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Articles 1051 - 1080 of 1572

Full-Text Articles in Higher Education and Teaching

Student And Faculty Perceptions Of Effects Of Midcourse Evaluation, Whitney Ransom Mcgowan, Russell T. Osguthorpe Jan 2011

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.

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Completing The Faculty Development Cycle: Using Data From Syllabi Review To Inform Action, Phyllis Blumberg Jan 2011

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.

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Teaching And Learning Together: College Faculty And Undergraduates Cocreate A Professional Development Model, Alison Cook-Sather Jan 2011

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.

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Using Students To Support Faculty Development, Teresa M. Redd, Carl E. Brown Jr. Jan 2011

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, …

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Distribution And Penetration Of Teaching-Learning Development Units In Higher Education: Implications For Strategic Planning And Research, Sally Kuhlenschmidt Jan 2011

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.

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

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.

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Writing Groups For Work-Life Balance: Faculty Writing Group Leaders Share Their Stories, Dannielle Joy Davis, Kara Provost, Amanda E. Major Jan 2011

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.

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Reflecting Together About Tenure And Promotion: A Faculty Learning Community Approach, Leslie G. Mcbride, Janelle Decarrico Voegele Jan 2011

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.

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The Citizenship Imperative And The Role Of Faculty Development, Jeffrey L. Bernstein, Rebecca S. Nowacek, Michael B. Smith Jan 2011

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.

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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 Jan 2011

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.

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Defining Critical Thinking In Higher Education: Determining Assessment Fit, Martha L. A. Stassen, Anne Herrington, Laura Henderson Jan 2011

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 …

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Working Effectively With Psychologically Impaired Faculty, Carolyn B. Oxenford, Sally L. Kublenschmidt Jan 2011

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.

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Difficult Dialogues And Transformational Change Through Cross–Cultural Faculty Development, Elizabeth Roderick Jan 2011

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.

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Faculty Development As A Hazardous Occupation, Linda B. Nilson, Edward B. Nuhfer, Bonnie B. Mullinix Jan 2011

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.

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How Mature Teaching And Learning Centers Evaluate Their Services, Susan R. Hines Jan 2011

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.

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A Mixed Methods Study Of How The Transition Process Impacts The Autonomy Of Pre-Service Secondary Mathematics Teachers, Linda Kasal Fusco Jan 2011

A Mixed Methods Study Of How The Transition Process Impacts The Autonomy Of Pre-Service Secondary Mathematics Teachers, Linda Kasal Fusco

Department of Educational Administration: Dissertations, Theses, and Student Research

This mixed methods study sought to identify the impact that transition into the practice of teaching had on the autonomy of pre-service secondary teachers of Mathematics.  It was based on the belief that a Mathematics teacher’s autonomy depended on: beliefs about Mathematics and how it was learned, reflections on the teaching practice, and social constraints of a secondary school culture. Data was collected between January 2009 and March 2010.  In Phase I (Quantitative) the participants (N = 30), selected from ten State University of New York teacher preparation colleges and universities, completed five instruments to quantify the three factors of …

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How Interactive Video (Itv) Web-Enhanced Format Affects Instructional Strategy And Instructor Satisfaction, Catrina V. Moody Jan 2011

How Interactive Video (Itv) Web-Enhanced Format Affects Instructional Strategy And Instructor Satisfaction, Catrina V. Moody

Walden Dissertations and Doctoral Studies

This qualitative study explored the quality of technology associated with interactive video (ITV) classes in distance education programs and the resulting satisfaction of the instructors teaching this format. The participants were full time instructors of a rural community college that used the ITV format. Community college ITV instructors are knowledgeable about the ITV technology and are in need of research that explores the satisfaction of that technology. Distance education theory, social constructivism, individual and collaborative learning, and technology formed the foundation for the research. Grounded theory was used to generate a theory about the perceptions of the instructors. Data collected …

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The Impact Of Personalization-Based Tailored Instructional Communications On College Student Persistence, Nichole Gibbs Jan 2011

The Impact Of Personalization-Based Tailored Instructional Communications On College Student Persistence, Nichole Gibbs

Walden Dissertations and Doctoral Studies

The low graduation rate of degree-seeking students at public community colleges is an important crisis facing communities across the United States. College satisfaction and withdrawal cognitions in students have been identified as key factors in college persistence by researchers. However, a review of the literature revealed no study in which a college-persistence intervention based on the personalization principle theory or using tailored messages has been conducted. The purpose of this study was to test the effectiveness of a college-persistence intervention, based on the personalization principle theory and Mashburn's theory, for students at a community college. This study used between-groups experimental …

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Helping Educators Foster A Growth Mindset In Community College Classrooms, Marianne Adams Auten Jan 2011

Helping Educators Foster A Growth Mindset In Community College Classrooms, Marianne Adams Auten

Walden Dissertations and Doctoral Studies

Current research shows that students with a growth mindset are more motivated to learn, want to work harder, are less discouraged by difficulty, use more effective strategies for learning, and have higher academic performance in comparison to students without this mindset. Despite these promising findings, a growth mindset is sometimes not reinforced or is even refuted by classroom conditions. The purpose of this intrinsic case study was to explore how community college educators create classroom environments that foster a growth mindset. The conceptual framework for this study was a social constructivist approach where the interviewer and the participants co-constructed the …

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Effect Of Active Learning On Students' Academic Success In The Medical Classroom, Sandra Hightower Jan 2011

Effect Of Active Learning On Students' Academic Success In The Medical Classroom, Sandra Hightower

Walden Dissertations and Doctoral Studies

Doctors in a Northern California community reported that medical assisting students did not use medical terminology in context, could not think critically, and faltered in decision making and problem solving during their internships in medical offices. The intent of this instrumental case study was to investigate the gap between current methods of lecturing and active-learning projects designed to engage medical assisting students in learning medical terminology, forming critical thinking skills, and developing decision-making techniques. Informed by a constructivist theoretical framework, data were collected regarding the teaching methods of 4 medical instructors through interviews and classroom observations. Documentation from the doctors …

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Assessment Of Admission Criteria And Selection Process For Nurse Education Programs, Mary Ann Jarmulowicz Jan 2011

Assessment Of Admission Criteria And Selection Process For Nurse Education Programs, Mary Ann Jarmulowicz

Walden Dissertations and Doctoral Studies

Qualified student enrollment to nurse education program is limited by admission criteria predetermined by faculty; however, little is known regarding the development and consistency of selection criteria. The purpose of this study was to examine the admission requirements of nursing programs to better understand the philosophical underpinnings and complexity of selection criteria. The conceptual frameworks of teaching philosophy, complexity, and gatekeeping guided this research. This descriptive correlational study used a cross-sectional design to survey a purposeful sample of full-time faculty teaching in nurse education programs in a southeastern state. Descriptive analyses, independent t test, and a Lambda analyses were employed …

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Evaluating The Effectiveness Of Novice Teacher Support Structures, Kitty B. Warsame Jan 2011

Evaluating The Effectiveness Of Novice Teacher Support Structures, Kitty B. Warsame

Walden Dissertations and Doctoral Studies

Teachers are leaving their profession at alarming rates. As a result, retaining novice teachers has become a major concern for policy makers, school districts, administrators, and teaching staff throughout the United States. The purpose of the study was to evaluate the effectiveness of novice teacher induction support structures in a southwestern US state. The conceptual framework is based on research examining teacher attrition; this study extends the research by examining school-based and university-based programs. Research questions focused on the perception of novice teachers regarding mentoring experiences at their certifying universities and employing school districts. Three research questions examined school district …

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Institutionalized Community College Service Learning To Promote Engagement, Velda Arnaud Jan 2011

Institutionalized Community College Service Learning To Promote Engagement, Velda Arnaud

Walden Dissertations and Doctoral Studies

Community college graduation rates are low, and community colleges have been tasked with producing more graduates to meet workforce needs. Research has determined that engaged students remain at their institutions and complete their degrees. Service learning has been identified as a high-impact practice that engages students with their learning and builds connections between students and campus personnel. The majority of service-learning research, having been conducted with 4-year colleges and universities, may have limited applicability to the community college population. This qualitative descriptive case study describes how institutionalized service learning on 1 community college campus is structured, supported, and operated. The …

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Stakeholders' Roles In Prioritizing Technical And Vocational Education And Training In Postconflict Liberia, Edward S. Forh Jan 2011

Stakeholders' Roles In Prioritizing Technical And Vocational Education And Training In Postconflict Liberia, Edward S. Forh

Walden Dissertations and Doctoral Studies

Postconflict governments and counterparts have collaborated to provide skills training to communities as a critical postconflict development strategy. In these undertakings, the role of community members remains largely undefined. The purpose of this qualitative descriptive case study was to understand the perceptions held by rural community members regarding the role they played in influencing government's policy priority for technical and vocational education and training (TVET) as a local human development strategy in postconflict Liberia. The conceptual framework was based on human capital theory and concepts of motivation and achievement. Fourteen participants were purposefully selected for the study. Data were collected …

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Rural Retiree Volunteer Motivations For Nonfamily-Based Intergenerational Communication, Jennifer Jm. Salisbury Jan 2011

Rural Retiree Volunteer Motivations For Nonfamily-Based Intergenerational Communication, Jennifer Jm. Salisbury

Walden Dissertations and Doctoral Studies

Several decades of research document a growing communication gap between older adults and younger generations, with retirees limiting the information they share with younger generations. This limitation is often due to older adults' low self-efficacy and technology as a communication distraction, a trend which has resulted in the loss of intellectual capital for younger generations. The purpose of the study was to understand and increase knowledge transfer between retirees and unrelated younger people in a rural Canadian community. Communication theory of identity and social cognitive theory provided the research frameworks. The research questions examined what knowledge retirees could pass down, …

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Responses Of Successful Latina Students To Academic Challenges Of Prerequisite Nursing Courses, Julie Wiggins Nadeau Jan 2011

Responses Of Successful Latina Students To Academic Challenges Of Prerequisite Nursing Courses, Julie Wiggins Nadeau

Walden Dissertations and Doctoral Studies

Nursing schools struggle to prepare enough nurses to meet the health care needs of a diverse and aging population in the United States. Many students do not complete their degrees, contributing to the problem. The purpose of this qualitative study was to explore and describe how successful Latina students experience and respond to the academic challenges of prerequisite nursing courses. The nursing shortage; healthcare needs of Hispanic patients; student outcomes; self-efficacy, achievement goal orientation, and academic help-seeking; and Hispanic cultural values framed the study. Using semistructured private interviews, the researcher explored the lived experiences of 6 successful Latina students when …

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A Phenomenological Study Of Social Science Instructors' Assessment Practices For Online Learning, Cynthia S. Dietrich Jan 2011

A Phenomenological Study Of Social Science Instructors' Assessment Practices For Online Learning, Cynthia S. Dietrich

Walden Dissertations and Doctoral Studies

Online learning has revolutionized higher education in the United States. In 2007, there were 3.9 million students taking at least 1 online course. Assessment in online instruction is a new experience for teachers because of the recent advent of online course delivery. Current research on online learning does not address instructor experiences with learning assessments. This gap may contribute to online instructors being inadequately prepared to teach online. The purpose of this phenomenological study was to explore online instructors' experiences with assessments in their undergraduate social science courses. The study was guided by constructivism as well as theories associated with …

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African American Student Retention In The Reserve Officer Training Corps (Rotc) Leadership Program, Elaine A. Edwards Jan 2011

African American Student Retention In The Reserve Officer Training Corps (Rotc) Leadership Program, Elaine A. Edwards

Walden Dissertations and Doctoral Studies

The percentage of qualified African American senior military leaders is significantly lower than the percentage of African Americans serving in the enlisted ranks. With the changing demographics of the 21st century, increasing the number of African American Army officers is a practical as well a moral issue. The purpose of this mixed methods study was to understand African American cadets' perception of the Army Reserve Officer Training Corps (ROTC) Leadership Program and the impact of ROTC on their lives. The theoretical basis for this study is Sternberg's theory of intelligence and Woodman, Sawyer, and Griffin's theory of organizational creativity. The …

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Phenomenological Study Of Empowering Women Senior Leaders In Higher Education, Mila P. Cselenszky Jan 2011

Phenomenological Study Of Empowering Women Senior Leaders In Higher Education, Mila P. Cselenszky

Walden Dissertations and Doctoral Studies

The number of women in senior administrative and leadership roles in higher education is minimal compared to the number of women in higher education jobs in general. This phenomenological study explored pathways women took to advance in their careers and barriers that prevent more women from gaining senior administrative and leadership roles. Research questions addressed perceived barriers participants faced while trying to advance their careers, mentoring and other support strategies women in higher education employed to help them move up the career ladder, and actions female leaders took in order to help establish gender equity. Dambe and Moorad's empowerment-based/transformational leadership …

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Emotional Intelligence And Graduate Student Satisfaction At Online Institutions Of Higher Education, Christa Thompson Jan 2011

Emotional Intelligence And Graduate Student Satisfaction At Online Institutions Of Higher Education, Christa Thompson

Walden Dissertations and Doctoral Studies

The effect of emotional intelligence (EI) among students in education settings could prove essential to determining the needs of student satisfaction leading to retention and graduation. However, lack of research has yet to determine whether EI is an important factor of student satisfaction. The purpose of this quantitative survey study was to determine whether a relationship exists between EI in graduate students and satisfaction with their overall academic experience at their online institution of higher education. Participants included graduate students enrolled in a masters' or doctoral program at an online institution of higher education. They were surveyed to measure their …

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