Higher Education Administration Commons^™

March Agenda, Wku Graduate Council

Graduate School

Meeting agenda.

Hbcus: Accreditation, Governance And Survival Challenges In An Ever-Increasing Competition For Funding And Students, Jerry Crawford Ii

Journal of Research Initiatives

Historically Black Colleges and Universities (HBCUs) are facing challenges to their continued existence on several fronts. One is fiscally, as federal funding for education has been cut and the responsibility for paying for higher education has been levied on students and parents. Another challenge is the amount of endowment dollars available to them and lastly, there are questions today as to if HBCUs are still needed in a society that has allowed African-Americans to enroll in Predominantly White Institutions (PWIs). Both of these challenges are contingent on the most critical issue – accreditation. The loss of accreditation of units and …

Students’ Expectations And Faculty Approaches To Instructional Activities: Are Faculty Meeting The Needs Of This Generation?, Julie Ann Brines

Theses and Dissertations

Students who engage academically and socially with others on campus are more likely to stay at their institution and graduate, and the continued success of higher education institutions depends on the persistence of those students. An extensive body of literature for student retention and faculty teaching practices exists, but the present study focused on how student persistence may be affected by the interactions between students and faculty, especially when students and faculty were members of different generational cohorts. Investigating those interactions revealed there is a significant difference between students’ expectations and faculty approaches to instructional activities inside and outside the …

From The Co-Editors..., Todd Pagano

Journal of Science Education for Students with Disabilities

No abstract provided.

A Universal Design For Robotics Education, Mustafa Şahin Bülbül

Journal of Science Education for Students with Disabilities

In this century technological and educational needs increase drastically. Out of local language, educators need to teach robotic language and use necessary technologies to design robots like Arduino set. This set let users to know less code/computer language and knowledge about electronics. Users may develop their own robots with this set. It also improves design and implementation skills. However, it is not a suitable design for blinds. Universal design approach suggests educators to design courses in a way to meet the needs of all participants. By this approach, learning environments are helpful and useful for participants with special needs. With …

February Agenda, Wku Graduate Council

Graduate School

Meeting agenda.

Meeting Minutes, Wku Graduate Council

Graduate School

Meeting minutes.

“Science Is Not My Thing”: Exploring Deaf Non-Science Majors’ Science Identities, Cara L. Gormally, Amber Marchut

Journal of Science Education for Students with Disabilities

Students who are deaf and hard-of-hearing are underrepresented in science majors, yet we know little about why. Students from other underrepresented groups in science—women and people of color—tend to highly value altruistic or communal career goals, while perceiving science as uncommunal. Research suggests that holding stereotypical conceptions about scientists and perceptions of science as uncommunal may strongly hinder recruitment into science majors. This study sought to explore the science identities of students who are deaf, hard-of-hearing, and hearing signers. The study focused on non-science majors in bilingual (American Sign Language and written English) biology laboratory courses. This study is the …

Meeting Minutes, Wku Graduate Council

Graduate School

Meeting minutes.

January Agenda, Wku Graduate Council

Graduate School

Meeting agenda.

Ua45 2017-2018 Four-Year Degree Paths, Wku Registrar

WKU Administration Documents

An addendum to the 2017-2018 Undergraduate Catalog

The purpose of the Four-Year Degree Path is to assist undergraduate students in determining a timeline for completion of their undergraduate degree program. Each path displayed within this website provides students with the anticipated order in which a degree would typically be completed in a timely fashion at Western Kentucky University.

The Degree Paths show appropriate timing and spacing of general education, core course requirements, elective suggestions, prerequisites and displays how each of these requirements may be met during a four-year time frame.

The Degree Path is simply a guideline and might not …

2017-2018 Catalog, Wku Graduate School

Graduate School

Graduate School catalog regarding admissions, curriculum and policies.

Authors & Endmatter (Jnchc 18-1)

Journal of the National Collegiate Honors Council Online Archive

About the Authors

About the NCHC Monograph Series

NCHC Monographs & Journals

NCHC Publications Order Form

In This Issue (Back cover)

Black Excellence: Fostering Intellectual Curiosity In Minority Honors Students At A Predominantly White Research Institution, Stephen C. Scott

Journal of the National Collegiate Honors Council Online Archive

As a recent alumnus of the West Virginia University Honors College, I recognize my honors experience as a multi-faceted, intellectual journey that pushed me academically, professionally, and personally to become the lifelong learner that I am today. As the only Black honors student in my graduating class, I was aware of my tokenism, especially in my honors courses, in the honors college office, in the honors learning center (testWELL Learning Center), and in university and honors college committee meetings, but I never let it bother me much. My peers misperceived me as an “Oreo”; my physical appearance was Black, yet …

Educational Development As Pink Collar Labor: Implications And Recommendations, Lindsay Bernhagen, Emily Gravett

To Improve the Academy: A Journal of Educational Development

Against a backdrop of other professional arenas, including higher education, this article examines the field of educational development—who we are (mostly women) and what we do (care, service, and emotional labor)—through the lens of gender. While we suggest that educational development may provide a positive counterexample to the male dominance in other higher education professions, we also argue that the common devaluing of women and their labor, well- documented in other arenas, may contribute to educational developers’ "marginal" positions on campuses, our difficulties getting "invited to the table," as well as our challenges in becoming more involved in organizational development …

Educational Development Efforts Aligned With The Assessment Cycle, Phyllis Blumberg

To Improve the Academy: A Journal of Educational Development

Using an assessment cycle as an organizing framework, this article illustrates how educational development and assessment mutually complement each other. It describes an assessment study conducted to determine if two colleges at a small university met their strategic goals to increase the adoption of learning-centered teaching. This study served the parallel function of assessing the impact of sustained educational development efforts by the Centers for Teaching and Learning (CTL) to promote learning-centered teaching. The majority of interviewed faculty reported using learning-centered approaches. The data collection method itself also served as a teachable moment for faculty who do not attend CTL …

Foreign And U.S Educated Faculty Members’ Views On What Constitutes Excellent Teaching: Effects Of Gender And Discipline, Emad A. Ismail, James E. Groccia

To Improve the Academy: A Journal of Educational Development

This study identifies views of foreign-educated faculty who teach in American universities on what constitutes excellence in teaching based on different demographics using the online version of the Teacher Behavior Checklist. Faculty from 14 institutions within the Southern Regional Educational Board (SREB) were asked to rank the top 10 of 28 teacher qualities of excellent teaching. The final faculty sample consisted of 448 participants, of which 309 were United States-educated (US-educated), and 139 were foreign-educated. The majority of the foreign-educated faculty were from Asia and Europe. Results showed that both US- and foreign-educated faculty agreed on eight qualities as the …

Moving Toward The Center: The Integration Of Educational Development In An Era Of Historic Change In Higher Education, Bruce Kelley, Laura Cruz, Nancy Fire

To Improve the Academy: A Journal of Educational Development

Educational developers have generally articulated their mission around three major poles: faculty/professional development, instructional development, and organizational development (Diamond, 2002; Lewis, 1996). While the first two poles have received greater attention in the past, an increasing amount of emphasis is being placed on organizational development. This shift is a result of a growing tendency to see educational development as an integral component in helping colleges and universities effect change in multiple areas. The challenges higher education faces “require multiple teams of cross-unit expertise in order to make progress” (Schroeder, 2011, p. 202), and educational developers are often called on to …

Exploring The Potential Of Educational Developer Portfolios, Natasha Kenny, Isabeau Iqbal, Jeannette Mcdonald, Paola Borin, Debra Dawson, Judy Chan, Erika Kustra

To Improve the Academy: A Journal of Educational Development

There is growing interest in portfolios within the context of higher education, especially related to the use and integration of student learning portfolios, teaching portfolios, and eportfolios. Although little scholarly discourse has focused on educational developer portfolios, these have the potential to promote reflection on practice, showcase accomplishments, make explicit our approaches to practice, demonstrate impact, and support workplace personnel decisions. Despite these benefits, our community has not uniformly adopted the educational developer portfolio. Drawing from scholarly literature and based on findings from research gathered through World Cafés, this study explores the possibilities and potential for the educational developer portfolio. …

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 …

Occupationally Based Career And Technical Education (Cte) Teachers' Perceived Need For Student-To-Student Interaction In Distance Coursework To Gain Teaching Certification, Tina C. Barger

Murray State Theses and Dissertations

The purpose of the study was to contribute to the body of literature regarding occupationally based career and technical education (CTE) teachers’ perceived need for student-to-student interaction in distance education coursework. The study was based on a previous study by Moore, Warner, and Jones (2016). Student perceptions on the topic of student-to-student interaction were gathered. Participants in the study were CTE teachers who had entered the teaching profession from industry. Participants were pursuing or had previously pursued coursework in online/distance education formats. Findings of the study indicated that, overall, survey respondents did not have high expectations or particularly positive feelings …

Ua62/4/1 Gordon Ford College Of Business Accounting Administration, Wku Archives

WKU Archives Collection Inventories

Records created by the Accounting Department chair in the administration of the department.

Occupy Honors Education, Lisa L. Coleman, Jonathan D. Kotinek, Alan Y. Oda

National Collegiate Honors Council Monographs

Preface by Jonathan D Kotinek

Introduction: Occupying Naive America: The Resistance to Resistance • Lisa L Coleman

Theory and Resistance in Honors Education • Aaron Stoller

From Good Intentions to Educational Equity in an Honors Program: Occupying Honors through Inclusive Excellence • David M Jones

A Privilege for the Privileged? Using Intersectionality to Reframe Honors and Promote Social Responsibility • Amberly Dziesinski, Phame Camarena, and Caitlin Homrich-Knieling

Cosmopolitan Courtesy: Preparing for Global Citizenry • Stephanie Brown and Virginia Cope

Cosmopolitanism and New Racial Formations in a Post-9/11 Honors Curriculum on Diversity • Lopamudra Basu

Family Issues of Diversity and Education …