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1.
Located in Lafayette, Indiana, Purdue University has a well‐established history as a land‐grant university with strong science, technology, engineering, and math (STEM) programs. Purdue’s learning design and technology (LDT) program resides in the Department of Curriculum and Instruction within the College of Education. Residential PhD and master’s programs as well as fully available online master’s programs are provided. The LDT program has specialized offerings in a corporate or education track for their master’s students, embracing various needs and interest in corporate, government, and non‐profit settings as well as K‐12 and higher education settings, respectively. The LDT program has 10 full‐time well‐established faculty members, and they are actively involved in research and development activities, often involving students. The program is working on developing the knowledge and skills of the program’s graduates by incorporating innovative approaches such as competency‐based programs, badging, and portfolios. –Yeol Huh, PhD, and Sung “Pil” Kang, PhD, column editors 相似文献
2.
Sung Pil
Kang Vanessa Svihla Victor Law Robert Grassberger 《Performance Improvement》2016,55(3):24-34
As our first presentation in a series of academic program profiles, we are pleased to present the Organization, Information, and Learning Science (OILS) program at the University of New Mexico (UMN). The OILS program began in the 1980s as a vocational education program and has evolved into a program that focuses on human performance technology (HPT), instructional design (ID), and learning sciences. The OILS program is organizationally a part of the College of University Libraries and Learning Science. The library faculty brings positive synergy to OILS in terms of data management and information technology, research, education, and applied practices. The program offers an undergraduate degree as well as masters and doctoral degrees. It is very rare to provide an undergraduate degree in the HPT and ID fields, and the OILS program is proud of these pioneering efforts. OILS has a pragmatic tradition. The faculty members of OILS and its graduate students have conducted scholastic and practical research projects in HPT, ID, and learning sciences. Coursework emphasis is on cultivating students’ capabilities for excellent performance in the workplace. The program has a strong network within the local community with local employers as well as with local chapters of professional societies. The present demographics in the State of New Mexico in terms of the majority‐minority status are similar to the overall demographics that the United States as a whole will face within the next 30 years. OILS is an innovative program. – Sung “Pil” Kang, PhD and Yeol Huh, PhD, column editors 相似文献
3.
Students take summer and compressed courses for a variety of reasons and research indicates that learning outcomes in these courses are similar to those gained in traditional semester or quarter courses. This quantitative study was an attempt to clarify faculty perceptions about summer compressed courses. One hundred and fifty-one faculty members teaching at a large, multicampus institution completed a survey addressing teaching methodology, approaches to student assessment, and other pedagogical issues relating to such courses. It was determined that many faculty did make adjustments in teaching methods and approaches to student assessment. In addition, perceptions were different between experienced/tenured faculty and inexperienced/nontenured faculty.Mark Kretovics is an Assistant Professor of Higher Education Administration and Student Personnel at Kent State University. He received his Ph.D. from Colorado State University and his research interests include the assessment of student learning, business practices in higher education, distance education, and pedagogical issues in compressed courses. Mark had over 20 years of administrative experience within higher education before transitioning into his current faculty role. Alicia R. Crowe, Ph.D. is an Assistant Professor in the Department of Teaching, Leadership, and Curriculum Studies at Kent State University. Her areas of interest and research include teacher education, social studies education, teacher learning, and technology integration. Eunsook Hyun, Ph.D. is Associate Professor in the Department of Teaching, Leadership, and Curriculum Studies at Kent State University. Her area of research interests include teacher education, critical pedagogy, curriculum theorizing, and higher education curriculum 相似文献
4.
Catherine B. Stevenson Robert L. Duran Karen A. Barrett Guy C. Colarulli 《Innovative Higher Education》2005,30(1):23-36
Colleges and universities are adopting learning communities to increase student learning and build cohesion. As learning communities grow in popularity, institutions need to invest in faculty development (Oates, 2001) and understand faculty experiences (Mullen, 2001). The University of Hartford created a program that prepared faculty for collaborative teaching in first-year learning communities. Faculty learned to engage in collaborative behaviors, to think outside disciplinary borders, and to employ a specific template as a heuristic for course development. Results of focus group research about the faculty experience and the impact of the experience on their pedagogy are summarized.Catherine B. Stevenson, whose M.A. and Ph.D. are from New York University, is currently an Associate Professor of English and Drama and Academic Dean of International and Honors Programs. She and her coauthors are affiliated with the University of Hartford, West Hartford, CT. Her special interests include nineteenth and twentieth century literature, curriculum reform, pedagogy, and international education. Robert L. Duran, Professor in the School of Communication, who earned his M.A. at West Virginia University and Ph.D. at Bowling Green State University, is a specialist in program evaluation, evaluation research, and research methods. Karen A. Barrett, Associate Dean of Undergraduate Studies, has an M.S. from the State University of New York at Buffalo. Her special interests include interdisciplinary general education curriculum, higher education administration, and diagnostic hematology and microbiology. Guy C. Colarulli, earned an M.A. at the University of Connecticut and a Ph.D. at The American University. He is the Associate Provost and Dean of Undergraduate Studies, whose special interests include Higher Education Administration, First-Year Experience, as well as American Government, and Politics 相似文献
5.
The Influences of Faculty on Undergraduate Student Participation in Research and Creative Activities
Using data collected from surveys of college juniors and seniors and faculty members in related academic departments, this
study examined whether faculty teaching and research orientations, as well as faculty external funding, had any impact on
undergraduate student participation in research and creative activities. The results of the study indicated that faculty research
orientation and external funding were indeed positively related to student participation in research activities. However,
faculty members’ teaching orientation was not significant. Further analyses indicated that faculty teaching and research orientations
had different impacts on a range of research and creative activities by undergraduate students. The findings from this study
provide insight on ways of improving college teaching and learning as well as informing the development of institutional academic
policies related to faculty and undergraduate education.
Shouping Hu is Associate Professor of Higher Education at Florida State University. He received his M.S. degree in Economics and Ph.D.
in Higher Education from Indiana University. His research and scholarship focus on college access and success, student engagement,
and higher education policy.
Kathyrine Scheuch is the Deputy Director of Research and Evaluation in the Division of Community Colleges, Florida Department of Education.
She received her Ed.D. in Higher Education from Florida State University. Her research interests include undergraduate research
activities and minority student issues.
Joy Gaston Gayles is Associate Professor of Higher Education at North Carolina State University. She received her Ph.D. in Higher Education
from Ohio State University. Her research interests include the college student experience and its impact on student development
and learning. 相似文献
6.
John Dinan Joseph E. Finck William Miles Mary Scheuer Senter 《Innovative Higher Education》1992,16(4):291-308
For the past several years, Central Michigan University has staffed the advanced composition course required of all undergraduates with faculty from both the English department and also from other departments throughout the university. Central Michigan's experiences in developing a political constituency supportive of improving students' writing skills and in establishing faculty development workshops to assist faculty in preparing to teach this new advanced writing course are discussed. Further, the experiences of non-English faculty teaching this distinctive course are described. The impact of the writing program on other university units is reviewed. This successful program might provide a model for other universities.John S. Dinan received his Ph.D. in composition and rhetoric from the University of Massachusetts. He is Director of the Developmental Writing Program at Central Michigan University. Joseph E. Finck received his Ph.D. in nuclear physics from Michigan State University. He was a member of the first class of non-English advanced composition faculty at Central Michigan University. Dr. Finck teaches a section of the course with a physical science theme. William Miles is Professor, Reference Librarian, and Coordinator of Bibliographic Instruction in the Central Michigan University Libraries. He received his M.A. in English from Wayne State University and his M.L.S. from the University of Michigan. Mary Scheuer Senter received her Ph.D. in sociology from the University of Michigan. As interim Vice-Provost in the 1980s, she worked with colleagues to improve student writing skills and studied factors affecting the success of nontraditional students. 相似文献
7.
Morris Fiddler Susan McGury Catherine Marienau Russell Rogers Warren Scheideman 《Innovative Higher Education》1996,21(2):127-139
Recent work by Ernest Boyer and others has prompted some colleges and universities to reexamine the nature of scholarship among faculty members. Using Boyer's categories of scholarly activity, the authors have developed a framework for scholarly contribution that is currently being implemented by faculty at DePaul University's School for New Learning. The proposed framework includes assumptions regarding scholarship, expectations for faculty relative to scholarly activity, and definitions and criteria for the four forms of scholarship. The authors offer the framework in the hope that it will stimulate a reexamination of the nature of scholarship at other institutions as well.The authors are a group of academic professionals comprised of faculty and academic advisors from the School for New Learning, DePaul University in Chicago, Illinois. Morris Fiddler is an Associate Professor and received his Ph.D. from the University of Minnesota. His primary research interests include adult learning and medical genetics. Susan McGury obtained her Ph.D. at the University of Reading and is an Assistant Professor with special research interests in art history and literature. Catherine Marienau is an Associate Professor and received her Ph.D. at the University of Minnesota. Her primary research interests are adult learning and women's development. Russell Rogers received his Ph.D. from Michigan State University and is an Associate Professor as well as serving as the Director of the M.A. Program in Integrated Professional Studies. His research specialties include higher education and organizational behavior. Warren Scheideman has an M.A. from DePaul University, and he serves as a Senior Academic Advisor. His research interests include pedagogy and adult learning. 相似文献
8.
James D. Russell 《Performance Improvement》2009,48(7):42-45
Ingrid Guerra‐Lopez, PhD, is an assistant professor at Wayne State University. She publishes, teaches, consults, and also conducts research in the areas of organizational effectiveness, performance evaluation, needs assessment and analysis, and strategic alignment. She earned her master's and doctoral degrees from Florida State University. She is co‐author of Practical Evaluation for Educators: Finding What Works and What Doesn't with Roger Kaufman and Bill Platt. Evaluating Impact (ISBN:1‐59996‐051‐6) is published by HRD Press and ISPI (price $19.95). The publisher may be reached online at http://www.hrdpress.com or by telephone at 800‐822‐2891. 相似文献
9.
William C. Bosch Jessica L. Hester Virginia M. MacEntee James A. MacKenzie T. Mark Morey James T. Nichols Patricia A. Pacitti Barbara A. Shaffer Paul B. Tomascak Suzanne P. Weber Rosalie R. Young 《Innovative Higher Education》2008,33(2):83-98
Faculty, staff, and student perceptions of high-quality learning experiences were explored using focus groups attempting to
define a “learning-centered” college. Common themes emerged suggesting that a successful learning community requires faculty-student
collaboration, effective communication, critical thinking skills, reciprocal respect, faculty passion for learning, high expectations
of both students and faculty, a variety of teaching and assessment strategies, and student engagement in and responsibility
for learning. All groups stressed the need for learning opportunities outside the classroom in both intellectual and social
situations. These themes provide a conceptual framework for future campus initiatives, which has broad relevance for other
institutions.
William C. Bosch is Retired Director of the Center for Learning and Teaching. He received his M.S. in Computer Science from Syracuse University,
and his interests include teaching and learning in higher education and educational technology.
Jessica L. Hester is an Assistant Professor in Theatre and received her Ph.D. from The University of Texas at Austin. Her research interests
are American theatre history and dramaturgy.
Virginia M. MacEntee is Assistant Professor in Curriculum & Instruction. She received her Ed.D. in Early Childhood Education from Nova Southeastern
Florida University; and her interests include special education, authentic learning, and classroom technology.
James A. MacKenzie is Assistant Professor of Biological Sciences. He received his Ph.D. in Molecular Medicine from Wake Forest University School
of Medicine; and his interests include molecular and cellular biology, physiology, and human health and disease.
T. Mark Morey is Professor of Psychology and received his Ph.D. at Depaul University. Research interests include stress, trauma, and coping.
James T. Nichols is Instruction/Reference Librarian and Distance Learning Librarian. He received his M.A. in Library and Information Management
from the University of Denver; his interests include information literacy.
Patricia A. Pacitti is Coordinator of Math and Science Services for the Office of Learning Services. She received M.A.s in Mathematics and Statistics
from Pennsylvania State University; and her interests include developmental education, curriculum design, and classroom technology.
Barbara A. Shaffer is Coordinator of Reference Services and an Instruction Librarian at Penfield Library. She received her M.L.S. from Syracuse
University, and her interests include information literacy and online learning.
Paul B. Tomascak is an Assistant Professor of Geology and Geochemistry. He received his Ph.D. in geology from the University of Maryland;
his research interests include applications of elemental and isotopic systematics to understanding solid Earth and Earth surface
processes.
Suzanne P. Weber is Associate Dean of the School of Education and Professor of Science Education. She received her Ph.D. in Population Ecology
from Syracuse University; her current interests include assessment of student performance and program effectiveness in higher
education.
Rosalie R. Young is Associate Professor in Public Justice. She received her Ph.D.in political science from Syracuse University, and her interests
include family mediation and the ability of the poor to access the legal system.
All authors are currently members of the Committee on Learning and Teaching at State University of New York at Oswego. 相似文献
10.
This qualitative study makes the case for the implementation of curriculum mapping, a procedure that creates a visual representation
of curriculum based on real time information, as a way to increase collaboration and collegiality in higher education. Through
the use of curriculum mapping, eleven faculty members in a western state university Teacher Licensure program aligned and
revised the teacher education curriculum across a sequence of courses. An increase in collaboration and collegiality among
faculty emerged as an unintended outcome as a result of participation in the project.
Kay Pippin Uchiyama is currently the Assessment Coordinator for the Poudre School District in Fort Collins, Colorado. During this study, she was
an Assistant Professor of Teacher Education at Colorado State University and a co-primary investigator for the Preparing Tomorrow’s
Teachers to Use Data grant. She received her Ph.D. in Instruction and Curriculum in the Content Areas with an emphasis on
Teacher Education and Learning to Teach from the University of Colorado at Boulder. Her interests include data driven instruction,
assessment for learning, teacher education, professional development schools, and mathematics education. Her email is kuchiyam@psdschools.org.
Jean L. Radin is an adjunct professor at Colorado State University and a co-primary investigator for the Preparing Tomorrow’s Teachers to
Use Data grant. She received her Ph.D. from Colorado State University. Her interests are brain-based teaching and learning,
data driven instructional practices, teacher education and professional development schools. Her email is jradin@cahs.colorado.edu. 相似文献
11.
Mary M. Atwater 《Innovative Higher Education》1995,19(4):277-286
African American females need to develop alliances with White administrators to transform policies and practices to assist these female faculty members in becoming successful and productive professors at predominantly White research universities. Strategies for White administrators and other powerful White faculty members, and African American females are delineated in this article. In addition, illustrations of courses, activities, and programmatic changes in one college are included.Mary M. Atwater is an associate professor in the Department of Science Education at the University of Georgia. She holds a B.S. in chemistry from Methodist College in Fayetteville, North Carolina; an M.A. (M.S.) in organic chemistry from the University of North Carolina; and, a Ph.D. in science education from North Carolina State University, Raleigh. Her research interests include African American learning and involvement in the sciences, multicultural science teacher education, and urban education. Her teaching experiences include science education, multicultural education, and chemistry. 相似文献
12.
Faculty development in the United States 总被引：5，自引：0，他引：5
This report gives an overview of faculty development in the United States during the past 30 years and suggests what remains to be done before this movement becomes fully institutionalized in American higher education.Jerry G. Gaff is Vice President at the Association of American Colleges. His degrees are at DePauw University (A.B.) and Syracuse University (Ph.D.) with specialization in psychology. He helped pioneer the establishment of campus-based faculty development programs in the 1970s, has worked on improving undergraduate general education programs, and currently directs a new project to prepare future faculty members for their roles in teaching and service, as well as research. Ronald D. Simpson is Director of the Office of Instructional Development at The University of Georgia, where he also is professor of Higher Education and Science Education. He holds degrees from The University of Tennessee and The University of Georgia. 相似文献
13.
Nancy Page Fernandez 《About Campus》2006,11(2):23-26
For the past twenty‐three years, students at California State Polytechnic University at Pomona have benefited from a sequential, interdisciplinary general education program that culminates in a capstone course. A departmental culture focused on assessment enabled faculty members to examine this capstone experience and make changes that have substantially improved student learning. 相似文献
14.
In light of the widespread recognition of the enduring challenge of enhancing the learning of all students—including a growing
number of students representing diverse racial, ethnic, and socioeconomic backgrounds—there has been an explosion of literature
on teaching, learning, and assessment in higher education. Notwithstanding scores of promising new ideas, individual faculty
in higher education need a dynamic and inclusive model to help them engage in a systematic and continuous process of exploring
and testing various teaching and assessment practices to ensure the learning of their students. This paper introduces a model—Teaching-for-Learning
(TFL)—developed to meet this need.
Clifton F. Conrad received his bachelor’s degree in History and his master’s degree in Political Science from the University of Kansas and his
Ph.D. in Higher Education from the University of Michigan. He is Professor of Higher Education at the University of Wisconsin-Madison;
and his research focus is on college and university curricula with particular emphases on program quality, liberal education,
and teaching and learning.
Jason Johnson received his bachelor’s degree in Comparative History of Ideas and his master’s degree in Educational Leadership and Policy
Studies at the University of Washington. He is nearing completion of his Ph.D. and working as a Teaching Assistant in Higher
Education at the University of Wisconsin-Madison, and his research focuses on rhetoric in higher education.
Divya Malik Gupta received her bachelor’s and master’s degrees in Human Development and Family Studies from Maharaja Sayajirao University in
Gujarat, India. She is currently a Ph.D. student at the University of Wisconsin-Madison. 相似文献
15.
Improving Campus Climate to Support Faculty Diversity and Retention: A Pilot Program for New Faculty
Fred Piercy Valerie Giddings Katherine Allen Benjamin Dixon Peggy Meszaros Karen Joest 《Innovative Higher Education》2005,30(1):53-66
We report on a series of pilot programs that we developed and carried out to support the success and satisfaction of new faculty, particularly faculty of color. We hope that others committed to retaining and supporting underrepresented faculty can apply our learning from this pilot project, as a whole or in part.Fred P. Piercy, Ph.D. (University of Florida), M.Ed. (University of South Carolina), B.A. (Wake Forest University) is the Department Head of the Department of Human Development at Virginia Tech. His professional interests include family therapy education, HIV social science research and prevention, and family intervention for adolescent drug abusers. Valerie Giddings, Ph.D., M.S. (Virginia Tech), B.S. (Bennett College) is the Associate Vice Chancellor for Lifelong Learning at Winston-Salem State University. Her professional interests include anthropometry and apparel fit, cultural aesthetics for apparel, and diversity issues in higher education. Katherine R. Allen, Ph.D., M.A. (Syracuse University), B.S. (University of Connecticut) is a Professor in Human Development at Virginia Tech. Her interests include family diversity over the life course, adult sibling ties in transition, and persistence of women and minorities in IT majors. Benjamin Dixon, Ed.D. (University of Massachusetts), M.A.T. (Harvard University), B.Mus.Ed. (Howard University) is the Vice President for Multicultural Affairs at Virginia Tech. His interests include diversity, multicultural education, ethical pluralism, and equity and inclusion issues related to organizational management and development. Peggy S. Meszaros, Ph.D. (University of Maryland), M.S. (University of Kentucky), B.S. (Austin Peay State University) is the William E. Lavery Professor of Human Development and the Director of the Center for Information Technology Impacts on Children, Youth, and Families at Virginia Tech. Her interests include positive youth development, leadership issues, female career transitions, and mother/daughter communication. Karen Joest, Ph.D. (Virginia Tech), M.S. (Chaminade University), B.S. (Indiana State University) is an Assistant Professor of Child and Family Studies at the State University of New York, College at Oneonta. Her interests include adolescents exposed to domestic violence, use of qualitative research, and use of technology and feminist pedagogy 相似文献
16.
Theresa M. Bey Ph.D. 《Innovative Higher Education》1995,19(4):287-296
This paper focuses on five types of power and seven self-development strategies that can have an impact on the performance and productivity of African American female faculty members.Theresa Bey is a faculty associate at the University of Georgia, College of Education, Program for School Improvement. She has taught instructional supervision and leadership in staff development, and is a 1995 Senior Fulbright Scholar appointment in Cyprus. She received her B.A. in Business Education from Montclair State College; her M.A. in School-Community Relations from Glassboro State College; and, her Ph.D. (1979) in Educational Administration and Supervision from the University of Illinois, Urbana-Champaign. Her primary areas of interest include teacher education, mentoring, supervisory support, and international education. 相似文献
17.
Ellen G. Cohn David P. Farrington Jonathan R. Sorensen 《Journal of Criminal Justice Education》2013,24(1):35-49
This article assesses the quality of 12 American doctoral programs by counting the number of publications of their Ph.D. graduates in a large number of criminology and criminal justice journals, and in 20 more “academic” journals. While half of the Ph.D. graduates had no publications, the 4 percent who were the most productive (the “stars”) accounted for one third of all journal articles. Publication rates up to graduation predicted publication rates after graduation. The University of Maryland, Michigan State University, the University of California at Irvine, Florida State University, and Sam Houston State University had the most productive Ph.D. graduates in academic journals. There was a significant correlation between the productivity of a program's Ph.D. graduates and the productivity of its faculty members. The academic publication rate was influenced most by prevalence (the percentage of Ph.D.s with at least one publication), rather than by the percentage of “stars” or the frequency of publications. 相似文献
18.
This study involved an analysis of faculty trust in a large southwestern institution. After reviewing the literature, we identified
a valid and reliable instrument, the Higher Education Faculty Trust Inventory, to measure higher education faculty trust in
administrators, colleagues, and students. We then used this instrument to gauge various aspects of faculty trust, and we found
significant trust differences among professors of varying academic ranks (i.e., adjunct, assistant, associate, and full professor).
We found, however, no significant trust differences in regard to race. Finally, we discuss the findings within a context of
implications for future research and practice in higher education.
Page A. Smith received his B.S. in Education from Wright State University, M.S. in Educational Administration from the University of Dayton,
M.A. in Educational Administration from The Ohio State University and his Ph.D. in Educational Policy and Leadership from
The Ohio State University. He is an Associate Professor at the University of Texas at San Antonio. His research pursuits include
organizational climate and health, institutional trust, workplace aggression and bullying, and leadership development.
Alan R. Shoho received his B.S. in Electrical Engineering from California State University at Fullerton, M.Ed. in Secondary Education from
the University of Hawaii at Manoa, and his Ed.D. in Secondary Education from Arizona State University. He is an Associate
Professor at the University of Texas at San Antonio. His research interests include aspiring principals, high school reform,
and organizational trust. 相似文献
19.
《College Teaching》2013,61(4):113-115
Ph.D. programs train students to perform quality research but not necessarily to deliver quality undergraduate instruction. For students who want to develop such skills, and for universities interested in creating programs to combine broad disciplinary instruction with specialization in effective pedagogical practices, there is a Ph.D. alternative—the Doctor of Arts (D.A.). The D.A. is regarded as a Ph.D. equivalent and aims to better train students to be effective educators since the majority of academic positions are located at primarily undergraduate institutions, with substantially more faculty time consumed by teaching duties than research. A significant difference between traditional Ph.D. and D.A. students is the latter engage in scholarship of teaching and learning, through both topical seminars and participation in supervised teaching internships. Thirty years of job placement statistics gathered from Idaho State University D.A. programs indicate that graduates are well qualified to enter into faculty positions at a wide range of higher education institutions. 相似文献
20.
Engaging Undergraduate Students in Research Activities: Are Research Universities Doing a Better Job? 总被引：1，自引：0，他引：1
Engaging undergraduate students in research activities has been advocated as an innovative strategy to improve American higher
education (Boyer Commission, Reinventing undergraduate education: A blueprint for America’s research universities. The Carnegie Foundation for the Advancement of Teaching, Stony Brook, NY, 1998). This study compared the frequency of undergraduate
student research experiences at different types of colleges and universities from the early 1990s through 2004. The results
indicate that the frequency of student research experiences increased since 1998 at all types of institutions and that students
at research universities were not more likely than their counterparts elsewhere to have such experiences. The findings were
consistent across major fields. To live up to their claims, research universities must find additional ways to involve undergraduates
in research with faculty members.
Shouping Hu is Associate Professor of Higher Education at Florida State University. He received his M.S. degree in Economics and Ph.D.
in Higher Education from Indiana University. His research and scholarship focuses on postsecondary access and persistence,
college student experience, and higher education finance.
George D. Kuh is Chancellor’s Professor of Higher Education and Director of the Center for Postsecondary Research at Indiana University
Bloomington. He received his Ph.D. degree from the University of Iowa. His research focuses on the quality of undergraduate
education.
Joy Gaston Gayles is Associate Professor in Adult and Higher Education at North Carolina State University. She received her Bachelor’s degree
from Shaw University, Master’s degree from Auburn University, and Ph.D. in Higher Education from The Ohio State University.
Her research focuses on college student learning and development. 相似文献