Higher Education Administration Commons^™

Bibliography Of Research On The College Fraternity, 1996-June 2010, Charles G. Eberly

Faculty Research & Creative Activity

This is a document I edited with the help of master's level graduate students in college student affairs and counseling at Eastern Illinis University. The bibliography of research on the college fraternity / sorority contains 497 articles published from 1996 to June 1, 2010. Library search terms are included with each entry.

Bibliography Of Research On The College Fraternity, 1996-June 2010, Charles Eberly

Faculty Research & Creative Activity

This is a document I edited with the help of master's level graduate students in college student affairs and counseling at Eastern Illinis University. The bibliography of research on the college fraternity / sorority contains 497 articles published from 1996 to June 1, 2010. Library search terms are included with each entry.

Adjunct Faculty Organizational Sense Of Belonging And Affective Organizational Commitment, Constance L. Merriman

Educational Leadership & Workforce Development Theses & Dissertations

In recent years all public higher education institutions have increased their reliance on adjunct faculty. Adjuncts provide expertise in key areas, are available at times that meet the needs of the changing student demographic, and cover an increasing number of introductory courses. It has been suggested that adjunct faculty may be more weakly linked to their students, colleagues, and institution. This may, in turn, be detrimental to the organizational health of the institution. Prior research has indicated that adjunct faculty have different motivations and expectations from teaching that impact the connections they form in the higher education workplace. This study …

Nefdc Exchange, Volume 22, Number 1, Spring 2010, New England Faculty Development Consortium

New England Faculty Development Consortium Exchange

Contents

Message from the President: Where would you be - Tom Thibodeau, New England Institute of Technology

From the editors -

Spring 2010 Conference, Friday, May 21, 2010, Westford, Massachusetts, United States; theme: Teaching for Learning; keynotes speaker: D. Christian Jernstedt, Dartmouth College, "How Learning Changes Brains"

A Book and Readings List for Thinking about the Human Mind - G. Christian Jernstedt, Dartmouth College

Embracing the Intimidating: Assessing Student Learning in a Non-major Online Science Course - Kristine Larsen, Central Connecticut State University

Save the date! 2010 Fall Conference, November 19, 2010, Westford, Massachusetts, United States; theme: Better Teaching, Better …

Designing Successful Online Courses - Part 2, Kathleen P. King

Department of Leadership, Policy, and Lifelong Learning

Once again, our major goal is to provide faculty with consistent guidance through the many instructional decisions and design steps they need to pursue in this process. This process is a fantastic opportunity to craft a virtual learning space in which people can engaging in learning beyond the constraints of time and space.

Five Strategies For Successful Writing Of Reports And Essays, Kathleen P. King

Department of Leadership, Policy, and Lifelong Learning

Many people cannot get started with their literary projects because they do not know where to start. In this brief article, I share insight from years of teaching students and professionals of all ages how to prepare professional work.

Peer Review Of Teaching Project - Castl: Expanding The Sotl Commons Cluster Final Report, Jennifer Meta Robinson, Paul Savory, Gary Poole, Tom Carey, Dan Bernstein

Department of Industrial and Management Systems Engineering: Reports

In 2006, the Peer Review of Teaching Project at the University of Nebraska-Lincoln was selected to join the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) Institutional Leadership Program. Our participation in this national leadership program (“Expanding the Teaching Commons: A social and technical infrastructure to promote and support effective learning & student success, through teacher community collaborations to develop, adapt, share and mobilize pedagogical content knowledge, exemplary practices, and shared resources.”) allowed us to engage a broad audience to help define, develop, refine, and share the models and approaches of our project. The combined group effort for …

Academic Integration Of Doctoral Students: Applying Tinto’S Model, Felice D. Billups

Higher Education

Doctoral students comprise a unique population with special needs and concerns. While considerable research has investigated graduate student satisfaction and retention (Brandes, 2006; Golde, 1998; Tinto, 1987), much of the research views graduate students as extensions of undergraduates in terms of their motivations and needs.

What Are You Afraid Of?, Rebecca Minton, Linnea Christine Kennedy, Chapman University, Candy Rodriguez, Rachael Bridgens, Chelsey Coleman, Krista Xvx, Leticia Dessire Mayorga, Stephanie Bovis, Lorene Spiller Gambill

Women’s Studies, Feminist Zine Archive

Writings and art about self-care, the judicial system, Adrienne Rich, the portrayal of women in advertising, Andrea Dowrkin, sex roles and pornography, rape culture, Rita Gross, human trafficking, welfare, contraception, Margaret Sanger, The Vagina Monologues, Guerilla Girls, feminism and religion, Sandra Harding, tenure at Chapman based on gender, and Delores Huerta.

Emerging Adults' Perceptions Of Learning In An Undergraduate Student Organization For Global Social Justice, Patricia Marie Kean

Walden Dissertations and Doctoral Studies

Current literature suggests the institution of higher education is exploring its identity and role in society, much like the emerging adults who enroll in their programs as traditional aged undergraduates. Literature also reveals that society is asking undergraduate institutions to meet the diverse needs of its students and prepare them for adulthood and life long learning. However, research also highlights the need for students to be educated for participation within an interconnected and complex global society able to facilitate positive social change. Using a developmental lens, this interpretive case study addressed these current needs through interpreting perceptions of undergraduates and …

Perceived Attributes And Organizational Support Influencing Course Management System Adopter Status In Historically Black Colleges And Universities, Gayla Spooner Keesee

Walden Dissertations and Doctoral Studies

The rapid growth of online learning fueled by technologies including course management systems (CMS) has transformed the traditional educational landscape. Little research shows why faculty members at Historically Black Colleges and Universities (HBCUs) have been slow to adopt this new teaching paradigm. This quantitative, nonexperimental study utilized Rogers's diffusion of innovation theory as the theoretical base. Research questions explored faculty perceptions of the CMS's attributes (relative advantage, compatibility, complexity, trialability, observability) and organizational support (policies, procedures, and norms) in order to predict adopter status. The study used a convenience sample of 137 full-time faculty from 3 public and 2 private …

The Experience Of Adjunct And Full-Time Faculty Participation In A Public University Teacher Education Department, Crystal Marie Aker

Walden Dissertations and Doctoral Studies

Higher education has recently experienced a shift from an input-based accountability system (curriculum and instruction) to one that is now output-based (assessment). Faculty members are the intermediaries who prepare curriculum and instruction to meet the requirements of teacher education departments and to demonstrate results through the achievement of students. The purpose of this study was to understand how adjunct and full-time faculty members experience participation in a public university teacher education department and if faculty members' experience of participation influences instruction. Theories of systems, teacher education, faculty work, and communities of practice formed the study's conceptual framework. Data for the …

Revelations Of Adaptive Technology Hiding In Your Operating System, Kathleen P. King

Department of Leadership, Policy, and Lifelong Learning

Pre-publication version of a chapter about the assistive technology tools and resources available for free in Windows OS and Mac OS. Introducing higher education faculty to free resources, features and programs which they can recommend to their students or perhaps use for themselves (for instance for fading eyesight or hearing). In addition, the chapter briefly shares strategies and examples of how they might be used.

The book will have an entire chapter dedicated to assistive technology as well. This is a popularized assistive technology chapter for generalist, NON special education, faculty to become acquainted with readily available and free resources. …

About The Authors, Volume 28 (2010)

To Improve the Academy: A Journal of Educational Development

About the editors and authors of volume 28 (2010) of To Improve the Academy: A Journal of Educational Development.

Preface, Volume 28 (2010), Linda B. Nilson

To Improve the Academy: A Journal of Educational Development

Preface to volume 28 (2010) of To Improve the Academy: A Journal of Educational Development, by Linda B. Nilson of Clemson University.

Acknowledgments, Volume 28 (2010), Linda B. Nilson

To Improve the Academy: A Journal of Educational Development

Acknowledgments for volume 28 (2010) of To Improve the Academy: A Journal of Educational Development, by Linda B. Nilson of Clemson University.

Ethical Guidelines For Educational Developers

To Improve the Academy: A Journal of Educational Development

Ethical guidelines for educational developers, prepared by Mintz, Smith, and Warren, January 1999. Revised March 1999, September 1999, and March 2000.

Developing Competency Models Of Faculty Developers: Using World Café To Foster Dialogue, Debra Dawson, Judy Britnell, Alicia Hitchcock

To Improve the Academy: A Journal of Educational Development

Recent research by Chism (2007); Sorcinelli, Austin, Eddy, and Beach (2006); and Taylor (2005) speaks to the critical roles that faculty developers play in ensuring institutional success. Yet we have not as a profession identified the specific competencies necessary for success at different career stages. Our research generated these competencies for three faculty developer positions—entry-level, senior-level, and director—within a teaching and learning center. We used World Café, a collaborative discussion-based technique, to engage developers in building a matrix of competencies for each position and in determining how these competencies could be demonstrated.

A Conceptual Framework For Higher Education Faculty Mentoring, Pamela S. Lottero-Perdue, Steve Fifield

To Improve the Academy: A Journal of Educational Development

There is considerable variability in conceptions of faculty mentoring in higher education. Rather than view this diversity as a problem, we see it as a potential resource that can inform design, implementation, and evaluation of faculty mentoring. To learn from this diversity, we review the literature on facuity mentoring in higher education to create a conceptual framework of mentoring. The conceptual framework is a tool that program administrators, participants, and evaluators can use to adapt mentoring to the unique needs of particular faculty and institutions.

Strategic Committee Involvement: A Guide For Faculty Developers, Phyllis Blumberg

To Improve the Academy: A Journal of Educational Development

Faculty developers should seek purposeful involvement in committee service because committees are essential to the functioning of higher education institutions. The unique expertise and perspectives that faculty developers bring to the table help committees execute their tasks and benefit faculty development efforts. Given the number of possible institutional committees and limitations on time, developers should decide carefully about their service. Offered here is a framework for making strategic decisions about committee membership on five criteria: committee characteristics, individual’s impact on the committee, personal characteristics, conditions that should discourage service, and pitfalls to consider before deciding to serve.

A Model For Putting A Teaching Center In Context: An Informal Comparison Of Teaching Centers At Larger State Universities, Wesley H. Dotson, Daniel J. Bernstein

To Improve the Academy: A Journal of Educational Development

An informal comparative analysis of teaching centers at larger state universities around the United States was conducted as part of a self-initiated ten-year review of our center. We compared centers along several dimensions, among them programs, resources, and size. This chapter offers our methods, results, and general impressions of the process as an example for others who might decide to conduct a similar analysis.

The Value Of The Narrative Teaching Observation To Document Teaching Behaviors, Niki Young

To Improve the Academy: A Journal of Educational Development

A central mission of teaching and learning centers is to help faculty members improve their teaching. The teaching observation is an established tool to support this effort. Although educational developers have created general guides and forms for conducting teaching observations, the literature contains few examples of observation narratives. This chapter offers detailed examples of these narratives, deconstructing the process and demonstrating the value of narrative to document teaching behaviors. This chapter extends and develops the literature, showing how—and making explicit why—we do what we do, in the interest of making our work transparent and replicable.

Promoting Dialogue And Action On Meta–Professional Skills, Roles, And Responsibilities, Michael Theall, Bonnie B. Mullinix, Raoul A. Arreola

To Improve the Academy: A Journal of Educational Development

Collecting and using information about faculty skills can serve as an organizational development activity to guide faculty evaluation and professional development policy and practice with the goal of leading to improved teaching and learning. This chapter presents findings from a study with international, local, quantitative, and qualitative components. Readers are encouraged to explore data patterns and consider courses of action that these imply, and to reflect on the potential usefulness of the Meta-Profession model for furthering reflection, dialogue, and action on development and evaluation processes on their own campus.

Macgyvers, Medeas, And Bionic Women: Patterns Of Instructor Response To Negative Feedback, Allison P. Boye, Suzanne Tapp

To Improve the Academy: A Journal of Educational Development

Few studies have examined instructor responses to negative feedback and their interplay with gender, but faculty developers must be cognizant of and sensitive to the needs of the instructors with whom they work. This chapter identifies six general patterns of response among male and female instructors to negative feedback from students and consultants, based on survey results, interviews, and observations. A combination of empathy, resources, and time is the key to understanding and responding to those patterns and meeting the needs of individual instructors. Further, comparisons across gender reveal interesting differences related to language use, internalization versus externalization of feedback, …

Conversations About Assessment And Learning: Educational Development Scholarship That Makes A Difference, Sue Fostaty Young, Susan Wilcox

To Improve the Academy: A Journal of Educational Development

To facilitate deeper understanding of teachers’ assessment practices, we undertook an educational development inquiry with college and university faculty. Our conversations with instructors about their assessment practices highlighted the complex relationship between teachers’ beliefs about teaching, their institutional contexts, and their experiences of teaching. The project gave us valuable opportunities to examine our interactions with faculty and enabled us to identify approaches to educational development that help postsecondary faculty understand and improve their practice.

Dysfunctional Illusions Of Rigor: Lessons From The Scholarship Of Teaching And Learning, Craig E. Nelson

To Improve the Academy: A Journal of Educational Development

My initial teaching practices were based on nine “dysfunctional illusions of rigor.” Overcoming them required revision of my ideas on the value of “hard” courses, the effectiveness of traditional methods, grade inflation, what students should be able to do initially, the fairness of traditional approaches, the importance of fixed deadlines, the importance of content coverage, the accessibility of critical thinking, and the appropriate bases for revising courses and curricula. I present the initial illusions and some more realistic views. These more realistic views are framed in terms of key research findings and some readily accessible models for improved practices.

Class Size: Is Less More For Significant Learning?, John Zubizarreta

To Improve the Academy: A Journal of Educational Development

Mixed as it might be, educational research suggests that engaged students are more effectively stimulated and fulfilled in the small class. Of course, students can thrive in large classes if discipline, course level, teacher characteristics, goals, methods, assessment strategies, and outcomes work together to inspire and produce significant learning. The small class environment does not by itself necessarily ensure higher level learning, but studies indicate that if faculty and institutions want to promote and support the active learning pedagogies, mentoring, reflection, feedback, and personal relationships that result in deep and lasting learning, then less is more.

Weaving Promising Practices For Inclusive Excellence Into The Higher Education Classroom, María Del Carmen Salazar, Amanda Stone Norton, Franklin A. Tuitt

To Improve the Academy: A Journal of Educational Development

Higher education is faced with an increasingly diverse student body and historic opportunities to foster inclusive excellence, meaning a purposeful embodiment of inclusive practices toward multiple student identity groups. Although the benefits of inclusive excellence are well established, college faculty often cite barriers to promoting it in classrooms, and this creates an opening for faculty developers to support them in weaving promising practices for inclusive excellence into their teaching. This chapter highlights the practices of inclusive faculty and the methods faculty developers can use to promote inclusive excellence along five dimensions: (1) intrapersonal awareness, (2) interpersonal awareness, (3) curricular transformation, …

Communication Climate, Comfort, And Cold Calling: An Analysis Of Discussion-Based Courses At Multiple Universities, Tasha J. Souza, Elise J. Dallimore, Eric Aoki, Brian C. Pilling

To Improve the Academy: A Journal of Educational Development

One of the challenges in discussion facilitation is creating a climate that allows multiple voices to be heard. Although the practice of calling on students whose hands are not raised has been used to engage the entire class in discussions, many believe that cold calling sabotages the communication climate and makes students extremely uncomfortable. This study examines the impact of cold calling on student comfort and communication climate. The results suggest that when instructors choose to cold-call, they must create a supportive communication climate to ensure student comfort. This study challenges the assumption that cold calling makes students uncomfortable.

Theoretical Frameworks For Academic Dishonesty: A Comparative Review, Michele Dipietro

To Improve the Academy: A Journal of Educational Development

Academic dishonesty has so far been understood using theoretical frameworks derived from criminology literature. These frameworks contribute pieces of the puzzle and even enjoy some empirical support, but conceptualizing students as delinquents is problematic and ultimately ineffective. This chapter reviews the current frameworks, including their theoretical underpinnings, empirical support, and strategies they suggest, and goes on to analyze their limitations and suggest alternative frameworks.