Higher Education and Teaching Commons^™

Exploring How A University’S Veteran Services Office Supports Their Students’ Civilian Career Readiness And Transition, Sasha M. Vanterpool

USF Tampa Graduate Theses and Dissertations

The purpose of this explanatory case study was to learn how a designated veteran services office on a university campus supports student veterans preparing to transition into the civilian workforce after their college graduation. This study provided an in-depth understanding of the operations of a nationally recognized veteran services office by sharing the perspectives of the office staff as well as the experiences of the veteran students who have used the office. Qualitative research methods for data collection and analysis were incorporated through semi-structured interviews, observations, and thematic coding analysis guided by a constructivist paradigm and Schlossberg’s Transition Theory as …

Five Domains For Transforming Teacher Preparation, Charlotte Wells, Karen Demoss, Divya Mansukhani, Zach Paull

Prepared to Teach

This report describes the process of establishing the current Prepared To Teach theory of change, which supports national communities of practice in five domains identified by the Network's learning agenda in the 2019-2020 school year: mindset shifts, educator roles, labor market alignment, school improvement, and deeper learning. Read how these five domains are explored through existing residency partnership programs, how individual programs both solidified and strengthened existing partnerships, and important insights into how to expand and share the benefits partnerships can reap through their work together. Finally, explore how the domains center the need for systemic changes built upon the …

“Communication Is Important. I Learned That On The Fresh Prince Show.” Soft Skills Portrayed In Five Prime-Time Television Comedies: A Quantitative Content Analysis, Jacquelyn Bader

Graduate Theses & Dissertations

This research study merged the seemingly divergent challenges of a soft skills shortage among workforce-ready young adults and the need to develop curricula that are interesting enough to hold students’ attention. This study, based on social learning and human capital theories, explored the portrayal of soft skills in five prime-time television (TV) comedies from the 2019-2020 broadcast season, with the idea that, if the portrayals were sufficiently frequent, readily identifiable, and led to what the TV characters wanted to achieve by exercising those skills, then perhaps the viewing of TV comedies could constitute part of the elusive yet engaging and …

Then What? Quantifying Sbae Teacher Career-Decisions Post-Migration, Becky Haddad, D. Brett Milliken, Josh Stewart, Johnathan Velez

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

Complex career decisions, such as teacher mobility, are often reduced to stigmatizing labels that do little to account for the state of teaching as a profession or credit those engaging in migratory decisions as making healthy career choices. Through our study, we focused on understanding workforce mobility, teaching as an unstaged profession, and the current quantifications existing around SBAE teacher migration. We drew on over 100 years of data from California as we quantitatively explored and synthesized the career decisions of migrating SBAE teachers. This snapshot offers a means of understanding the Teacher Career Cycle (Fessler & Christensen, 1992) in …

Annual Report Of Externally Funded Grants And Contracts July 1, 2020 - June 30, 2021, Office Of Research And Sponsored Programs. Morehead State University.

Office of Research and Sponsored Programs Reports and Publications

Annual Report of Externally Funded Grants and Contracts July 1, 2020 - June 30, 2021.

Discomfort And Other Factors That Influence The Effectiveness Of Graduate Student Peer Consultations, Mark W. Pleiss, Krisztina Erzsebet Dearborn

To Improve the Academy: A Journal of Educational Development

The following study reports the findings of two surveys given to graduate teacher consultants (n = 30) and graduate student teachers (n = 59) who completed video-teacher consultations at a public, R1 university. The surveys assessed the overall effectiveness of peer consultation for both sides and identified the factors that influenced those assessments. We found that the level of comfort expressed by consultants and graduate teachers during their first consultations had the greatest impact on their perceived level of effectiveness. The time between consultants’ training and their first consultation also affected their assessments. Other factors that did and did not …

Focus On Outcomes: Fostering Systemic Departmental Improvements, Daniel L. Reinholz, Mary E. Pilgrim, Amelia Stone-Johnson, Karen Falkenburg, Christopher Geanious, Courtney Ngai, Joel Christopher Corbo, Sarah B. Wise

To Improve the Academy: A Journal of Educational Development

This article describes how a focus on outcomes can be a tool for guiding systemic change. By focusing on positive outcomes to be achieved, a group can guide its collective efforts toward an ideal future rather than becoming fixated on individual problems to solve. While there is support for an outcome-guided approach in the literature on individual and organizational change, this approach has not been used extensively to support department-level changes in science, technology, engineering, and mathematics (STEM) education.

Implementation Plans For Course Redesigns: An Exploration Of Identified Strategies, Rebecca Campbell, Benjamin Blankenship

To Improve the Academy: A Journal of Educational Development

Institutions are redesigning gateway courses—lower-division courses known to create student success bottlenecks—to influence persistence and completion goals. These initiatives, student success course redesigns (SSCR), are specialized versions of course design institutes (CDIs). This investigation into SSCRs uses content analysis to examine the implementation plans created during a SSCR. Results demonstrated that the majority of the strategies planned focused on the Learning key performance indicator (KPI), and the minority of the planned-for strategies focused on the Monitoring Student Performance KPI. A more granular analysis of the Learning strategies revealed five themes: Content, Assessment, Pedagogy, Syllabus, and Student Success. Additional results indicated …

Finding Our Voice: Highly Flexible Ed For The Hyflex World, Kristine Larsen, Cristina Robinson, Jason A. Melnyk, Jennifer Nicoletti, Amy Gagnon, Kelly Mclaughlin, Mina Hussaini

To Improve the Academy: A Journal of Educational Development

The COVID-19 pandemic brought about unprecedented changes in our approach to delivering educational development (ED) programming. In this article we discuss how our dual ED centers pivoted during the sudden switch to online learning, highlighting how we overcame challenges such as a small staff, tight timelines, and faculty anxieties. Particularly, we explore how we adapted to the university’s investment in technologically advanced Hybrid-Flexible (HyFlex) classroom spaces and utilized a multi-pronged team approach to provide effective and timely ED to faculty. By identifying key faculty leaders, identifying multiple sources of data, and using multiple modalities, we supported the faculty in their …

Constellations Of Support: A Community Development Model, Tracy Smith, Melba Spooner

To Improve the Academy: A Journal of Educational Development

This article describes the rationale, development process, and initial artifacts and outcomes of a faculty support (a.k.a. mentoring) model developed for a specific academic context: a College of Education at a Southeastern comprehensive public university. The purposes of this article are to (1) describe the research and theoretical models that guided the development of the program; (2) provide a research-based rationale for a context-based community development model of faculty support; (3) propose a set of principles for a context-based developmental community model of faculty support; (4) describe the process for developing a community development mentoring model for faculty at all …

Motivation To “Keep Pushin’”: Insights Into Faculty Development Facilitating Inclusive Pedagogy, Kelly Erby, Melanie Burdick, Sandra Winn Tutwiler, Dan Petersen

To Improve the Academy: A Journal of Educational Development

This study focuses on the lived experiences of nine university faculty who were attempting to implement inclusive teaching practices following university-sponsored faculty development. While the participants were each successful in their respective implementations, they all expressed anxiety at the beginning of the semester as well as at the end when they reflected upon the changes they made. This occurred despite deeply held motivations to change their teaching and make a difference for their students. The participants encountered barriers that centered on feelings related to self-confidence, student perception, and peer approval. Findings include descriptions of these anxieties and the supports that …

Beyond Instructional Development: An Exploration Of Using Formal Pedagogy Training To Benefit Perceived Quality Of Life And Sense Of Community In Graduate Students, Matthew Mahavongtrakul, Ashley Hooper, Daniel Mann, Brian Sato

To Improve the Academy: A Journal of Educational Development

The Association of American Colleges and Universities calls for improvements in teaching preparation in graduate programs as a transferable skill for future faculty. However, the amount of institutional and faculty support for these programs is limited. For the relatively few programs that exist, rarely do they have their outcomes assessed in a data-driven manner. This is disconcerting considering that participation in professional development can improve work-life balance, and graduate students often work long hours, suffer from mental health issues, and face increasing career competition. In this case study, we explore how two teaching development programs impacted pedagogical knowledge, perceived quality …

Lessons From The Giving Tree, Becky Haddad

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

We probably know the story--in fact, The Giving Tree by Shel Silverstein is one of my husband’s favorite books from his childhood. Shel Silverstein was one of my favorite childhood authors too. I recently came across an insert for this book that focused on the tree setting boundaries. The tree said, “no,” and told the boy to find his own way. Of course, The Giving Tree fans will tell you that isn’t the message of the story. Shel Silverstein didn’t really do interviews, but the general consensus is the book is about the boy’s selfishness, and the tree’s selfless giving. …

A Quantitative Analysis Of The Relationship Between Dispositions And Technology Integration Knowledge Of English Language Teachers, Moe D. Greene

Theses and Dissertations

Despite the pervasiveness of educational technological tools, their potential is generally overlooked. An examination of technology integration literature suggests a gap in understanding why teachers lack the necessary knowledge to successfully integrate technology in their teaching as well as an absence of a robust technology integration theoretical framework. Technological pedagogical content knowledge (TPACK) was developed to explain the specific knowledge needed for effective technology integration. Several limitations, however, have been noted in regards to the ability of this framework to capture the connections between the complexities of teachers’ contexts and their technology integration knowledge. This dissertation advances current literature by …

Annual Report Of Research And Creative Productions By Faculty And Staff, January To December, 2021, Office Of Research And Sponsored Programs. Morehead State University.

Office of Research and Sponsored Programs Reports and Publications

Annual Report of Research and Creative Productions by Faculty and Staff, January to December, 2021.

Maintaining The Fence: Establishing And Reclaiming Your Boundaries, Becky Haddad , Ed.

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

Editor Comments: Boundaries? We Don’t Need No Stinking Boundaries... Or Do We?... by Gaea Hock

Theme Editor Comments: Lessons from the Giving Tree .....by Becky Haddad

Theme Articles: A Letter to the Profession.... by Haley Traini

Balance in the Busyness.... by Roobie Richards

The Boundaries that Weren’t..... by Bibiana Gifft An Early Introduction.... by Amber Rice and Quint Molina Prioritizing Boundaries... by Hannah Wedger

The How’s and Why’s of Building a Fence.. by JoAnn Pfeiffer Avoiding the Burn... by Jay Solomoson and Trent Wells

Book Review: Boundaries by Dr. Henry Cloud and Dr. John Townsend .... by Kayla Loewenhagen

Ready …

Theory-Driven Approaches To Targeting Socially Responsible Leadership In Emerging Adults: Consciousness Of Self, Lindsay J. Hastings, Hannah Sunderman

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

The purpose of the current paper is to present a theory-driven approach to developing Consciousness of Self, an individual value of the Social Change Model of Leadership, among emerging adults. Specifically, we discuss the development and execution of an intervention involving a large-group retreat with interactive activities and an emphasis on discussion. Grounded in theory, the intervention focused on identifying values, describing strengths, and practicing mindfulness and was evaluated based on the learning objectives. Program evaluation efforts revealed notable participant gains in all targeted objectives six months after the intervention. By providing a theoretical framework, in-depth description of the intervention, …

Leadership Transfer In Rural Communities: A Mixed Methods Investigation, Lindsay J. Hastings, Hannah Sunderman, Matthew Hastings, L.J. Mcelravy, Melissa Lusk

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

The United States is poised to experience one of the largest transfers of leadership in its history, markedly impacting rural community sustainability efforts. The purpose of this exploratory sequential mixed methods study was to identify themes related to rural leadership transfer using grounded theory and to test the facilitation of effective leadership transfer using structural equation modeling. Adult and youth leaders (N = 19) from three nominated rural communities comprised the qualitative phase and secondary data from a 2015 rural survey (N = 1991) comprised the quantitative phase. Mixed methods results indicated the environment conducive for effective leadership transfer (via …

An Efficient And Coherent Pipeline For Graduate Student And Postdoctoral Scholar Educational Development, Daniel Mann, Matthew Mahavongtrakul, Ashley Hooper

To Improve the Academy: A Journal of Educational Development

As higher education shifts toward a culture of evidence-based teaching practices, future faculty are seeking opportunities to develop their pedagogical knowledge and skills. Many centers for teaching and learning (CTLs) have not proportionally grown in resources to meet the demand for graduate student and postdoctoral scholar programming (e.g., teaching certificates and pedagogy seminars). This article presents a model of a wide-ranging, coherent pipeline of educational development for graduate students and postdoctoral scholars managed by a CTL with modest staffing.

Leveraging Collaboration And Peer Support To Initiate And Sustain A Faculty Development Program, Anneris Coria-Navia, Scott Moncrieff

To Improve the Academy: A Journal of Educational Development

In today’s impoverished higher education fiscal climate, especially considering the enormous financial implications to higher education of accommodating the changes required by the coronavirus pandemic, “nonessential” though highly important programs, such as centers for teaching and learning (CTLs), are very likely to be underfunded. In this study, we illustrate how underfunded programs can leverage peer collaboration and support to initiate productive, formal systems of assistance for faculty by describing a number of such programs developed by and/or coordinated by our CTL. Moreover, we propose that sustainable programs, especially at small liberal arts institutions, must include a strong component of peer …

Copyright Information, Todd Pagano, Sami Kahn

Journal of Science Education for Students with Disabilities

No abstract provided.

Call For Manuscript, Todd Pagano, Sami Kahn

Journal of Science Education for Students with Disabilities

No abstract provided.

Students' Perceptions Of Career And Academic Advising In College Learning Communities, Kelly M. Hallas

USF Tampa Graduate Theses and Dissertations

The purpose of this study was to examine if community college students in differing learning communities had different perceptions of their career and academic needs and whether students in different learning communities perceived their career and academic advisor as meeting these needs (i.e. are they satisfied with their advising). In addition, this study examined the variables of gender, ethnicity, and enrollment status and their relation to students’ needs and satisfaction across learning communities.

The Community College that provides the backdrop for the inquiry has recently transitioned to Academic and Career Learning Communities. This institution defines its communities as similar majors …

Leveraging The Power Of Course Redesign For Student Success, Rebecca Campbell, Benjamin B. Blankenship

To Improve the Academy: A Journal of Educational Development

Colleges and universities have a commitment to improve the student experience, increase persistence, and provide paths to degree completion. Course redesign, focused on student success, is a promising strategy for realizing that commitment. This article examines some of the particulars when course redesign is explicitly linked to student success. These particulars include the types of redesign outcomes, why courses should be the locus of student success initiatives, identifying which courses to redesign, and the characteristics and scope of impact of redesigned courses. The article concludes with suggestions for next steps for student success course redesign.

“Am I Really Good Enough?”: Black And Latinx Experiences With Faculty Development, Sylk Santiago-Sotto

To Improve the Academy: A Journal of Educational Development

This study focuses on the experiences of Black and Latinx faculty in academic medicine in relation to their educational and faculty development. Narratives by participants reflect on their career path and refer to faculty development programs as valuable but also as dominant group-centric, counter to their cultural backgrounds and the underrepresented faculty experience. Findings reveal the need for faculty development to be spaces for affirmation, validation, and accountability and suggest the need for tailored programs. Furthermore, implications on the research and practice of faculty affairs within higher education and academic medicine are outlined.

The Experiences Of Non-Tenure-Track Faculty Members Of Color With Racism In The Classroom, Ryan Rideau, Claire K. Robbins

To Improve the Academy: A Journal of Educational Development

Using critical race theory, this qualitative study examined the ways non-tenure-track faculty members of Color (NTFOCs) experienced racism in their classroom environments. The sample consisted of 24 NTFOCs who worked at 4-year historically White colleges and universities. Findings revealed that NTFOCs experienced racism in their classrooms in three ways: negative evaluations, different treatment than White colleagues, and feeling unsafe in the classroom. While these findings are consistent with the experiences of tenure-track and tenured faculty members of Color, the implications for NTFOCs, particularly in terms of their employment, are stark. The article concludes with recommendations for how educational developers can …

A Mandatory Faculty Diversity Workshop: Does It Work?, Heather Dwyer, Joya Smith

To Improve the Academy: A Journal of Educational Development

This article explores the effectiveness of a mandatory training workshop for faculty. Our center for teaching and learning (CTL) was charged with designing and implementing a diversity training workshop for all full-time faculty. The workshop included an introduction to diversity and inclusion, analysis of microaggressions, discussion of inclusive teaching strategies, and practice responding to difficult situations using realistic classroom scenarios. Data were collected on participants’ familiarity and comfort level with diversity and inclusion concepts and situations via identical pre- and post-assessment. A year later, a follow-up survey was administered, which included the original assessment. Assessment and survey responses indicated positive …

Teaching Certificate Redesign: Making A Flexible Program For Future Faculty, Kate Z. Williams, Lauren E. Margulieux, G. David Lawrence

To Improve the Academy: A Journal of Educational Development

Higher education teaching certificate programs can improve graduate students’ and postdoctoral scholars’ teaching while preparing them for their future roles as faculty, providing a multi-tiered benefit to universities’ teaching goals. This article documents the decision points and initial success of a redesign of one such teaching certificate program.” As part of the redesign process, 10 universities’ programs were reviewed and used as a benchmark. The programs’ learning objectives and assessments, along with their connections to the literature, are discussed in detail. A new flexible pathway through the certificate program emerged, tapping into courses, workshops, and online resources for content delivery, …

Development Of A Faculty Appreciation Of Pedagogy Scale, Carol A. Hurney, Jordan D. Troisi, Lori H. Leaman

To Improve the Academy: A Journal of Educational Development

Evidencing the value of programs and services challenges educational developers to measure a range of outcomes. While direct measures of faculty use of effective teaching behaviors and student learning are desirable, these methods are time consuming and resource intensive. We provide a scale that is easy to deploy and can be adapted to different programs. Our psychometrically sound scale measures one facet of faculty learning about teaching—appreciation of pedagogy. The scale measures awareness, knowledge integration, emotions, beliefs, and self-reported behaviors related to the appreciation of pedagogy. We also examine scale correlates, including teaching identity, confidence, and control.

Impostor Phenomenon In Educational Developers: Consequences And Coping Strategies, Kristin J. Rudenga, Emily O. Gravett

To Improve the Academy: A Journal of Educational Development

A recent survey of educational developers revealed that nearly all respondents (96%) had experienced impostor phenomenon (IP) in their professional lives. Here, we use survey data to investigate the consequences of and coping strategies for IP among educational developers. We describe the repercussions of IP for the personal and professional lives of educational developers (including stress, lowered self-esteem, not speaking up, and diminished career trajectories), the ways in which they cope with IP, and the unique ways that they may be positioned to leverage their own experience with IP to work more effectively with instructors.