Higher Education Administration Commons^™

The Influence Of Instructor Mental Illness Disclosure On The Perceptions Of Mental Illness, Classroom Climate, Teacher Credibility, Homophily, And Social Attraction, Kirsten L. Bridgemen

Theses and Dissertations

This study uses the lens of Communication Privacy Management theory to analyze the impact an instructor’s depth of disclosure of their mental illness can have on mental illness stigmatization, classroom climate, as well as teacher credibility, homophily, and social attraction. Participants responded to a series of quantitative-based questions regarding a hypothetical syllabus with varied levels of a teacher disclosing their mental illness. Results indicated that none of the investigated dependent variables were negatively affected by the hypothetical instructor’s disclosure, and mental illness stigmatization was lessened. Implications, limitations, and areas for future research are discussed.

Nefdc Exchange, Volume 34, Summer/Fall 2020, New England Faculty Development Consortium

New England Faculty Development Consortium Exchange

Contents

President's message, Marc Ebenfield

Bridging media: Shared referents to connect the unfamiliar to the familiar

Using flash activities to stimulate positive student engagement and promote critical thinking skills

Implementing a mid-semester assessment process (map) in your course: Using reflection to help reduce faculty and student anxiety

NEFDC Board members

Self-Determination Theory And Faculty Behavior: A Quantitative Study Of Faculty Leaders' Use Of Assessment Evidence, Joseph D. Levy

Dissertations

Despite assessment of student learning being essential work in higher education, a number of institutions have noted faculty could more effectively be using assessment results (Jankowski et al., 2018; Kuh et al., 2015; Metzler & Kurz, 2019; Suskie, 2014). This study applied Self-Determination Theory (SDT) as a theoretical framework to provide context for faculty behavior associated with assessment actions (Fuller et al., 2016; Ryan & Deci, 2000). Mostly quantitative data were collected via electronic survey of faculty program leaders at a single institution, National Louis University (NLU). Results indicated a significant and positive relationship suggesting an increase in meeting the …

Humanizing Higher Education: Disrupting Racial Injustice In Teacher Preparation Through Critically Caring Communities, Melissa M. Boronkas

Dissertations, Theses, and Capstone Projects

Institutions of Higher Education have played a foundational role in upholding racial inequities within the teaching profession. Eighty percent of public school teachers in the United States are white and female while more than 50% of the total student population is composed of minoritized students (Boser, 2014; NYSED, 2019a). There is a lack of cultural synchronicity between teachers and students in classrooms which is believed to result in unequal outcomes for minoritized students as compared to their White peers (Ingersoll, May, Collins, 2018). These findings are indicative of an underlying problem: racial and social integration has not been achieved. In …

Exploring Stem Kit Diagrams For Braille Readers In Inclusive Classrooms, Sariat A. Adelakun Dr

Journal of Science Education for Students with Disabilities

Diagrams appears in many school subjects but more prominent in science and mathematics taught in schools. Accessing these diagrams in an inclusive classroom has been identified to be problematic for blind students partly due to the teaching resources available and personnel type, support and sufficiency. Diagrams are mostly omitted by teachers leaving the blind person out in such classroom to access portion of education received by their peers. In many instances, questions with diagrams are treated as bonus for blind students in some countries which is not fair to them. This study explored the efficacy of STEM Kit diagrams on …

Health Science Faculty Retention At Small And Mid-Sized Sized Private Universities, Thomas Pahnke

All Theses And Dissertations

Health science faculty shortages are one factor limiting the ability of institutions of higher education (IHE) to meet healthcare workforce demands. To address this problem IHE leaders must not only recruit, but also retain faculty. Given this problem, the purpose and question of this research study was to identify personal and workplace factors that contribute to health science faculty retention at small and mid-sized private Midwestern IHEs. To explore this question, a descriptive and exploratory quantitative survey research design was used. This design specifically sought to identify incentives for continued employment, as well as disincentives that cause a faculty member …

The Accessibility Of Mathematical Notation On The Web And Beyond, Jason White

Journal of Science Education for Students with Disabilities

This paper serves two purposes. First, it offers an overview of the role of the Mathematical Markup Language (MathML) in representing mathematical notation on the Web, and its significance for accessibility. To orient the discussion, hypotheses are advanced regarding users’ needs in connection with the accessibility of mathematical notation. Second, current developments in the evolution of MathML are reviewed, noting their consequences for accessibility, and commenting on prospects for future improvement in the concrete experiences of users of assistive technologies. Recommendations are advanced for further research and development activities, emphasizing the cognitive aspects of user interface design.

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.

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 …

Enhancing Student Engagement In Wayne State University School Of Medicine (Wsusom) Curriculum Design, Development, Evaluation, And Implementation, Connor Buechler, Heidi T. Kromrei, Leo M. Hall

Medical Student Research Symposium

Purpose: There are a variety of ways in which the 1200 medical students at Wayne State University School of Medicine (WSUSOM) can formally participate in curricular efforts. To date, a formal inventory and evaluation of these programs has not been reported.

Methods: We compiled a list of students involved in courses, committees, and formal activities related to the medical school curriculum. We then developed and delivered a survey to measure student perceptions utilizing the following constructs: 1) Guidance/Support for Student Role, 2) Project Successes and Challenges, 3) Curricular Project Measurement and Monitoring, 4) Curriculum Management Committee Engagement and Accessibility, 5) …

Small-Town Living: Do Illinois Universities Understand The Rural College Student?, Erik Andrew Dalmasso

Theses and Dissertations

Rural students are confronted with unique challenges when considering postsecondary choices. According to McShane and Smarick (2018), scholarship on this overarching issue is limited, as it is “often shunted to specialized journals that have not been able to integrate findings into the broader education policy conversation” (p. 1). Rural students, and to a broader extent, rural education have little voice in the postsecondary pathways that have been created within higher education (Goldman, 2019). Recruitment of rural students, financial aid policy, remediation/developmental programming, state and federal postsecondary legislation have largely treated rural students in tandem with their urban and suburban peers, …

See3d: 3d Printing For People Who Are Blind, Caroline Frances Karbowski

Journal of Science Education for Students with Disabilities

Abstract

Objects such as snowflakes, castles, and butterflies have become more than just words when explored as a 3D print. The founder’s passion for braille led to the creation of the program See3D, which organizes the printing and distribution of 3D printed models for people who are blind. 3D prints such as DNA, cells, animals, constellations, telescopes, historic landmarks, logos, and maps were created to fulfill requests by people who are blind for tactile learning tools. Recipients shared their feedback on how to improve the models, and the printing and distribution service. See3D seeks to spread awareness about accessibility by …

Use Of Scientific Argumentation By Deaf/Hard-Of-Hearing Students In Environmental Science Topics, Annemarie Ross, Randy Yerrick, Todd Pagano

Journal of Science Education for Students with Disabilities

Deaf/hard-of-hearing (Deaf and hard-of-hearing) postsecondary students may have some misconceptions surrounding scientific concepts that might be partially ascribed to a lack of access to culturally-responsive forms of pedagogy. The Deaf and hard-of-hearing community is diverse in communication modes, including those who use American Sign Language as their primary language, and therefore, some students from this population may display characteristics similar to English Language Learners. Through classroom discourse analyses and interviews, we found a general lack of persuasion characteristics used by most students in an environmental science unit, and that the lack of higher-level scientific argumentation skills seemed to be related …

Space Camp Experience For Attendees Of The 2019 Island Conference In Huntsville, Alabama, Rachel Bigham

Journal of Science Education for Students with Disabilities

About the space camp experience

Overview Of The Proceedings Of The 2019 Inclusion In Science, Learning A New Direction Conference On Disability (Island), Cary Supalo Dr., Jasodhara Bhattacharya, Daniel Steinberg, Derrick W. Smith Ed.D., Coms

Journal of Science Education for Students with Disabilities

The 10^th annual Inclusion in Science, Learning a New Direction Conference on Disability (ISLAND) was hosted by the University of Alabama in Huntsville (UAH), with support from the UAH College of Education, UAH Office of Academic Affairs, and the Alabama Institute for the Deaf and Blind, as well as the Princeton Center for Complex Materials (PCCM), a National Science Foundation funded Materials Research Science and Engineering Center (MRSEC) and the UAH Center for Cybersecurity Research and Education (CCRE). On October 4-5, 2019, the conference was held at the U.S. Space and Rocket Center facility and at the new Student …

From The Co-Editors..., Todd Pagano, Sami Kahn

Journal of Science Education for Students with Disabilities

No abstract provided.

Call For Manuscripts, Todd Pagano, Sami Kahn

Journal of Science Education for Students with Disabilities

No abstract provided.

Copyright And Open Access, Todd Pagano, Sami Kahn

Journal of Science Education for Students with Disabilities

No abstract provided.

Zeroing In On Providing Student Feedback As A Core Practice: A Study Of Its Potential Impact On Special Education Teacher Candidates, Xiuwen Wu, Kate Zilla, Kathy Kotel, Diane Salmon

NCE Research Residencies

Twenty-two high leverage practices (HLPs) specific to special educators have been identified by CEEDAR/CEC. We surveyed multiple stakeholders to determine which HLPs were most critical for preservice teachers to learn. Findings indicated overlap among stakeholders. The two most consistently endorsed HLPs were collaboration among professionals and establishing the learning environment.

New State Of Mind: A Living Learning Community For Out-Of-State Students, Molly Rorick

West Chester University Master’s Theses

The term out-of-state resonates with any person who does not permanently live in a particular state but has visited from across state lines multiple times. In this case it is in relation to students who have decided to pursue their education at an institution that is located in a different state. This thesis examines the lack of resources for OOS students living within the university's walls using the lens of transition theory. With the lack of resources, this creates a barrier between the student and their potential for their success. New State of Mind is a proposed intervention, which opens …

New Perspectives On Faculty Stress: Its Relationship With Work Engagement, Teaching Effectiveness, And Program Preferences To Manage Stress, Rocio Alvarenga

Open Access Theses & Dissertations

The purpose of the study was to analyze faculty stress with three interrelated parts. First, the study examined the relationship between work engagement, stress factors, stress outcomes, and faculty characteristics. Next, the study analyzed the relationship between students' perception of faculty stress, faculty teaching effectiveness, class size, and student classification. Finally, the study investigated faculty preferences for health and wellness programs in the workplace. The study used two anonymous online questionnaires to collect data from 45 faculty participants and 119 student participants from a U.S. public, four-year research university. For faculty, the results demonstrated statistically significant strong relationships between all …

Nefdc Exchange, Volume 33, Special Edition 2020, New England Faculty Development Consortium

New England Faculty Development Consortium Exchange

Contents

Notes from the guest editor, Eric Matte (Landmark College)

Rescuing the canary in the coal mine: Addressing mental health on college campuses

Five )not ten) teaching practices inclusive of students with anxiety

Resilience through discomfort: Reframing anxiety and helpful strategies for the mathematics classroom

Learning and wellbeing: A collaborative approach to course design

Simulations offer transformational learning and anxiety reduction

NEFDC Board members