Higher Education Commons^™

At A Glance: Georgia Southern University

Georgia Southern at a Glance (2011-2016)

No abstract provided.

Graduate Studies Fact Book

Graduate Studies Fact Books (2006-2017)

No abstract provided.

Graduate Studies Fact Book

Graduate Studies Fact Books (2006-2017)

No abstract provided.

Male Psychology Doctoral Students: The Influence Of Grc On Training, Christopher A.T. Sbaratta

Seton Hall University Dissertations and Theses (ETDs)

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Annual Report Of The Registrar 2010/2011, University Of Northern Iowa

Institutional Effectiveness & Planning Documents

Contents:

--- Definitions
--- Annual Report Data
--- Summary of Attendance
--- Attendance by Session
--- Full-time Equivalency Enrollment
--- Degrees Granted
--- Degree Summary
--- Program Certificates
--- Pupils in Price Laboratory School
--- Miscellaneous Enrollment Information
--- Degrees Granted by College, Degree Objective, and Racial/Ethnic Classification

Uni Graduating Senior Survey 2010-2011, University Of Northern Iowa

Institutional Effectiveness & Planning Documents

Contents:

Survey Administration --- 2

Distribution of Graduates by College --- 3

Plans Following Graduation --- 3

Characteristics of Respondents --- 5

Survey Highlights --- 7

Institutional Summary of Results --- 9

Summary of Responses by College --- 11

Multiple Year Comparison --- 60

Appendix A --- 69

Affirmative Action Plan 2011, Office Of Equal Opportunity, Ethics, & Access

Affirmative Action Plans

Illinois State University Affirmative Action Plan

The Update, January/February 2011, University Of Northern Iowa. College Of Humanities, Arts And Sciences.

Update

Inside this issue:

-- Popular NPR Show, From the Top, to tape a broadcast at the Gallagher-Bluedorn Performing Arts Center
-- Department News
-- 2010-11 CHFA Major Grants Announced
-- Anderson Summer Geology Field Camp Fund
-- Marks of Process, a UNI Department of Art Alumni Exhibition
-- UNI Interpreters Theatre
-- University of Northern Iowa School of Music Concert Chorale
-- Center of Advanced Bio-Based Binders
-- Student Spotlight: Art: Alex Petersen
-- Student Spotlight: Biology: Benjamin Wohlers
-- WCF Symphony & School of Music Events
-- First Lego League
-- Sigma Gamma Epsilon
-- Forum: a Student Organization …

A Descriptive Study Of The Leadership Behaviors Of Ncaa Division I And Ii Head Basketball Coaches As They Pertain To The Path-Goal Theory, Troy Curtis Muilenburg

Dissertations and Theses @ UNI

The purpose of this study was to examine perceived leadership behaviors of National Collegiate Athletic Association (NCAA) Division I and II men's basketball head coaches. Specifically, this study examined the training and instruction, social support, and positive feedback behaviors as assessed using the Leadership Scale for Sport (LSS) (Chelladurai & Saleh, 1980). A secondary purpose was to examine potential relationships between these behaviors, win/loss percentages, and head coaching experience. Based on path-goal theory, it was hypothesized that the scores for the training and instruction, social support, and positive feedback behaviors would be high, and there would be a positive relationship …

Ethical Guidelines For Educational Developers

To Improve the Academy: A Journal of Educational Development

Ethical guidelines for educational developers.

Understanding And Supporting Full-Time Non-Tenure-Track Faculty: A Needed Change, Genevieve G. Shaker, Megan Palmer, Nancy Van Note Chism

To Improve the Academy: A Journal of Educational Development

As the face of the American faculty profession changes, targeted academic development becomes more important. A phenomenological qualitative study of full-time, non-tenure-track faculty in English portrays an experience characterized by a love of teaching but fraught with professional challenges stemming from low status and poor reward and recognition structures. These data provide the point of departure for recommendations on expanding organizational and faculty development strategies for supporting, integrating, and encouraging full-time, non-tenure-track faculty.

Using Multimedia Case Stories Of Exemplary Teaching For Faculty Development, Tasha J. Souza, Tom Carey, Flora Mcmartin, Roberta Ambrosino, Joe Grimes

To Improve the Academy: A Journal of Educational Development

Faculty are more likely to embrace the possibility of change when they see change modeled by their colleagues. Through a multimedia case story, faculty can share in the experience of using an innovative teaching strategy and the process of implementing it. Integrating multimedia case stories into our work with faculty can help us meet diverse faculty needs and encourage more faculty to embrace pedagogical change. Such stories can help faculty to realize that they too can overcome pedagogical challenges and institutional constraints in order to better meet the learning needs of students.

A Coaching-Based Framework For Individual Consultations, Deandra Little, Michael S. Palmer

To Improve the Academy: A Journal of Educational Development

Educational developers committed to promoting effective teaching and learning practices often make the same mistake we advise instructors to avoid: privileging content over process in individual consultations. We describe a process-oriented consultation model based on effective practices from the literature on individual consultations, coaching, learning, and motivation. Using this three-step model, educational developers can systematically create a collaborative environment that is nonjudgmental and nonprescriptive and draws on the client’s capabilities, experiences, aspirations, and resourcefulness.

Intersecting Identities And The Work Of Faculty Development, Cerri A. Banks, Jonathan Luzzini, Susanne M. Pliner

To Improve the Academy: A Journal of Educational Development

On increasingly diverse college campuses, faculty members look to faculty developers for support in facilitating difficult classroom dialogues and in handling challenging interactions around their students’ identities and their own. We propose that faculty developers’ work around issues of diversity, social justice, and inclusive excellence can be enhanced by developing a foundation in the theory of intersectionality, which engages the complexity of identity and the resulting power structures that inform institutions. We discuss this theoretical perspective and provide examples of faculty development initiatives that can be strengthened through the use of an intersectional lens.

Student And Faculty Perceptions Of Effects Of Midcourse Evaluation, Whitney Ransom Mcgowan, Russell T. Osguthorpe

To Improve the Academy: A Journal of Educational Development

We report on faculty and student perceptions of the effects of midcourse evaluations on teaching improvement and student learning. We provided faculty with a midcourse evaluation tool, surveyed faculty and students, interviewed faculty, observed debriefing sessions, and compared midcourse with end-of-semester ratings. Of 510 mean ratings on individual learning items, 342 (67 percent) mean scores showed improvement from midcourse to the end of the semester. Faculty who read their midcourse feedback, discussed it with their students, and made pedagogical changes saw the most improvement in their ratings.

Completing The Faculty Development Cycle: Using Data From Syllabi Review To Inform Action, Phyllis Blumberg

To Improve the Academy: A Journal of Educational Development

Consistent with the mission of the University of the Sciences in Philadelphia, the Teaching and Learning Center has emphasized implementation of learner-centered practices for eight years. To assess the impact of these development efforts, I reviewed syllabi and course approval forms of seventy-two recently approved courses. The documents revealed a disappointing lack of evidence of learner-centered course design features. Voluntary faculty development programming cannot force faculty to change their course designs. However, the results prompted discussions with administrators and faculty and yielded calls to action for greater implementation of learner-centered practices.

Teaching And Learning Together: College Faculty And Undergraduates Cocreate A Professional Development Model, Alison Cook-Sather

To Improve the Academy: A Journal of Educational Development

Most models of professional development assume that faculty learning is the purview of faculty colleagues or teaching and learning center staff. A program at Bryn Mawr College challenges that assumption by inviting undergraduate students to serve as pedagogical consultants to faculty members. Feedback from participants suggests that this approach affords faculty and students an unusual opportunity to coconstruct a more informed model of faculty development, deepens the learning experiences of both faculty and students, and recasts the responsibility for those learning experiences as one that faculty and students share.

Using Students To Support Faculty Development, Teresa M. Redd, Carl E. Brown Jr.

To Improve the Academy: A Journal of Educational Development

Howard University’s Center for Excellence in Teaching, Learning, and Assessment (CETLA) provides faculty development for more than fifteen hundred facuity. Yet it is CETLA’s students who make the difference. They are both the motivation for improving teaching and the means to that end. Students have contributed to everything from the design of CETLA’s infrastructure, to the implementation of instructional technologies, to the assessment of student learning. Meanwhile, supporting faculty development has contributed to the students’ own development. A cost-benefit analysis as well as survey data confirms that working with students at CETLA is a win-win opportunity for the university, faculty, …

Distribution And Penetration Of Teaching-Learning Development Units In Higher Education: Implications For Strategic Planning And Research, Sally Kuhlenschmidt

To Improve the Academy: A Journal of Educational Development

This chapter presents descriptive information about 1,267 U.S. teaching­learning development units (TLDUs). It provides strategic planning and research tools previously unavailable. Results indicate that TLDUs occur in at least 21.2 percent of U.S. higher education institutions, and their presence is correlated at a higher level with student enrollment than with number of faculty. The study provides normative data on the nature of higher education in the United States and on TLDUs by Carnegie classification, location, and type of institution. Additional information is provided about the presence of centers at special-focus institutions such as Hispanic-serving institutions.

Introduction, Volume 30 (2011), Judith E. Miller

To Improve the Academy: A Journal of Educational Development

Introduction to volume 30 (2011) of To Improve the Academy: A Journal of Educational Development, by Judith E. Miller of University of North Florida.

Writing Groups For Work-Life Balance: Faculty Writing Group Leaders Share Their Stories, Dannielle Joy Davis, Kara Provost, Amanda E. Major

To Improve the Academy: A Journal of Educational Development

Faculty writing groups can promote both the work-life balance and productivity of members of the professoriate. The benefits of such development initiatives expand beyond productivity to include retention, promotion, and improved teaching. Through the development of writing groups, faculty developers can empower faculty to meet research obligations, establish equilibrium in their work practices, and maintain work-life balance.

Reflecting Together About Tenure And Promotion: A Faculty Learning Community Approach, Leslie G. Mcbride, Janelle Decarrico Voegele

To Improve the Academy: A Journal of Educational Development

What happens when faculty representing various disciplines and career stages reflect together on the tenure and promotion process? How does the learning community they form facilitate development of their academic portfolios, and what insights into various forms of scholarship does it provide? This chapter addresses these questions. It describes the learning community over a five-month period, explains how academic portfolio development was used as a common reference point for addressing tenure and promotion issues, and summarizes insights and perspectives shared among faculty members as they tried to understand the value of diverse forms of scholarship.

The Citizenship Imperative And The Role Of Faculty Development, Jeffrey L. Bernstein, Rebecca S. Nowacek, Michael B. Smith

To Improve the Academy: A Journal of Educational Development

By teaching the capacity for citizenship across the curriculum, colleges and universities can better serve their role as socially responsive institutions. We argue that citizenship themes can be more central to a wide variety of classes, including some in disciplines not considered traditional homes for civic education. Faculty development centers can play a critical role in helping facuity integrate citizenship into the curriculum and evaluate the learning that occurs in their citizenship-oriented classes. We offer guidelines for how learning communities can best serve these purposes.

Curriculum Revision And Cultural Change: A Joint Faculty Development And Faculty Governance Approach, Terre H. Allen, David A. Horne, Ingrid M. Martin, Michael E. Solt

To Improve the Academy: A Journal of Educational Development

Typically faculty development is not closely aligned with faculty governance. However, faculty development and faculty governance can find opportunities to work together to achieve transparent, rapid, and systematic curriculum revision and cultural change. Specifically, we describe the process of revision of a master’s of business administration (M.B.A.) curriculum in which faculty development and faculty governance worked together to provide continuous assistance, opportunities for frequent discussion, periodic review, and faculty programming to achieve curriculum and course redesign for integrative learning and integrative teaching practice.

Defining Critical Thinking In Higher Education: Determining Assessment Fit, Martha L. A. Stassen, Anne Herrington, Laura Henderson

To Improve the Academy: A Journal of Educational Development

Critical thinking is an important learning outcome for higher education, yet the definitions used on campuses and national assessment instruments vary. This article describes a mapping technique that faculty and administrators can use to evaluate the similarities and differences across these definitions. Results demonstrate that the definitions reflected by standardized tests are more narrowly construed than those of the campus and leave dimensions of critical thinking unassessed. This mapping process not only helps campuses make better-informed decisions regarding their responses to accountability pressures; it also provides a stimulus for rich, evidence-based discussions about teaching and learning priorities related to critical …

Working Effectively With Psychologically Impaired Faculty, Carolyn B. Oxenford, Sally L. Kublenschmidt

To Improve the Academy: A Journal of Educational Development

More than one-fourth of all residents of the United States experience mental health disorders in any given year. Evidence suggests that faculty are more likely to suffer from psychological impairment than the general population. This chapter reviews evidence on faculty stress and impairment and helps facuity developers recognize signs that mental health issues may be affecting faculty performance. It also will help faculty developers understand legal issues in relation to facuity impairment and help them work effectively with colleagues who are coping with psychological impairments.

Difficult Dialogues And Transformational Change Through Cross–Cultural Faculty Development, Elizabeth Roderick

To Improve the Academy: A Journal of Educational Development

Across the globe, our current way of life is taking us to the edge of the cliff The systems and consciousness that we have used to try to solve problems are not working. Young people need to think and work in new ways.

Faculty Development As A Hazardous Occupation, Linda B. Nilson, Edward B. Nuhfer, Bonnie B. Mullinix

To Improve the Academy: A Journal of Educational Development

"Hazardous" describes events and conditions that produce an undesired, involuntary, career-changing disruption of a developer’s professional practice. While faculty development is an immensely valuable asset to an institution that knows how to make use of it, the unique nature off acuity development centers within varied academic institutions brings occupational hazards to those who direct or work in such centers. Our study synthesizes and identifies patterns among over thirty cases furnished by developers, primarily center directors, who experienced career disruptions. We conclude by offering evidence-based counsel on how to recognize the hazards and mitigate damage.

How Mature Teaching And Learning Centers Evaluate Their Services, Susan R. Hines

To Improve the Academy: A Journal of Educational Development

This study investigated facuity development program evaluation practices at thirty-three established, centralized, university-funded teaching and learning centers (TLCs). My prior statewide study (Hines, 2009) revealed that limitations of time, resources, and assessment knowledge resulted in superficial evaluation practices. Since the majority of respondents in the previous study were part-time faculty developers with limited funding and staff, I assumed that established, centralized TLCs would have the knowledge and resources to conduct a more rigorous evaluation. This study reveals that established centralized TLCs have significantly stronger practices for evaluating their services.

Persisting To Graduation: A Grounded Theory Exploration Of Nontraditional Undergraduate Women's Enrollment, Danielle Ferioli Sulick

Electronic Theses and Dissertations

While women maintain a numerical majority in undergraduate college enrollments and degrees earned, they also represent the numerical majority among students over 29 years old, students of color, students who are in the lowest income category, students who are single parents, and students who attend college part-time (Peter & Horn, 2005; Planty, et al., 2008). The National Center for Educational Statistics (NCES) has identified seven characteristics that place students at risk of not completing an undergraduate degree; (a) delayed enrollment between high school and college, (b) part-time enrollment, (c) financial independence, (d) students with dependents, (e) students who are single …