Social and Behavioral Sciences Commons^™

Evaluation Of A Faculty Fellows Program In Science Communication, Stacy Stanifer, Beverly Delidow, Kathy Rademacher, Luz Huntington-Moskos, Kelly Kennoy, Amanda Thaxton-Wiggins, Craig Wilmhoff, Ellen J. Hahn

Journal of Appalachian Health

Introduction: Science communication plays a crucial role in tackling pressing regional, national, and global health issues. Effective communication with various audiences is integral to dissemination of science findings.

Purpose: This study evaluates changes in self-efficacy and attitudes toward science communication skills over time and also assesses program outcomes and satisfaction with a Faculty Fellows in Science Communication (FFSC) program among faculty (N = 30) with interest in environmental health science and/or education in Appalachia Kentucky.

Methods: A mixed methods program evaluation was employed using longitudinal data on behaviors, attitudes, and program outcomes from three cohorts of Faculty Fellows who participated …

“A Cog In A Wheel That Gets It Done”: A Qualitative Study Of The Experiences Of Faculty Seeking Administrator Support, Lakesha Anderson, Mattea A. Garcia

Journal of the Association for Communication Administration

This qualitative study sought to determine the stressors that motivate faculty to seek administrator support and examined faculty experiences of administrator support. Participants were 27 full- and part-time faculty members who completed a seven-item online questionnaire. Findings show that many participants felt unsupported by their administrator while navigating the stressful situations for which they sought help. This lack of support led to negative departmental cultures and faculty feeling insecure, undervalued, and isolated. This study highlights the need for policies and practices designed to build relationships between faculty and administrators. Efforts to improve the faculty-–administrator relationship can lead to increased understanding, …

A Typology Of Perceived Negative Course Evaluations, Heather Carmack, Leah E. Lefebvre

Journal of the Association for Communication Administration

Instructors and administrators continue to debate the merit and value of using course evaluations to assess instructor effectiveness and course outcomes, especially when students see course evaluations as satisfaction surveys where they can unload negative and/or hurtful comments directed at instructors. Little is known about instructors’ perceptions of negative course evaluations. This study qualitatively examined faculty’s (N = 90) perceptions of negative course evaluation qualitative comments. Using a grounded analyst-constructed typologies approach, three types of negative course evaluation comments were identified: professional, personal, and performance. These types of negative comments call into question the disconnection between what students and instructors …

An Evaluation Of Agricultural Communications Faculty Members’ Mentoring Experiences, Taylor K. Ruth, Ricky W. Telg, Lisa K. Lundy

Journal of Applied Communications

Agricultural communications programs are expected to grow and emerge over the next decade. For these programs to find success, faculty leading them will need to be properly supported through effective mentoring. The purpose of this study was to evaluate the current mentoring of agricultural communications faculty across the country. In November 2019, an online survey instrument was distributed to a census of members of the Society of Agricultural Communications Scholars listserv. Survey respondents reported mentoring was not formally required, and most of the respondents received informal mentoring. Mentors were most frequently non-agricultural communications faculty in the respondents’ respective department or …

Leading In The Real World: Operationalizing A Power-Based Model Of Collaboration For Leadership Experiential Learning, Mariana J. Lebron, Filiz Tabak

Organization Management Journal

Using a power-based conceptual framework, we present a collaboration model to guide faculty and student affairs (SA) staff in working together to develop experiential learning assignments that help students apply leadership concepts to on-campus organizational problems. The PowerBased Student-Centered Collaboration Model (PSCM) consists of four stages through which faculty, SA staff, leadership course students, and student organization leaders operationalize their legitimate, coercive, expert, reward, and informational power in sharing resources for mutually beneficial student-centered learning experiences. Power structures provide coordinating mechanisms for information-exchange, decision-making, and role clarification in team-based collaborations. Using the PSCM, we developed a 6-week assignment Leading in …

The Peoria Recommendations: Suggestions On Promotion, Tenure And Evaluation For Forensics Professionals, Michael Dreher

Speaker & Gavel

The AFA Policy Debate Caucus gathered in 1993 at the Quail Roost Conference to create draft guidelines that would help forensic educators obtain tenure. While the original committee consisted primarily of debate educators, the goal was to create a document that could be supported by many forensic organizations. Clearly, the Quail Roost committee was correct in calling for a document that served all of these different constituencies. However, Quail Roost (as I‘ll further refer to the document in this article) was written from a policy debate paradigm. Quail Roost was updated in 2009 by a committee chaired by Robin Rowland …

A Report On The Status Of Standards For Tenure And Promotion In Debate, Robin Rowland, Jarrod Atchison, Derek Buescher, Matthew Gerber, Steve Hunt, Ryan Galloway, Kelly Mcdonald, Jeff Jarman, Kelly Young, Tom Hollihan, David Zarefsky

Speaker & Gavel

In what follows, we first provide an overview of debate in order to explain the importance of the activity and then review the status of tenure and evaluation standards among directors/coaches in various types of programs across the country. A mass email was used to ask directors/coaches to submit information about the nature of their current appointment (tenure track, term appointment, and so forth) and the standards through which their performance is evaluated. In addition to seeking information about appointment and evaluation standards for current coaches, we reviewed material from previous developmental conferences and the Quail Roost document, as well …

Chairs Mentoring Faculty Colleagues, Jeff Kerssen-Griep

Journal of the Association for Communication Administration

Many academics struggle to manage the changes that come with suddenly being responsible for chairing a group of peers. As in skilled classroom instruction, leading an academic unit invokes specific structural, strategic, tactical, and interpersonal abilities. New chairs often quickly have to add ways of thinking and acting that are beyond the precise expertise that got them to that point in the first place. With our focus on understanding process, communication scholars may be better equipped than some others to understand this role shift’s dynamics, but often we struggle as mightily as our chemist or engineering or nursing peers to …