract provided.
Sr 20-21-04 Ec, Marshall University Faculty Senate
Sr 20-21-04 Ec, Marshall University Faculty Senate
Recommendations
No abstract provided.
Sr 20-21-06 Ec, Marshall University Faculty Senate
Sr 20-21-06 Ec, Marshall University Faculty Senate
Recommendations
No abstract provided.
Sr 20-21-03 Cc, Marshall University Faculty Senate
Sr 20-21-03 Cc, Marshall University Faculty Senate
Recommendations
No abstract provided.
Sr 20-21-01 Cc, Marshall University Faculty Senate
Sr 20-21-01 Cc, Marshall University Faculty Senate
Recommendations
No abstract provided.
Marshall Magazine Autumn 2020, Marshall University
Marshall Magazine Autumn 2020, Marshall University
Marshall Magazine
No abstract provided.
Nevada System Of Higher Education (Nshe) Administrative Costs, 2019, Olivia K. Cheche, Saha Salahi, Marie A. Falcone, Caitlin J. Saladino, William E. Brown Jr.
Nevada System Of Higher Education (Nshe) Administrative Costs, 2019, Olivia K. Cheche, Saha Salahi, Marie A. Falcone, Caitlin J. Saladino, William E. Brown Jr.
Higher Education
The purpose of this Fact Sheet is to examine expenditures of the Nevada System of Higher Education (NSHE), particularly expenses allocated to staff salaries. This data is collected from the FY19 State of Nevada operating budget, and Transparent Nevada, a website that posts the salaries of public employees including NSHE staff.
Impostor Phenomenon In Educational Developers: Consequences And Coping Strategies, Kristin J. Rudenga, Emily O. Gravett
Impostor Phenomenon In Educational Developers: Consequences And Coping Strategies, Kristin J. Rudenga, Emily O. Gravett
To Improve the Academy: A Journal of Educational Development
A recent survey of educational developers revealed that nearly all respondents (96%) had experienced impostor phenomenon (IP) in their professional lives. Here, we use survey data to investigate the consequences of and coping strategies for IP among educational developers. We describe the repercussions of IP for the personal and professional lives of educational developers (including stress, lowered self-esteem, not speaking up, and diminished career trajectories), the ways in which they cope with IP, and the unique ways that they may be positioned to leverage their own experience with IP to work more effectively with instructors.
Leveraging The Power Of Course Redesign For Student Success, Rebecca Campbell, Benjamin B. Blankenship
Leveraging The Power Of Course Redesign For Student Success, Rebecca Campbell, Benjamin B. Blankenship
To Improve the Academy: A Journal of Educational Development
Colleges and universities have a commitment to improve the student experience, increase persistence, and provide paths to degree completion. Course redesign, focused on student success, is a promising strategy for realizing that commitment. This article examines some of the particulars when course redesign is explicitly linked to student success. These particulars include the types of redesign outcomes, why courses should be the locus of student success initiatives, identifying which courses to redesign, and the characteristics and scope of impact of redesigned courses. The article concludes with suggestions for next steps for student success course redesign.
Students Helping Students Provide Valuable Feedback On Course Evaluations, Adriana Signorini, Mariana Abuan, Gautam Panakkal, Sandy Dorantes
Students Helping Students Provide Valuable Feedback On Course Evaluations, Adriana Signorini, Mariana Abuan, Gautam Panakkal, Sandy Dorantes
To Improve the Academy: A Journal of Educational Development
The purpose of the student evaluations of teaching (SET) are to help instructors enhance the teaching and learning experience in their courses; however, student feedback can often be more unconstructive than useful because students are usually requested to evaluate instruction with little or no formal training. As a result, SET become missed opportunities for students to effectively communicate their learning needs and for instructors to collect actionable information about how the course is perceived. This project aims to improve the quality of student responses to the open-ended questions that instructors receive by partnering with undergraduates in demonstrating to their peers …
“Am I Really Good Enough?”: Black And Latinx Experiences With Faculty Development, Sylk Santiago-Sotto
“Am I Really Good Enough?”: Black And Latinx Experiences With Faculty Development, Sylk Santiago-Sotto
To Improve the Academy: A Journal of Educational Development
This study focuses on the experiences of Black and Latinx faculty in academic medicine in relation to their educational and faculty development. Narratives by participants reflect on their career path and refer to faculty development programs as valuable but also as dominant group-centric, counter to their cultural backgrounds and the underrepresented faculty experience. Findings reveal the need for faculty development to be spaces for affirmation, validation, and accountability and suggest the need for tailored programs. Furthermore, implications on the research and practice of faculty affairs within higher education and academic medicine are outlined.
The Experiences Of Non-Tenure-Track Faculty Members Of Color With Racism In The Classroom, Ryan Rideau, Claire K. Robbins
The Experiences Of Non-Tenure-Track Faculty Members Of Color With Racism In The Classroom, Ryan Rideau, Claire K. Robbins
To Improve the Academy: A Journal of Educational Development
Using critical race theory, this qualitative study examined the ways non-tenure-track faculty members of Color (NTFOCs) experienced racism in their classroom environments. The sample consisted of 24 NTFOCs who worked at 4-year historically White colleges and universities. Findings revealed that NTFOCs experienced racism in their classrooms in three ways: negative evaluations, different treatment than White colleagues, and feeling unsafe in the classroom. While these findings are consistent with the experiences of tenure-track and tenured faculty members of Color, the implications for NTFOCs, particularly in terms of their employment, are stark. The article concludes with recommendations for how educational developers can …
A Mandatory Faculty Diversity Workshop: Does It Work?, Heather Dwyer, Joya Smith
A Mandatory Faculty Diversity Workshop: Does It Work?, Heather Dwyer, Joya Smith
To Improve the Academy: A Journal of Educational Development
This article explores the effectiveness of a mandatory training workshop for faculty. Our center for teaching and learning (CTL) was charged with designing and implementing a diversity training workshop for all full-time faculty. The workshop included an introduction to diversity and inclusion, analysis of microaggressions, discussion of inclusive teaching strategies, and practice responding to difficult situations using realistic classroom scenarios. Data were collected on participants’ familiarity and comfort level with diversity and inclusion concepts and situations via identical pre- and post-assessment. A year later, a follow-up survey was administered, which included the original assessment. Assessment and survey responses indicated positive …
Teaching Certificate Redesign: Making A Flexible Program For Future Faculty, Kate Z. Williams, Lauren E. Margulieux, G. David Lawrence
Teaching Certificate Redesign: Making A Flexible Program For Future Faculty, Kate Z. Williams, Lauren E. Margulieux, G. David Lawrence
To Improve the Academy: A Journal of Educational Development
Higher education teaching certificate programs can improve graduate students’ and postdoctoral scholars’ teaching while preparing them for their future roles as faculty, providing a multi-tiered benefit to universities’ teaching goals. This article documents the decision points and initial success of a redesign of one such teaching certificate program.” As part of the redesign process, 10 universities’ programs were reviewed and used as a benchmark. The programs’ learning objectives and assessments, along with their connections to the literature, are discussed in detail. A new flexible pathway through the certificate program emerged, tapping into courses, workshops, and online resources for content delivery, …
Development Of A Faculty Appreciation Of Pedagogy Scale, Carol A. Hurney, Jordan D. Troisi, Lori H. Leaman
Development Of A Faculty Appreciation Of Pedagogy Scale, Carol A. Hurney, Jordan D. Troisi, Lori H. Leaman
To Improve the Academy: A Journal of Educational Development
Evidencing the value of programs and services challenges educational developers to measure a range of outcomes. While direct measures of faculty use of effective teaching behaviors and student learning are desirable, these methods are time consuming and resource intensive. We provide a scale that is easy to deploy and can be adapted to different programs. Our psychometrically sound scale measures one facet of faculty learning about teaching—appreciation of pedagogy. The scale measures awareness, knowledge integration, emotions, beliefs, and self-reported behaviors related to the appreciation of pedagogy. We also examine scale correlates, including teaching identity, confidence, and control.
Tell Me More About Alex: Helping Instructors Uncover And Mitigate Their Implicit Biases, Cait S. Kirby, Heather N. Fedesco
Tell Me More About Alex: Helping Instructors Uncover And Mitigate Their Implicit Biases, Cait S. Kirby, Heather N. Fedesco
To Improve the Academy: A Journal of Educational Development
All instructors bring a set of unconscious or implicit biases to the classroom. These biases can negatively impact the way they interact with students, thus affecting important student outcomes (for example, grades, sense of belonging). Facilitators leading programming on inclusive teaching may struggle to identify strategies they should include in sessions to help unearth and address these biases in others. We have created an activity that can be tailored to fit a variety of teaching contexts and audiences and that helps unveil implicit biases while potentially mitigating some challenges associated with participant responses to such conversations.
External Funding Bulletin, July - December 2020, Uno Office Of Research And Creative Activity
External Funding Bulletin, July - December 2020, Uno Office Of Research And Creative Activity
Sponsored Programs Bulletins
This bulletin features recent award recipients.
2019-2020 Annual Security And Fire Report - Sayre Campus, Southwestern Oklahoma State University
2019-2020 Annual Security And Fire Report - Sayre Campus, Southwestern Oklahoma State University
ANNUAL SECURITY & FIRE REPORTS
This is the 2019-2020 Annual Security and Fire Report of the Sayre Campus by Southwestern Oklahoma State University.
2019-2020 Annual Security And Fire Report - Weatherford Campus, Southwestern Oklahoma State University
2019-2020 Annual Security And Fire Report - Weatherford Campus, Southwestern Oklahoma State University
ANNUAL SECURITY & FIRE REPORTS
This is the 2019-2020 Annual Security and Fire Report of the Weatherford Campus by Southwestern Oklahoma State University.
We Are...Marshall, September 30, 2020, Office Of Marshall University Communications
We Are...Marshall, September 30, 2020, Office Of Marshall University Communications
We Are ... Marshall: the Newsletter for Marshall University 1999-2023
No abstract provided.
The Minutes Of The Marshall University Graduate Council Meeting, September 25, 2020, Marshall University Graduate Council
The Minutes Of The Marshall University Graduate Council Meeting, September 25, 2020, Marshall University Graduate Council
Graduate Council Minutes
No abstract provided.
The Minutes Of The Marshall University Board Of Governors Meeting, September 24, 2020, Marshall University Board Of Governors
The Minutes Of The Marshall University Board Of Governors Meeting, September 24, 2020, Marshall University Board Of Governors
Board of Governors Minutes
No abstract provided.
The Minutes Of The Marshall University Faculty Senate Meeting, September 24, 2020, Marshall University Faculty Senate
The Minutes Of The Marshall University Faculty Senate Meeting, September 24, 2020, Marshall University Faculty Senate
Faculty Senate Minutes
No abstract provided.
We Are...Marshall, September 23, 2020, Office Of Marshall University Communications
We Are...Marshall, September 23, 2020, Office Of Marshall University Communications
We Are ... Marshall: the Newsletter for Marshall University 1999-2023
No abstract provided.
The Minutes Of The Marshall University Staff Council Meeting, September 2020, Marshall University Staff Council
The Minutes Of The Marshall University Staff Council Meeting, September 2020, Marshall University Staff Council
Staff Council Minutes
No abstract provided.
We Are...Marshall, September 16, 2020, Office Of Marshall University Communications
We Are...Marshall, September 16, 2020, Office Of Marshall University Communications
We Are ... Marshall: the Newsletter for Marshall University 1999-2023
No abstract provided.
Acknowledge Us: An Exploration Of The Lived Experiences Of Female Army Veterans In Undergraduate Programs, Jennifer O'Neil
Acknowledge Us: An Exploration Of The Lived Experiences Of Female Army Veterans In Undergraduate Programs, Jennifer O'Neil
Educational Studies Dissertations
The purpose of this dissertation is to explore the lived experiences of female United States Army veterans who have enrolled in an academic undergraduate program post discharge. As higher education continues to be an important transition point for female veterans, understanding the lived experiences of this population provides higher education administrators and faculty the opportunity to create and implement services and programs that will appropriately assist this population in their educational journey. Using a phenomenological methodology (Moustakas, 1994; Patton, 2015; van Manen,1990) thirteen female veterans across five different eras (Vietnam, 1980’s peacetime, Desert Storm, Iraq and Afghanistan) took part in …