Higher Education and Teaching Commons^™

From The Co-Editors

Journal of Science Education for Students with Disabilities

No abstract provided.

From The Co-Editors

Journal of Science Education for Students with Disabilities

No abstract provided.

Increasing The Accessibility Of Science For All Students, Samantha Langley - Turnbaugh, Glenn Wilson, Lynn Lovewell

Journal of Science Education for Students with Disabilities

This paper evaluates the accessibility of selected field and laboratory high school science activities, and provides suggestions for increasing accessibility for students with disabilities. We focused on GLOBE (Global Learning Observations to Benefit the Environment) protocols, specifically the new Seasons and Biomes investigation currently being developed as part of the GLOBE program. Five university students with disabilities majoring in science or technology were recruited to test the GLOBE protocols, and 10 protocols were evaluated for accessibility. Based on our results, we make several suggestions with regards to instructions, equipment, safety, outcomes and activity significance that will increase the accessibility of …

From The Co-Editors

Journal of Science Education for Students with Disabilities

No abstract provided.

From The Co-Editors

Journal of Science Education for Students with Disabilities

No abstract provided.

Loving The Academy: Helping Educators Understand Characteristics Of Black College Students’ Romantic Relationships, Miriam Chitiga

Faculty Working Papers from the School of Education

The paper presents the results of a survey on the characteristics of black college students’ romantic relationships, including types of relationships, the reasons for beginning and ending relationships and the elements of successful relationships. The anonymous electronic survey was voluntarily completed and included questions that allowed for both qualitative and quantitative assessment. The findings of the study reveal that students, who may be involved in stable and committed relationships, begin relationships for emotional needs and romance but acknowledge that compatible personality traits are the key to successful relationships. They cite cheating, partner abuse, and control as major causes of break-ups. …

Stereotype Threat–Based Diversity Programming: Helping Students While Empowering And Respecting Faculty, Isis Artze Vega, Leslie Richardson, Adrienne Traxler

To Improve the Academy: A Journal of Educational Development

As college student populations grow increasingly diverse, centers for teaching and learning are often charged with promoting inclusive teaching practices. Yet faculty cite many affective barriers to diversity training, and we often preach to the choir. These challenges led us to seek alternate routes for diversity programming, and stereotype threat has become the centerpiece of our endeavors. This chapter describes stereotype threat and related interventions, outlines our efforts, and offers evidence of its surprising impact. It also identifies the features of stereotype threat that appealed to faculty, led them to make pedagogical changes, and inspired them to spread the word.

Measuring The Promise: A Learning Focused Syllabus Rubric, Michael Palmer, Dorothe Bach, Adriana Streifer

To Improve the Academy: A Journal of Educational Development

To enrich the resources for measuring the impact of educational development work, we have created a rubric to assess the degree to which a syllabus achieves a learning orientation. The rubric provides qualitative descriptions of components that distinguish learning focused syllabi and uses a quantitative scoring system that places syllabi on a spectrum from content focused to learning focused. It is flexible enough to accommodate a diverse range of levels, disciplines, institutions, and learning environments, yet nuanced enough to provide summative information to developers using the tool for assessment purposes and formative feedback to instructors interested in gauging the focus …

Reflections On The State Of The Scholarship Of Educational Development, Deandra Little

To Improve the Academy: A Journal of Educational Development

Introduction to volume 33, number 1 of To Improve the Academy: A Journal of Educational Development from 2014 by managing editor Deandra Little of Elon University.

Peer Collaboration: Improving Teaching Through Comprehensive Peer Review, Shelley L. Smith

To Improve the Academy: A Journal of Educational Development

This article includes a brief rationale and review of the literature on peer review of teaching (PRT). Based on that literature review, it offers a proposal for an optimal formative review process that results in a teaching portfolio that would reflect a faculty member’s efforts and successes in a critically reflective PRT process, and contributes to ongoing teaching improvement. It then looks at potential areas of faculty resistance and concern and offers a discussion of potential strategies to overcome those concerns.

Emotion In The Classroom: An Update, Janine Bowen

To Improve the Academy: A Journal of Educational Development

Fourteen years ago, POD member Edward Vela drew attention to the role of emotion in learning. In particular he emphasized the need for faculty to express positive emotions in the classroom. Since then researchers continue to measure the effectiveness of positive emotion in student learning but the field of emotion in the classroom has expanded since Vela's essay. The purpose of this article is to not only update Vela's citations on emotion and learning but to provide a broader perspective on the topic and assist faculty developers. Ashkanasy's five level model frames the discussion.

Mapping Classroom Interactions: A Spatial Approach To Analyzing Patterns Of Student Participation, Sophia Abbot, Alison Cook Sather, Carola Hein

To Improve the Academy: A Journal of Educational Development

This article explores how mapping patterns of student participation in classroom discussion can both illuminate and complicate the dynamic relationships among identity, physical position in the classroom, student engagement, and course content. It draws on the perspectives of an undergraduate in the role of pedagogical consultant, a faculty member who worked in partnership with that student, and the coordinator of the program through which this collaborative exploration unfolded. The authors provide multiple angles of vision on the impetus behind, approach to, results of, and interdisciplinary possibilities of mapping classrooms and offer recommendations and cautions regarding the use of mapping.

Tracing The Evolution Of Educational Development Through The Pod Network's Institute For New Faculty Developers, Michele Dipietro

To Improve the Academy: A Journal of Educational Development

Educational development is a unique professional field in that it is not defined by content taught in a single degree that qualifies individuals to be in it. The resulting heterogeneity in newcomers’ knowledge and skills is addressed in different ways by different national networks. Since 1997, the POD Network has held a biennial Institute for New Faculty Developers, geared toward socializing new professionals into the field. An analysis of the evolution of the Institute, therefore, focused on understanding how educational development has represented itself to newcomers, can chronicle the trajectory of the field and generate conversations about its future.

Triad Relationships And Member Satisfaction With Paired Placement Of Student Teachers, Carol Wilkinson, Todd R. Pennington, Erin Whiting, Melissa Newberry, Erika Feinauer, Janet Losser, Liz Haslem, Amber Hall

Australian Journal of Teacher Education

Abstract: This study determined triad (a mentor teacher and two student teachers) members’ level of satisfaction (LOS) with paired-placement student teaching, focusing on mutuality and homophily to explore how triad relationships were linked to LOS. The constant comparative method was used to code interview transcripts and field notes. Results showed that of the six satisfied triads, five had mutuality, homophily, strong triad cohesion, and collaborative student teachers. Partially satisfied (four) and dissatisfied (two) triads experienced lack of mutuality and homophily, weak triad cohesion, and uncollaborative student teachers. Recommendations include providing formal training about triad relationships, considering mutuality and homophily when …

Education Policy And Social Justice: Exploring Possibilities Within Education Policy Context Of Pakistan, Sajid Ali

Institute for Educational Development, Karachi

One of the major purposes of education policy is to ensure social justice in a society. The social justice needs to be thought of not only in conventional sense of ‘distributional’ justice, but also in the sense of ‘relational’ justice. Looking from this perspective the policies in Pakistan have historically focused only on distributional justice, albeit with dismal progress on this front. However, they have completely ignored the attainment of ‘relational’ justice as a policy objective. As a result power differentials not only exist but worsened through educational policies such as undermining of public schooling while encouraging privatization of education …

Profiling The Youth Leader: Personality And Emotional Intelligence Trends And Their Relationship To Leadership Skills, L. J. Mcelravy, Lindsay J. Hastings

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

The transfer of leadership to younger generations is an important factor in agricultural communities and is likely one reason developing leaders is a central mission of many youth organizations, including 4-H and FFA. In adults, researchers have extensively explored the relationship between personality traits and leadership (Judge, Bono, Ilies, & Gerhardt, 2002), but a clear profile of youth leaders has not been developed. This profile could help in planning for and developing the next generation of community leaders. In this study, we explored the relationship between traits, including the Big-Five model of personality and emotional intelligence, and self-perceived leadership skills …

Teaching Introductory Life Science Courses In Colleges Of Agriculture: Faculty Experiences, Mark Balschweid, Neil A. Knobloch, Bryan J. Hains

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

Insignificant numbers of college students declaring STEM majors creates concern for the future of the U.S. economy within the global marketplace. This study highlights the educational development and teaching strategies employed by STEM faculty in teaching first-year students in contextualized life science courses, such as animal, plant, and food sciences. Teaching strategies employed by faculty were reported as largely influenced by the “way they were taught.” Faculty members shared they used ‘lecture’ and ‘laboratory’ interchangeably as both educational environment and instructional practice. This study provides evidence for engaging university teaching faculty in a systematic process of professional development in teaching …

Just Ask: Using Faculty Input To Inform Communication Strategies, Krista Hoffmann Longtin, Megan M. Palmer, Julie L. Welch, Emily C. Walvoord, Mary E. Dankoski

To Improve the Academy: A Journal of Educational Development

Faculty members today are bombarded with information, yet limited in time and attention. Managing communication with faculty is an increasingly important function of faculty development offices. This study explored how communication frameworks can be paired with web design principles and attention economics to increase the effectiveness of communication with faculty members. We developed and tested communication approaches designed to enhance faculty members’ identification and involvement with our programs. The advantages, disadvantages, and effectiveness of each model are presented. Ultimately, the study reframed our understanding of communication strategies, not as static tools, but rather as opportunities to engage faculty.

Tracking Pod's Engagement With Diversity: A Content Analysis Of To Improve The Academy And Pod Network Conference Programs From 1977 To 2011, Stacy E. Grooters

To Improve the Academy: A Journal of Educational Development

This study examines the degree to which sessions from the annual Professional and Organizational Development (POD) Network Conference and articles from To Improve the Academy engage questions of diversity. The titles and abstracts of 3,946 conference sessions and 560 journal articles were coded for presence and type of diversity. A significant variation in inclusion of diversity over time was found for the conference sessions (p < 0.001) but not the journal articles. Overall, the findings suggest that the organization has been inconsistent in its scholarly engagement with diversity and should work to encourage more regular engagement with diversity by its members.

Preparing New Faculty For Leadership: Understanding And Addressing Needs, Anne Kelsch, Joan Hawthorne

To Improve the Academy: A Journal of Educational Development

A perceived decline in effective faculty participation in campus leadership and governance is well documented, both in the literature and via anecdote. Characteristics common within the culture of higher education make nurturing campus “citizenship” among junior faculty challenging. This essay describes findings from an interview based study of junior faculty in which understanding of professional responsibilities beyond teaching and research was explored. The study documented the deep sense of unpreparedness with which new faculty approach key issues in higher education, including those associated with governance and leadership. Two possible strategies for redressing that unpreparedness, both showing preliminary but positive results, …

Developing Scholarly Teachers Through An Sotl Faculty Fellowship, Beth A. Fisher, Michelle D. Repice, Carolyn L. Dufault, Denise A. Leonard, Regina F. Frey

To Improve the Academy: A Journal of Educational Development

The increasing interest in incorporating evidenced based teaching in higher education has created a pronounced need for faculty to learn the theory and practice of the Scholarship of Teaching and Learning (SoTL). This article describes a program designed to prepare faculty to (a) draw on existing SoTL studies when designing and implementing evidenced based teaching methods, (b) design SoTL studies to test the effectiveness of those methods, and (c) integrate their new knowledge of SoTL into the practice of “scholarly teaching.” This program has proven to be a successful model for incorporating evidenced based teaching into undergraduate science, technology, engineering, …

Sequential Online Course Redesign: When “It Just Takes Time” Works No Longer, Genevieve G. Shaker, Sarah K. Nathan, Elizabeth J. Dale

To Improve the Academy: A Journal of Educational Development

Despite the increase in formats of online education, evidence suggests that the academic achievement gap could widen without iterative adaptation. This comparative case study analyzes the implementation of an online undergraduate course delivered consecutively in hybrid and fully online formats. Student feedback and instructor reflection address adaptive processes for online learning and adjustments to enhance the second course following a sequential redesign. Results include students’ challenges with technology and workload, benefits of cross course collaboration, instructor efforts to mediate challenges without sacrificing rigor, and advice for educational developers as they support online teaching through rapid adaptation by design.

Stakeholders' Roles In Prioritizing Technical 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 …

Toward Resonant, Imaginative Experiences In Ecological And Democratic Education. A Response To "Imagination And Experience: An Integrative Framework", Michael Derby, Sean Blenkinsop, John Telford, Laura Piersol, Michael Caulkins

Democracy & Education

In this response to Fettes's "Imagination and Experience," the authors further consider the varieties of educational experience that inspire ecological flourishing and a living democracy. The essential interconnectedness of encounter-driven and language-driven ways of knowing are explored with particular reference to the authors' involvement in a research project at an innovative elementary school in British Columbia, Canada.

The Four Year Experience: Career Search Self-Efficacy Of New Graduates, Heather Maietta

Online Journal for Workforce Education and Development

Abstract

The author examines the relationship between the degree of participation in a mandatory, credit-bearing, four-year career development program and career search self-efficacy of college graduates using the Career Search Efficacy Scale (CSES). Solberg, Good, & Nord (1994) define career search self-efficacy as an individuals’ efficacy expectations regarding their ability to perform important activities associated with career search and selection. Descriptive statistics, Pearson’s correlations, and regression analyses were performed. Results indicated there was a relationship between participation in a career development program and career search self-efficacy. Discussion of findings and recommendations for future research are provided.

Pedagogía De Hablantes De Herencia: Implicaciones Para El Entrenamiento De Instructores Al Nivel Universitario, Lina M. Reznicek-Parrado

Department of Modern Languages and Literatures: Dissertations, Theses, and Student Research

This study researches the differences in pedagogical needs between learners of Spanish as a Foreign Language (FL learners) and learners of Spanish as a Heritage Language (HL learners) at the university level. By using the UNL Modern Languages and Literatures Department as an illustrative case and based on an analysis of the Heritage Language student profile in the context of the United States, this study seeks to explore arguments in favor of providing training for university-level instructors of Spanish that responds to the specific pedagogical needs of Heritage Language Learners.

The relevancy of this study is not only based on …

Principled Approaches In Online Teacher Education: Migrating Sit’S Masters In Teaching Program, Katrina N. Baran

MA TESOL Collection

Delivery methods for teacher education at the post-graduate level are changing to accommodate in-service professionals and take advantage of technology. To shift the SIT Graduate Institute’s Masters in Teaching program to a low-residency format, an evaluation of underlying principles in teacher education, online education and the MAT program itself is necessary in order to preserve the integrity of the program and ensure success in this new format. Within the context of these principles and an analysis of a sampling of program areas, recommendations are provided.

Navigating The New Normal, Terre H. Allen, Holly Harbinger, Donald J. Para

To Improve the Academy: A Journal of Educational Development

Faculty socialization and satisfaction are critical to retaining quality teacher/scholars and key to a well-functioning teaching-intensive, research-driven university (Ponjuan, Conley, and Trower, 2011). This chapter reports on a year-long research project aimed at investigating faculty work life and satisfaction at a large, urban, comprehensive state university. Our goal was to use empirical evidence to understand and support faculty work under the "new normal" conditions characterized by reduced state funding and increased faculty workload. We discuss the results in terms of a revitalized direction for facuity and explore directions for organizational development within the context of the new normal.

Envisioning Creative Collaboration Between Faculty And Technologists, Gail A. Rathbun, Sally Kuhlenschmidt, David Sacks

To Improve the Academy: A Journal of Educational Development

Faculty developers must often mediate conflicts resulting from differences between seemingly mutually exclusive cultures that university technolo gists and university teachers inhabit. Activity theory embraces workplace conflict as normal and as contributing to organizing health and adapta tion, in contrast to a functionalist approach that focuses on how to maintain system equilibrium. Engestrom’s (1987) interpretation of activity theory provides a theoretically informed framework for under standing different forms of human activity, mediated by culturally mol ded rules, values, and division of labor, without suffering from the polarizing effects of an us-versus-them approach.

Connect To Learning: Using E-Portfolios In Hybrid Professional Development, Bret Eynon, Judit Török, Laura M. Gambino

To Improve the Academy: A Journal of Educational Development

Based at LaGuardia Community College, the Connect to Learning (C2L) project has developed an innovative hybrid professional development model using e-portfolios, online conversations, and face-to-(ace meetings to support campus leadership teams as they strengthen e-portfolio initiatives on twenty-five diverse campuses nationwide. The C2L model adapts a conceptual framework of inquiry, reflection, and integration to a hybrid context and addresses the challenge of local professional devel opment leadership for classroom and institutional change.