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Full-Text Articles in Higher Education and Teaching
Cards: A Collaborative Community Model For Faculty Development Or An Institutional Case Study Of Writing Program Administration, R. Nichole Rougeau-Vanderford Phd, Rebecca Day Babcock Phd, Aliethia Dean Ma, Victoria Hinesly Ba
Cards: A Collaborative Community Model For Faculty Development Or An Institutional Case Study Of Writing Program Administration, R. Nichole Rougeau-Vanderford Phd, Rebecca Day Babcock Phd, Aliethia Dean Ma, Victoria Hinesly Ba
Teaching/Writing: The Journal of Writing Teacher Education
The structure of writing programs evolves to account for the transformation of composition studies. Online and dual credit programs necessitate a need to adjust prior practices initially geared towards face-to-face pedagogy; however, several challenges surface in online and dual credit writing programs. The most prevalent is that these online courses are primarily staffed by non-tenured faculty, including adjuncts who do not have a physical presence on campus. The faculty dynamic presents many challenges when attempting to garner participation in collaborations. In recent years, the Writing Program Administrator (WPA) at a regional public university noticed a need to improve faculty morale, …
An Exploration Of Adjunct Faculty Preferences For Professional Development Opportunities At A Florida State College, Ashley M. Navarro
An Exploration Of Adjunct Faculty Preferences For Professional Development Opportunities At A Florida State College, Ashley M. Navarro
USF Tampa Graduate Theses and Dissertations
The purpose of this study was to explore adjunct faculty perceptions of factors that influence participation in faculty development at a multi-campus Florida state college. To improve Florida state college adjunct faculty participation in faculty development, it was necessary to examine their faculty development needs and the incentives and barriers that influence their participation in faculty development. This study extended the research on characteristics of adjunct faculty and their faculty development interests. This quantitative study addressed the gap in the literature related to the scheduling, format, and communication preferences of a Florida state college adjunct faculty, related to faculty development. …
Broaching Threshold Concepts: The Trouble With “Skills” Language In Defining Student Learning Goals, Angela J. Zito
Broaching Threshold Concepts: The Trouble With “Skills” Language In Defining Student Learning Goals, Angela J. Zito
To Improve the Academy: A Journal of Educational Development
This essay argues that description of student learning goals as various “skills” presents a conceptual threshold lying between and connecting routinely dichotomized characterizations of student learning—most notably, “concrete” versus “abstract.” Qualitative analysis of instructor interviews shows that “skills” language tends to conceal abstract (that is, affective) learning goals behind more concrete (that is, cognitive) ones. Ultimately, this essay proposes that cognitive and affective student learning goals might be more clearly articulated using threshold concepts within and across disciplines, and that the recognition of “skills” as both affective and cognitive is itself a threshold concept in educational development.