Higher Education Administration Commons^™

The Minutes Of The Marshall University Staff Council Meeting, April 2020, Marshall University Staff Council

Staff Council Minutes

No abstract provided.

We Are...Marshall, April 15, 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 Faculty Senate Meeting, April 9, 2020, Marshall University Faculty Senate

Faculty Senate Minutes

No abstract provided.

We Are...Marshall, April 8, 2020, Office Of Marshall University Communications

We Are ... Marshall: the Newsletter for Marshall University 1999-2023

No abstract provided.

Exploring The Motivations And Perceptions Of First-Generation Doctoral Students Abstract, Saige Hill

College of Business (Strome) Posters

Diversity, equity, and inclusion are words that spark the attention of the public and private sectors alike. Institutions such as universities, government agencies, and nonprofit organizations are taking the initiative to challenge conventional attitudes and foster equity within their communities. Academia is one discipline that is experiencing a significant shift towards increased diversity and inclusion, but much work is needed to further promote equity. Disparities in education are among the most significant factors that impact long-term success. Beginning in primary school, children who are not afforded quality education are placed at a lifelong academic disadvantage. They are also less likely …

We Are...Marshall, April 1, 2020, Office Of Marshall University Communications

We Are ... Marshall: the Newsletter for Marshall University 1999-2023

No abstract provided.

Policy Problems: Preparing Students For The “Real World”, Shannon Mckechnie

Education Publications

Employability of students has risen as a key indicator of success of institutions, alongside an increased focus on policy for skills development in Canada. In Ontario, a hub for Canada’s economy, the issue of the “skills gap” has sustained interest as a significant but contested policy issue in public post-secondary education (Viczko, Lorusso, & McKechnie, 2019). Directed by policy and by public demand, significant resources at universities are invested into efforts to increase students’ skills capacities, career prospects, and overall employability. For student affairs staff (SAS), developing student career readiness and employability is central to many portfolios of our work …

Journal Of The National Collegiate Honors Council, Vol. 21, No. 1 (Spring/Summer 2020)

Journal of the National Collegiate Honors Council Online Archive

Contents

Call for Papers . v

Editorial Policy, Deadlines, and Submission Guidelines . vi

Dedication to Rae Rosenthal . vii

Editor’s Introduction ix — Ada Long

Forum essays on “The Professionalization of Honors”

The Professionalization of Honors Education 3 — Patricia J. Smith

Honors, Professionalism, and Teaching and Learning: A Response to Certification 19 — John Zubizarreta

The Body of Honors: Certification as an Expression of Disciplinary Power 25 — Richard Badenhausen

A Requiem for Certification, A Song of Honors 33 — Jeffrey A. Portnoy

Swan Song 45 — Joan Digby

A Different Kind of Agitation . …

Editor's Note, Lindsay Bernhagen

To Improve the Academy: A Journal of Educational Development

Editor's note for To Improve the Academy: A Journal of Educational Development, volume 39, issue 1 from spring 2020.

What's The Problem Now?, Randall Bass

To Improve the Academy: A Journal of Educational Development

Revisiting an essay from 1999, this article explores the current conditions in higher education, and society more broadly, that help shape the roles for the scholarship of teaching and learning (SoTL) and educational development. By seeing the current “crises” of higher education not only as “problems” to be investigated but as a “wicked problem,” we might be able to elevate and complicate the role that inquiry into teaching and learning might play in institutional change and the expansion of higher education. The article argues for the necessity, even urgency, of seeing educational development as a lever for change, fully engaged …

(Cultural) Taxation Without Representation? How Educational Developer Can Broker Discourse On Black Faculty Lives In The #Blacklivesmatter Era, Richard J. Reddick, Beth E. Bukoski, Stella L. Smith

To Improve the Academy: A Journal of Educational Development

Predominantly White institutions (PWIs) in creative class cities offer contradictory experiences for Black faculty, who engage in invisible additional labor in response to racial aggressions, termed cultural taxation (CT). With an understanding that equity-minded faculty development is an essential space in which to respond to this reality, our study employed a phenomenological focus group design to investigate how Black faculty at a research-intensive PWI located in a creative class city buffeted by racial tensions navigated their service and community experiences. While finding their work meaningful, the participants shared experiences of the multifaceted nature of CT, their stress from teaching about …

Motivated Reasoning And Persuading Faculty Change In Teaching, Gary A. Smith

To Improve the Academy: A Journal of Educational Development

Many faculty members demonstrate unwavering resistance to adopting research-based instructional strategies. This phenomenon commonly fits with motivated reasoning, whereby a person feels threatened by persuasion to change, leading to overtly defensive and sometimes disruptive behaviors and refusal. Changing away from established practices may challenge one’s self-identity and values as an effective teacher and triggers arguments intended to invalidate research-based alternatives. Faculty who are motivated to reject consensus best practices may impede the implementation of these practices across entire departments or institutions. Motivated reasoning and its underlying cognitive processes are explained by self-determination theory, which leads to predictions of faculty behaviors …

Motivations And Obstacles Influencing Faculty Engagement In Adopting Teaching Innovations, Wayne Jacobson, Renee Cole

To Improve the Academy: A Journal of Educational Development

Significant progress has been made in understanding science, technology, engineering, and mathematics (STEM) education and ways it can be improved, but propagation of change remains a challenge. This study presents an analysis of STEM faculty responses to open-text survey questions that asked them to identify motivations and obstacles to making changes in their teaching. Responses reveal wide variability among faculty perceptions, conceptualizations of change, and understandings of evidence. These findings suggest reasons faculty are not uniformly receptive to calls for change and challenge educational developers and advocates of STEM education reform to be explicit about their own understandings of meaningful …

The Diffusion Of Faculty Development: A Faculty Fellows Program, Tracy W. Smith, Sara J. Greenwald, Lillian Y. Nave, Victor N. Mansure, Michael L. Howell

To Improve the Academy: A Journal of Educational Development

This critical retrospective review describes the ideation, creation, and implementation of a faculty development fellows program at a regional comprehensive university. The authors share their perspectives as fellows regarding primary considerations for designing the program, including attention to the fellows selection process, required multilevel support, cultivation of communication and relationships, professional development of the fellows, development of unit programming, and lessons learned. Each section of the article concludes with critical questions institutions might consider when conceiving a faculty development fellows program.

Building A Social Network Around Sotl Through Digital Space, Shannon M. Sipes, Samy L. Minix, Matt Barton

To Improve the Academy: A Journal of Educational Development

In an effort to increase visibility of and access to the scholarship of teaching and learning (SoTL) work on one campus, a collaboration formed between a faculty developer, a librarian, and a media specialist within a center for teaching and learning (CTL). Building on the frameworks of community of practice, professional learning network, and social networking, the authors strategically leveraged digital space to begin building a social network of faculty members interested in SoTL. This article will address the theoretical foundation and practical implementation of five digital strategies: (a) website redesign; (b) social media presence; (c) blog series; (d) filmed …

Assessment Literacy In College Teaching: Empirical Evidence On The Role And Effectiveness Of A Faculty Training Course, Kyle D. Massey, Christopher Deluca, Danielle Lapointe-Mcewan

To Improve the Academy: A Journal of Educational Development

This research explores how faculty members’ conceptions of assessment and confidence in assessment change as a result of an instructor training course. Based on a sample of 27 faculty members enrolled in a semester-long instructional development course, this survey-based study provides initial evidence that faculty members can develop confidence in assessment while adopting increasingly complex conceptions of assessment. Based on this study’s findings, we argue that instructional development programs for college faculty have a critical role to play in stimulating faculty learning about assessment of student learning and are an important component in promoting a positive assessment culture.

Cultivating And Sustaining A Faculty Culture Of Data-Driven Teaching And Learning: A Systems Approach, Marsha Lovett, Chad Hershock

To Improve the Academy: A Journal of Educational Development

A prominent goal of colleges and universities today is to enact data-driven teaching and learning. Faculty clearly play a key role, and yet they tend to have limited time, a lack of training in assessment or education research, and few incentives for engaging in this work. We describe a framework designed to address the practical and cultural aspects of these challenges via a cycle of educational development and support: motivate, educate, facilitate, disseminate. We illustrate this systems approach with concrete examples and conclude with lessons learned from our experiences that should translate to a variety of institutional contexts.

The Unheralded Hero: Mid-Level Manager Training And Development In Student Affairs, A Case Study Analysis, Sherri L. Watson

STEMPS Theses & Dissertations

Mid-level managers are the largest administrative group, yet the most professionally underdeveloped, in the organizational structure on college campuses. Mid-level managers are responsible for navigating and communicating to those both above and below them in the organization. The challenge in this three-part mixed methods study was to determine the impact of a short-term training intervention on mid-level manager self-efficacy. Specifically, the training intervention was a week-long residential professional development Institute which focused on the following areas: free speech, cultural competency, budgeting and strategic planning, collaboration and partnership, and leading/managing/followership-navigating the political landscape. In the first, a quantitative phase, secondary data …

External Funding Bulletin, January - June 2020, Uno Office Of Research And Creative Activity

Sponsored Programs Bulletins

This bulletin features recent award recipients.

March 27th, 2020 Minutes, Swosu Faculty Senate

Faculty Senate Minutes

SWOSU Faculty Senate Minutes

The Influence Of Stafford Load Debtload On Persistence Among Historically Underserved Populations At A Hispanic Serving Institution, Mari Ysela Noopila, Henrietta Williams Pichon

Journal of Student Financial Aid

This study presents a mixed methods explanatory analysis of the influence of Stafford loan debtload on persistence among underserved populations attending a Hispanic Serving Institution in the Southwest of the United States. Using data from cohort 2010, fall to fall persistence was examined to assess if debtload was related to persistence for all full-time, first-time undergraduate students based on demographic characteristics. Additionally, in-depth interviews were conducted on undergraduate students during fall 2017 to gain a better understanding of their experiences with debtload and if it played into their persistence decisions. Results of the study revealed statistically significant relationships between debtload …

We Are...Marshall, March 25, 2020, Office Of Marshall University Communications

We Are ... Marshall: the Newsletter for Marshall University 1999-2023

No abstract provided.

"There Is Enough Food On The Table": Religious Minority Students' Experiences With The Campus Spiritual Climate, Regina C. Schneider

LSU Master's Theses

Within the last 30 years, diversity, equity, and inclusion initiatives have been at much of the forefront of student affairs and higher education policy and practices. Issues regarding gender, race, and socioeconomic status have received much attention not only in education, but also in the greater landscape of the nation. Religious and spiritual minority students are a population that has only recently been considered in fostering a more inclusive and pluralistic college environment. Thus, there is a research gap involving religious/spiritual minority college students and their perceptions of the campus climate. Additionally, only a small pool of research addresses the …

The Minutes Of The Marshall University Graduate Council Meeting, March 20, 2020, Marshall University Graduate Council

Graduate Council Minutes

No abstract provided.

Teaching Cybersecurity To Students With Visual Impairments And Blindness, Jesse R. Hairston, Tania Williams, Derrick W. Smith Ed.D., Coms, William T. Sabados Ph.D., Steven Forney

Journal of Science Education for Students with Disabilities

This work showcases specific adaptations used to make cybersecurity accessible to high school students with visual impairments and blindness (VIB). The rapidly growing field of cybersecurity demands a diverse workforce; however, barriers exist which can deter students with disabilities from studying cybersecurity, let alone pursuing a career in the field. To help overcome this challenge, we launched the first GenCyber camp specifically developed and instructed for high school students with VIB in summer 2019. We created a unique learning environment by combining interactive instructional aids, accessible development environments, and innovative instructional strategies. With intent to show cybersecurity as a viable …

We Are...Marshall, March 18, 2020, Office Of Marshall University Communications

We Are ... Marshall: the Newsletter for Marshall University 1999-2023

No abstract provided.

We Are...Marshall, March 11, 2020, Office Of Marshall University Communications

We Are ... Marshall: the Newsletter for Marshall University 1999-2023

No abstract provided.

In Our Own Words: Institutional Betrayals, Reshmi Dutt-Ballerstadt

Faculty Publications

When Dr. Reshmi Dutt-Ballerstadt, professor of English at Linfield College, asked a large group of underrepresented faculty members why they left their higher education institutions, they told her the real reasons for their departures — those that climate surveys don't capture.

This essay originally appeared as part of Conditionally Accepted, a career advice blog for Inside Higher Ed providing news, information, personal stories, and resources for scholars who are, at best, conditionally accepted in academe. Conditionally Accepted is an anti-racist, pro-feminist, pro-queer, anti-transphobic, anti-fatphobic, anti-ableist, anti-ageist, anti-classist, and anti-xenophobic online community.

We Are...Marshall, March 4, 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 Board Of Governors Meeting, March 4, 2020, Marshall University Board Of Governors

Board of Governors Minutes

No abstract provided.