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Teacher Education and Professional Development Commons™
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Articles 811 - 840 of 1914
Full-Text Articles in Teacher Education and Professional Development
Challenges African American Students Face When Adjusting To Predominantly White Institutions, Argyle Jeanine Smallwood
Challenges African American Students Face When Adjusting To Predominantly White Institutions, Argyle Jeanine Smallwood
Walden Dissertations and Doctoral Studies
The purpose of this case study was to explore the challenges African American students face when adjusting to predominantly White institutions and to review these institutions' diversity policies to determine whether the institutions are aligned with African American students' needs. The study was based on critical race theory to examine whether and how racial microaggressions influence racial tension at the predominantly White institutions selected for this study. The research questions were used to gauge (a) the level of comfort among African American students attending one of these predominantly White institutions, (b) their overall satisfaction with their decisions to attend the …
Challenges Of A Novice Nurse Educator's Transition From Practice To Classroom, Tori Brown
Challenges Of A Novice Nurse Educator's Transition From Practice To Classroom, Tori Brown
Walden Dissertations and Doctoral Studies
This project study addressed the lack of formal preparation encountered by novice nurse educators within a nursing program located in the southeastern region of North Carolina. This problem is significant at both the local and national levels because expert clinicians are needed to fill nurse educator vacancies that have led to qualified students being denied admission to nursing programs. A qualitative case study research design was employed to explore the perceptions of novice nurse educators in one nursing program transitioning from clinical nursing practice to the nurse educator role. The theoretical framework to guide this study was Benner's novice to …
Nurse Educators' Perspectives Of Supplemental Computer-Assisted Formative Assessment In An Associate Degree Nursing Program, Jennifer Buehler Sugg
Nurse Educators' Perspectives Of Supplemental Computer-Assisted Formative Assessment In An Associate Degree Nursing Program, Jennifer Buehler Sugg
Walden Dissertations and Doctoral Studies
Despite the implementation of various strategies to improve outcomes, the pass rates for the National Council Licensure Exam for Registered Nurses (NCLEX-RN) for an associate degree nursing (ADN) program continue to decrease. This study examined the use of a supplemental computer-assisted formative assessment (SCAFA) as a strategy for NCLEX-RN success. A qualitative case study with a theoretical framework based on constructivism was designed to investigate nurse educators' perspectives of this particular strategy for successful outcomes. To explore these perspectives, data were collected from face-to-face interviews with nurse educators and from program documents from 1 ADN program in the southeastern United …
The Self-Perception And Campus Experiences Of Traditional Age Female Muslim American Students, Carol Warren Koller
The Self-Perception And Campus Experiences Of Traditional Age Female Muslim American Students, Carol Warren Koller
Walden Dissertations and Doctoral Studies
Religion and spirituality have been found to contribute to the well-being of American university students. Although practiced by a small minority, Islam is the fastest growing faith in the United States, indicating a growing campus presence. The purpose of this study was to identify campus experiences that influenced the identity perception of traditional age Muslim American women. The conceptual framework included theories of identity negotiation, intergroup contact, and religious identity as well as campus climate structures developed to improve diversity. This phenomenological study took place at 2 public 4-year universities in California and included interviews with 6 participants. Interview protocol …
Teachers' Perceptions Of The Implementation Of A Multilingual Approach To Language Teaching, Susanna Rosmarie Schwab-Berger
Teachers' Perceptions Of The Implementation Of A Multilingual Approach To Language Teaching, Susanna Rosmarie Schwab-Berger
Walden Dissertations and Doctoral Studies
How teachers perceived and experienced the implementation of a multilingual approach in their classrooms during the first year of implementation in Switzerland is poorly understood by policy makers and teachers. Findings from three pilot studies conducted before the implementation indicated that teachers had transferred only few aspects of the new multilingual approach into practice. Guided by constructivist learning and third language acquisition theories, this study explored how teachers perceived and experienced the implementation of the multilingual approach. A purposeful criterion sample of primary school English language teachers at Grade 5 who had completed a professional development program was targeted for …
Systems Alignment For Comprehensive Faculty Development In Liberal Arts Colleges, Vicki L. Baker, Laura G. Lunsford, Meghan J. Pifer
Systems Alignment For Comprehensive Faculty Development In Liberal Arts Colleges, Vicki L. Baker, Laura G. Lunsford, Meghan J. Pifer
To Improve the Academy: A Journal of Educational Development
Using an alignment framework, the authors explore faculty development initiatives in liberal arts colleges in order to understand the connection between organizational priorities and processes as connected to faculty members’ stated needs. The study draws on mixed methods data from The Initiative for Faculty Development in Liberal Arts Colleges (IFDLAC), including survey andinterview data from the 13 member institutions of the Great Lakes Colleges Association (GLCA).The authors offer future implications for faculty development practice.
Flipping The Mindset: Reframing Fear And Failure To Catalyze Development, Diane E. Boyd, Josie Baudier, Traci Stromie
Flipping The Mindset: Reframing Fear And Failure To Catalyze Development, Diane E. Boyd, Josie Baudier, Traci Stromie
To Improve the Academy: A Journal of Educational Development
Despite the attempts to target success and predisposition to taking risks to promote innovation, sometimes educational developers encounter moments where they fail to meet expectations set forth—by their institutions, colleagues, or themselves. Attempts to avoid potential failures can stymie the creative process, preventing them from meeting difficult challenges. What can be done to catalyze useful responses to failure when events and interactions do not go according to plan? Most researchers suggest reflecting on the failure in order to grow. To assist, a field tested reflective process (the IDeAS process) that helps flip the approach to failure and move toward the …
Creating A Supportive Teaching Culture In The Research University Context: Strategic Partnering And Interdisciplinary Collaboration Between A Teaching Centerand Academic Units, Marie Kendall Brown, Patricia A. S. Ralston, Kathy B. Baumgartner, Melissa A. Schreck
Creating A Supportive Teaching Culture In The Research University Context: Strategic Partnering And Interdisciplinary Collaboration Between A Teaching Centerand Academic Units, Marie Kendall Brown, Patricia A. S. Ralston, Kathy B. Baumgartner, Melissa A. Schreck
To Improve the Academy: A Journal of Educational Development
This paper describes 2 “strategic partnering” and “interdisciplinary collaboration” case studies between a Center for Teaching and Learning (CTL) and an academic unit at a mid-sized metropolitan research university in the American Midwest. These faculty development partnerships were developed to meet the unique needs of faculty members who share a discipline area, present current information on specific teaching topics in order to deepen pedagogical knowledge and skills, provide opportunities for faculty to form a collegial group, and advance unit-specific goals relative to faculty development. The work is grounded in literature about the characteristics of a supportive teaching culture, characteristics of …
Encouraging Faculty Attendance At Professional Development Events, Dakin Burdick, Tim Doherty, Naomi Schoenfeld
Encouraging Faculty Attendance At Professional Development Events, Dakin Burdick, Tim Doherty, Naomi Schoenfeld
To Improve the Academy: A Journal of Educational Development
For faculty development events to have the greatest impact on campus practice, faculty developers need to attract and include as many faculty members as possible at their events. This article describes the testing of a checklist regarding faculty attendance at professional development events through a survey of 238 faculty members at small colleges in the United States. The results demonstrate the influence of social relationships upon faculty attendance at teaching and learning events, the difficulties of scheduling such events, and motivational differences between full-time and adjunct faculty. The use of food as a motivator for attendance is also appraised. The …
Mentoring Within A Community Of Practice For Faculty Development: Adding Value To A Ctl Role, Patricia E. Calderwood, Suzanna Klaf
Mentoring Within A Community Of Practice For Faculty Development: Adding Value To A Ctl Role, Patricia E. Calderwood, Suzanna Klaf
To Improve the Academy: A Journal of Educational Development
E. R. Smith, P. E. Calderwood, F. Dohm, and P. Gill Lopez’s (2013) model of integrated mentoring within a community of practice framework draws attention to how mentoring as practice, identity, and process gives shape and character to a community of practice for higher education faculty and alerts us to several challenges such a framework makes visible. In this exploratory study, we apply the model, and the consideration of the challenges it highlights, to consider how mentoring might figure in and configure a community of practice for faculty development localized in a university Centers for Teaching and Learning (CTL) for …
A View From The Margins: Situating Ctl Staff In Organizational Development, Emily O. Gravett, Lindsay Bernhagen
A View From The Margins: Situating Ctl Staff In Organizational Development, Emily O. Gravett, Lindsay Bernhagen
To Improve the Academy: A Journal of Educational Development
The authors explore assumptions that underlie work on organizational development in their field, which reveal hierarchical and homogenizing tendencies, despite commitments to inclusivity. Given that the aim of recent literature, such as Schroeder and Associates’ Coming in from the Margins, is to situate educational developers in relation to organizational development, and given the field’s values, then both staff and directors must be considered. The authors examine how the margins can be valuable sites of knowledge production, highlighting the ways staff might contribute to organizational development. The authors hope that readers will gain several ideas for how to incorporate staff into …
A Worthy Asset: The Adjunct Faculty And The Influences On Their Job Satisfaction, Telvis Rich
A Worthy Asset: The Adjunct Faculty And The Influences On Their Job Satisfaction, Telvis Rich
To Improve the Academy: A Journal of Educational Development
The author explored the intrinsic factors that foster job satisfaction of adjunct faculty members working in the southeastern United States. The literature concerning adjunct work experiences is limited, although adjuncts comprise the great majority of the faculty pool in many community and technical colleges. Twenty-seven adjuncts’ work experiences were examined to identify the key intrinsic workplace factors that impact their job satisfaction. Data were collected concerning the adjuncts’ work environment; professional relationships with administrators, students, and fellow adjuncts; and the overall perceptions on job satisfaction. The findings, implications of the study, limitations of the study, and recommendations for improved adjunct …
Teaching Renewal For Midcareer Faculty: Attending To The Whole Person, Catherine Ross
Teaching Renewal For Midcareer Faculty: Attending To The Whole Person, Catherine Ross
To Improve the Academy: A Journal of Educational Development
In light of the research on the distinct needs of mid-career faculty and the pressures faced by this group in the academy, we offer here an example of an educational development effort that looks at the renewal of teaching through the lens of renewing the whole person in his/her academic roles.Opportunities for mid-career faculty to focus on renewal in a holistic way are few, so this model, The Graylyn Teaching Renewal Retreat, was designed and developed as an annual opportunity for faculty from diverse institutions and disciplines.
Unpacking And Communicating The Multidimensional Mission Of Educational Development: A Mission Matrix Tool For Centers Of Teaching And Learning, Connie Schroeder
Unpacking And Communicating The Multidimensional Mission Of Educational Development: A Mission Matrix Tool For Centers Of Teaching And Learning, Connie Schroeder
To Improve the Academy: A Journal of Educational Development
In recent decades, the work of educational developers in Centers of Teaching and Learning (CTLs) is complex and diverse. The wide range of services and programs makes it difficult understand the mission and purpose of CTLs and communicate this effectively. The Center Mission Matrix Tool enables analysis and articulation of all facets of the Center’s mission. Juxtaposing the Center mission with three levels of impact—individual, departmental, and institutional—the Matrix adapts to each Center construct and provides a visual snapshot to multiple audiences, including the field of educational development, institutional stakeholders, and to the Center staff for internal purposes.
Negotiating A Seat At The Table: Questions To Guide Institutional Involvement, Gregory J. Siering, Suzanne Tapp, Debra Rudder Lohe, Micah Meixner Logan
Negotiating A Seat At The Table: Questions To Guide Institutional Involvement, Gregory J. Siering, Suzanne Tapp, Debra Rudder Lohe, Micah Meixner Logan
To Improve the Academy: A Journal of Educational Development
In addition to traditional roles, educational developers increasingly find themselves considering their involvement in issues of institutional change. However, this evolution leads to new challenges as educational developers attempt to discern whether and how to be involved inparticular organizational change efforts. This chapter provides a framework that can help centers of all types reflect on the broader risks and rewards of institution-level leadership. Through a series of context-based reflective questions, the authors hope to promote strategic thinking among educational developers (particularly center directors) and to spur new questions and research as our field continues to evolve.
A Teaching Conference Of One’S Own: Inviting Faculty Into The Scholarly Work Of Teaching, Julie Sievers
A Teaching Conference Of One’S Own: Inviting Faculty Into The Scholarly Work Of Teaching, Julie Sievers
To Improve the Academy: A Journal of Educational Development
This essay examines the value of creating a peer-reviewed conference on teaching at one’s own campus. A conference created by faculty and for faculty is an effective way to address several challenges faced by many teaching centers, especially the challenge of involving a wide range of faculty in scholarly approaches to teaching. I cite experience and data from my center’s work in this area over the past six years and contextualize it amidst the literature on the scholarship of teaching and learning.
Implementing A University Wide Change Initiative, Ronald A. Styron Jr.
Implementing A University Wide Change Initiative, Ronald A. Styron Jr.
To Improve the Academy: A Journal of Educational Development
This paper provides an account of the pilot and first year of a university improvement initiative, developed in response to a reaffirmation mandate from the Southern Association of Colleges and Schools Commission on Colleges. The initiative focused on increasing student retention and enhancing learning through the campus-wide use of team-based learning (TBL) (Michaelsen, Knight, & Fink, 2004). The strategy used in implementing the initiative was based on a conceptual framework created from the integration of E. M. Rogers’ Diffusion of Innovation theory (2003), J. P. Kotter’s Leading Change strategies (1996), and T. Littman’s Planning Principles and Practices (2013). To date, …
Overcoming Pedagogical Solitude: The Transformative Power Of Discipline Specific Faculty Learning Communities, Mariela Tovar, Rosalie Jukier, Jennie Ferris, Kristen Cardoso
Overcoming Pedagogical Solitude: The Transformative Power Of Discipline Specific Faculty Learning Communities, Mariela Tovar, Rosalie Jukier, Jennie Ferris, Kristen Cardoso
To Improve the Academy: A Journal of Educational Development
This article describes a multiyear Faculty Learning Community (FLC) program as a strategy to overcome pedagogical solitude (Shulman, 1993) in a discipline specific context. Participant interviews shed light on their FLC experiences and perceived impact on their teaching and students’ learning. Grounded within the particularities of the disciplinary context and based on the results of interviews reflecting a highly positive experience, key factors that had a major role in the success of the FLCs are articulated, framed within V. Lee, M. Hyman, and G. Luginbuhl’s (2007) concept of readiness. The authors also suggest contextual questions to consider when transferring their …
Developmental Stages Of New Graduate Student Instructional Consultants: Implications For Professional Growth, Mary C. Wright, Laura N. Schram, Kristen S. Gorman
Developmental Stages Of New Graduate Student Instructional Consultants: Implications For Professional Growth, Mary C. Wright, Laura N. Schram, Kristen S. Gorman
To Improve the Academy: A Journal of Educational Development
Effective consulting is a key skill for educational developers. Although most educational developers are new to the field, there is limited research about how new practitioners develop consulting skills. The key research question this study explores is: How do new graduate teaching consultants develop as practitioners? This study empirically applies several “classic” models of consulting to better understand new consultants’ perceived development of expertise, preferred consulting approaches, and reflection about them. The findings are generally confirmatory of the ways that classic frameworks map onto the development of consultants. They also suggest greater attention to supporting new consultants beyond “getting started,” …
Experiences Of Students And Alumni Navigating Sexual Identity In Faith-Based Higher Education: A Qualitative Study, Mark A. Yarhouse, Holly Doolin, Kristina Watson, Melissa C. Campbell
Experiences Of Students And Alumni Navigating Sexual Identity In Faith-Based Higher Education: A Qualitative Study, Mark A. Yarhouse, Holly Doolin, Kristina Watson, Melissa C. Campbell
Growth: The Journal of the Association for Christians in Student Development
Students and alumni affiliated with faith-based institutions of higher education who experience same-sex attraction regardless of identity label or behavior (“sexual minorities”) shared some of their experiences in these unique settings. The results of this study are consistent with existing research in this area suggesting that sexual minorities may be a distinct group in several important ways. We reported on their experiences of milestone events, meaning-making associated with identity, and concerns about campus climate in light of a range of perspectives on religious doctrine and institutional policies.
Transforming Students: Fulfilling The Promise Of Higher Education, Beth K. Hale
Transforming Students: Fulfilling The Promise Of Higher Education, Beth K. Hale
Growth: The Journal of the Association for Christians in Student Development
No abstract provided.
The Next Christians, Paul Stonecipher
The Next Christians, Paul Stonecipher
Growth: The Journal of the Association for Christians in Student Development
No abstract provided.
Growth No. 14 (2015) - Full Issue
Growth No. 14 (2015) - Full Issue
Growth: The Journal of the Association for Christians in Student Development
The full issue of the fourteenth edition of Growth: The Journal of the Association for Christians in Student Development.
Program Model For Women’S Leadership Development And Career Success, Andrea N. Timmerman, Laura M. Rodeheaver-Van Gelder
Program Model For Women’S Leadership Development And Career Success, Andrea N. Timmerman, Laura M. Rodeheaver-Van Gelder
Growth: The Journal of the Association for Christians in Student Development
In our work with students in the residence halls, we identified a need for additional education regarding professional identity formation among female students. We have found a naivety in students regarding the current climate of the American workforce and potential challenges women may encounter in their career fields as it pertains to gender norms, gender-bias, and inequity. In thesis research by Timmerman (2013), it was found that the workforce climate remains bleak for female professionals. While women make up the majority of the American working population, very few hold management or senior-level positions within their field. Current research indicates that …
Spiritual Formation In Emerging Adulthood: A Practical Theology For College And Young Adult Ministry, Taylor T. Smythe
Spiritual Formation In Emerging Adulthood: A Practical Theology For College And Young Adult Ministry, Taylor T. Smythe
Growth: The Journal of the Association for Christians in Student Development
No abstract provided.
Organizational Leadership: Foundations & Practices For Christians, Brian T. Starr
Organizational Leadership: Foundations & Practices For Christians, Brian T. Starr
Growth: The Journal of the Association for Christians in Student Development
No abstract provided.
View From The Top: An Inside Look At How People In Power See And Shape The World, Kristen D. Tenhaken
View From The Top: An Inside Look At How People In Power See And Shape The World, Kristen D. Tenhaken
Growth: The Journal of the Association for Christians in Student Development
No abstract provided.
Precursors To And Pathways Through Conversion: Catalytic Experiences Of Born Again Christian College Students, John D. Foubert, Matthew W. Brosi, Angela Watson, Dale R. Fuqua
Precursors To And Pathways Through Conversion: Catalytic Experiences Of Born Again Christian College Students, John D. Foubert, Matthew W. Brosi, Angela Watson, Dale R. Fuqua
Growth: The Journal of the Association for Christians in Student Development
Born again Christians are a significant religious population in the United States, and throughout the world. The process by which a born again identity is assumed is not clearly described in the research literature. Therefore, we asked 18 born again Christian college students a series of questions designed to uncover what led to their identity of being born again. Responses fell into three overarching themes. First, participants described exposure within relationships to God’s principles. Second, participants noted the influence of introspection and reflection on their lives apart from the influence of God. Third, participants had an active response in which …
Exploring The Relationship Between The Co-Curriculum And Academic Outcomes: A Methodology, Natalie Berger
Exploring The Relationship Between The Co-Curriculum And Academic Outcomes: A Methodology, Natalie Berger
Growth: The Journal of the Association for Christians in Student Development
Higher education is currently evaluating the value of non-academic components of four-year institutions, particularly in relation to their impact on academic outcomes. In evaluating these areas, new methodologies are consistently developed exploring the co-curriculum and academic outcomes. However, no methodologies exist that evaluate the relationship between student involvement and academic outcomes. The methodology outlined in this research develops a quantitative means of measuring the relationship between student involvement in the co-curriculum and academic outcomes abilities using two new measures. These measures were then tested for reliability and validity. The researcher collected and scored student essays, which measured student ability in …
How To Stay Christian In College, Britney N. Graber
How To Stay Christian In College, Britney N. Graber
Growth: The Journal of the Association for Christians in Student Development
No abstract provided.