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1.
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
2.
Extensive research on college impact has identified a range of practices that enhance students’ academic outcomes. One practice—clear and organized instruction—has received increasing attention in recent research. While a number of studies have shown that clear and organized instruction is related to a range of postsecondary outcomes, researchers have not considered the mechanisms that link this educational practice to student outcomes. In this study, we draw on the constructivist theory of learning to identify potential mechanisms that may explain the relationship between clear and organized instruction and academic performance. Results from the Wabash National Study of Liberal Arts Education, including an analytical sample of 7116 students attending 38 four-year institutions in the USA, indicate that three mechanisms examined—faculty interest in teaching and student development, academic motivation, and academic engagement—explain almost two-thirds of the relationship between clear and organized instruction and first-year GPA. When students experience greater exposure to clear and organized instruction, they perceive their faculty as being more invested in their learning and development, and they report being more academically motivated and engaged in their studies. Moreover, students who enter college less academically prepared benefit more from exposure to clear and organized instruction. 相似文献
3.
John C. Smart Corinna A. Ethington Paul D. Umbach Louis M. Rocconi 《Research in higher education》2009,50(5):483-501
This study examines variability in the extent to which faculty members in the disciplinary-based academic environments of
Holland’s theory emphasize different student learning outcomes in their classes and whether such differences are comparable
for those in “consistent” versus “inconsistent” environments. The findings show wide variation in the extent to which faculty
members in four of the academic environments of Holland’s theory emphasize the alternative student learning outcomes and that
such differences vary based on the level of consistency or inconsistency in the environmental profiles of the environments.
The implications of these findings for future research using Holland’s theory to understand longitudinal patterns of change
and stability in the attitudes, interests, and abilities of college students as well as variability in the patterns of professional
attitudes and behaviors of college faculty are discussed. Attention is also devoted to the policy development and practical
implications of these findings for academic advisors, career counselors, and other college and university leaders. 相似文献
4.
While outcomes assessment has become a focus for institutions of higher education, assessment in academic support units remain sparse. Traditionally, assessment has been comprised of one-time student satisfaction surveys and/or supervisor evaluations tied specifically to job criteria. Although informative, these methods fail to account for or measure specific student learning outcomes completed by students via their interaction with faculty and staff. This article presents the development and implementation of a program of outcomes assessment at a 4-year public university in the northeast. Results indicate that students come to college with varying expectations of the role of academic advisors and range on a continuum of academic and social preparation to meet the demands of higher education. A majority of students are meeting the stated learning outcomes. Feedback from this assessment model is being used to improve the quality of services provided to successive cohorts of students at this institution. 相似文献
5.
Aaron M. Perez Judy McShannon Pat Hynes 《Community College Journal of Research & Practice》2013,37(5):379-385
Community college administrators look for strategies to help students. GRASP (Gaining Retention and Achievement for Students Program) is a semester-long faculty development program that coaches community college instructors about simple, effective teaching strategies that promote student academic achievement. GRASP is founded on the belief that academic achievement is based on good teaching, which begins with faculty development. The major assumption for GRASP is that faculty are the single most important factor for student success. GRASP was offered at Doña Ana Community College (DACC). Located in Las Cruces, New Mexico, just 40 miles from the border of Mexico, DACC has a student population that is 70% minority. Results for GRASP indicate that overall student success improved by 7.9%, and that overall student retention improved by 4.0% for students participating in GRASP. 相似文献
6.
Rosalind Latiner Raby Gary M. Rhodes Albert Biscarra 《Community College Journal of Research & Practice》2014,38(2-3):174-183
The aim of this research is to explore whether participation in study abroad by community college students impacts levels of engagement and if there is a connection between studying abroad and academic achievement. While university-level studies have a history in exploring these questions, the same is not true for community colleges. The California Community College Student Outcomes Abroad Research project (CCC SOAR) uses a mixed methods design to examine data that evidences how participation in study abroad programs not only has implications for personal development and global learning, but also has a range of indicators of academic success variables. Data show that there is a range of positive outcomes that occur as a result of studying abroad for all students across an array of early, midstream, and terminal outcomes due to engagement-enhancing components such as shared common experiences, nurturing behavior from faculty, and increased student interaction in collaborative activities. 相似文献
7.
Naomi Boyer Courtlann Thomas Nathan Neuman Kristen Jernigan Jarrod Jones Tom Gollery 《Community College Journal of Research & Practice》2013,37(8):556-572
ABSTRACTThe mission of a community college is distinct from a research one university, where empirical research is valued over investigation of discipline-based teaching and learning. The open-access, affordable, workforce, and transfer emphasis that serves many non-traditional community college students is a rich, meaningful environment for fostering the scholarship of teaching and learning, yet despite an emphasis on best practices and student success outcomes, teaching, and learning in this environment is an underappreciated element of the faculty role. This study explores the use of action research to facilitate engagement in the scholarship of teaching and instructional innovation. The mixed-method action research design incorporated quantitative and qualitative analysis from a wide variety of data sources and triangulated findings through a variation of techniques, including ongoing researcher dialogue and ratings. Action research serves as both the method for this study and the mechanism for faculty research on classroom innovations. This was substantiated as a catalyst for cultivating ongoing inquiry and professional growth. The Innov8 program and integration of action research appears to have a long-term, substantive impact on faculty perspectives, specifically influencing faculty culture, continued educational investigation, and ultimately student learning outcomes. 相似文献
8.
Carolyn J. Hamblin 《Community College Journal of Research & Practice》2013,37(12):1182-1186
A survey of novice community college teachers in Arizona examined what learning experiences are available to help them learn to teach, and how valuable they consider those experiences to be in learning to teach. These activities can be organized into four general categories: reflective activities, classroom application, formal methods of learning teaching strategies, and college-based activities. Of these activities, new teachers value reflective activities the most, followed by classroom application, then formal methods of learning teaching strategies. College-based activities got the lowest ranking. These rankings raise two questions that warrant further professional exchange and research. First, are college-based professional development activities actually less valuable in promoting student success, or are they simply perceived that way by faculty members? Second, is there an intuitive process that new teachers use to learn to teach that relies more heavily on reflective and applied activities? 相似文献
9.
Vladimir Kricsfalusy Colleen George Maureen G. Reed 《Environmental Education Research》2018,24(4):593-610
Improving student competencies to address sustainability challenges has been a subject of significant debate in higher education. Problem- and project-based learning have been widely celebrated as course models that support the development of sustainability competencies. This paper describes a course developed for a professional Master’s program in environment and sustainability that employs such a model. Additionally, the course was designed to offer value-added opportunities by introducing attributes of interdisciplinary training, service learning, academic research, and professional practice. Results from the course assessments by students, faculty, community clients and organizational partners show this model provided a range of learning, professional and practical outcomes for course partners. The value-added benefits include strengthening sustainability competencies and professional skills for students; longitudinal research opportunities for teaching faculty; real-time assessments of farming practices for community clients; and a heightened regional profile for the non-profit biosphere reserve organization supporting course delivery. 相似文献
10.
Andrew G. Campbell Michael J. Leibowitz Sandra A. Murray David Burgess Wilfred F. Denetclaw Franklin A. Carrero-Martinez David J. Asai 《CBE life sciences education》2013,12(3):394-402
Scientific workforce diversity is critical to ensuring the realization of our national research goals and minority-serving institutions play a vital role in preparing undergraduate students for science careers. This paper summarizes the outcomes of supporting career training and research practices by faculty from teaching-intensive, minority-serving institutions. Support of these faculty members is predicted to lead to: 1) increases in the numbers of refereed publications, 2) increases in federal grant funding, and 3) a positive impact on professional activities and curricular practices at their home institutions that support student training. The results presented show increased productivity is evident as early as 1 yr following completion of the program, with participants being more independently productive than their matched peers in key areas that serve as measures of academic success. These outcomes are consistent with the goals of the Visiting Professorship Program to enhance scientific practices impacting undergraduate student training. Furthermore, the outcomes demonstrate the benefits of training support for research activities at minority-serving institutions that can lead to increased engagement of students from diverse backgrounds. The practices and results presented demonstrate a successful generalizable approach for stimulating junior faculty development and can serve as a basis for long-term faculty career development strategies that support scientific workforce diversity. 相似文献
11.
This study organized five black American undergraduate students into a participatory action research (PAR) team to examine Cross and Strauss’ (1998) and Cross, Smith, and Payne's (2002) functions of blackness theory (i.e., bonding, code switching, and individualism) within a sample of black American students, frontline staff (i.e., janitors), and faculty at a predominantly white institution (PWI) or university. The racial-ethnic lived experiences of black Americans at a PWI can reveal outcomes in terms of employee performance and student academic and social experience. Data were collected from four student focus groups (i.e., general student body, students in Greek organizations, student athletes, and student leaders), one frontline staff focus group, five individual faculty interviews, and one individual interview with a female student athlete. Each participant completed a demographic survey. Also, extensive field observations were taken of participants at this particular PWI. Findings revealed how black Americans use bonding, code switching and individualism as functions of a racial identity when navigating a PWI as a mainstream environment. Data suggest very little bonding took place across the three subsamples (i.e., students, frontline staff, and faculty) and bonding practiced by black Americans at this PWI was found to exist most often within subpopulations, specifically within students and frontline staff. Participants, overall, were comfortable with code switching between a professional identity and a more racial, black American and/or social identity. Also, a number of participants understood their individuality to be more salient than a racial or black American identity. Implications for PAR projects with black American college students are also discussed within this article. 相似文献
12.
China’s higher education system has been marked by dramatic growth since 1999. In response to calls for quality assurance, substantial efforts have been made to improve collegiate environments and enhance student learning. However, only limited empirical research has been conducted to investigate the effects of the college environment on student gains in the Chinese context. Drawing on data from 1121 students at a prestigious four-year university, this study investigated how college environmental factors (i.e., course challenge, faculty guidance, academic climate, and interpersonal relationships) and student involvement affected students’ intellectual development. The results of the structural equation modeling indicated that academic involvement mediated the relations between college environmental factors and intellectual development. Among the four environmental factors studied, faculty guidance was the strongest predictor of intellectual development. The results highlight the pivotal role of teachers in student involvement and development. Practical implications for the design of college environments conducive to student learning are discussed. 相似文献
13.
ABSTRACTThe purpose of this reflective commentary is to describe and analyze how efforts were made to engage polytechnic nursing faculty in a multi-institutional, interprofessional research project, and the effectiveness of methods used. We describe the professional development and project management activities provided along with our reflection as to their effectiveness. The faculty members worked at a polytechnic, a small vocational and technical institution in Western Canada with approximately 14,000 full-time students, where faculty were not required to participate in research. Assumptions were made about their interest, knowledge, and ability regarding the research process. These assumptions led the investigators to implement professional development activities that were not effective. Spontaneous informal, anecdotal feedback from some faculty members to the authors, and the authors’ own observations, informed the results. Assumptions about novice faculty research skills may not be accurate; therefore, an effort should be made to perform a pre-assessment of these skills, to create a lesson plan, to assess the effectiveness of teaching strategies, and to evaluate the effectiveness of supportive measures in order to address learning needs. 相似文献
14.
Michael Delucchi 《Teaching in Higher Education》2013,18(4):447-460
College teachers in the sciences and professional studies have endorsed collaborative learning group strategies for teaching undergraduate statistics courses, but few researchers provide empirical evidence that students’ quantitative skills actually increase as a result of the collaborative experience. Assessment of the efficacy of collaborative learning group techniques is frequently subjectively based, and often relies on casual comments from students or faculty. Despite this shortcoming, instructors searching for new and effective ways of teaching quantitative courses continue to experiment with collaborative pedagogy. Consequently, an exploration of the effectiveness of collaborative teaching modalities on students’ statistical knowledge seems warranted. This study examined the relationship between performance on collaborative learning group assignments and students’ examination scores in statistics. Data were derived from 270 students enrolled in nine sections of a social statistics course, taught between 1996 and 2004. The results both challenge and support the efficacy of collaborative learning groups, and suggest that faculty modify such techniques when evidence of student learning cannot be empirically linked to the collaborative experience. 相似文献
15.
Megan Tucker Kerry Byrnes-Loinette David Bodary 《Community College Journal of Research & Practice》2018,42(3):218-221
Academia in the United States stands face-to-face with the constant call for greater levels of assessment and accountability. Academics question whether our students are learning what they’re taught? Are they able to secure employment upon completing their education? Are they prepared to be active, productive citizens in society? Community colleges provide education to those who may typically not have the opportunity to attend an institution of higher education. A foundation of any assessment process is the articulation of the core learning outcomes. It is from this foundation, then, that community college faculty can start assessing the effectiveness of teaching and curricular design. The present investigation details a project that focused on creating discipline-specific student learning outcomes and how these outcomes can be utilized to aligning learning outcomes and mapping to curriculum. Communication studies faculty can utilize the learning outcomes to strengthen and clarify curriculum, demonstrate the acquisition of competencies, and improve departmental offerings. 相似文献
16.
Many of the innovations that show promise for improving outcomes for underprepared community college students require instructors to make changes to their teaching practice. Little research explores the experiences of faculty teaching in reformed courses as related to their professional learning needs. Drawing on a multi-year qualitative study, this paper uses data from 100 faculty interviews to explore the questions they ask when teaching a new course. A key outcome of the analysis is a typology of questions that mirrors the stage of implementation. Through analysis of 20 observations of implementation activities, this paper also documents the learning opportunities made available to instructors and examines the extent to which these activities addressed their questions. 相似文献
17.
A new residential college and a faculty-in-residence program demonstrate how student affairs educators and academic faculty at one institution have collaborated to create transformational learning experiences for their students. 相似文献
18.
Julie A. Hughes 《Community College Journal of Research & Practice》2013,37(2):189-197
This study examined the teaching techniques used by community college faculty and the student learning outcomes that faculty sought to accomplish. Data were collected through a survey designed to assess the degree to which a variety of techniques were used and the related student learning outcomes that were intended. Participants (N = 197) were career and transfer faculty at a large metropolitan community college in the midwestern United States. Analysis of the data included determining the frequency of use of each technique and examining the relationships between frequency of use, intended learning outcomes and four independent variables (gender, years of experience, rank, and teaching area). Results indicated that the lecture was the predominant technique used, although a majority of the faculty also used other techniques. When faculty used techniques other than lecture a majority of the time, they did so to accomplish higher order learning outcomes. Significant relationships were found between frequency of use, intended learning outcomes, and teaching area. Faculty teaching in the transfer curriculum were more likely to lecture a majority of the time and to intend higher order learning outcomes than career faculty who lectured to impart information. 相似文献
19.
The levels of support which faculty provide to students have been linked to a number of positive effects on students such as lower rates of attrition, greater satisfaction with college life, enhanced self-concept, improved academic performance and more likelihood of remaining enrolled in college through stressful life periods. There are surely fewer periods of life that are busier than new motherhood. This paper presents research carried out at a higher education institution in the United Arab Emirates. We look at the ways in which faculty interact with new student mothers and employ interviews to explore ways in which faculty acknowledge and offer academic and pastoral support to the new mothers. Their perceptions of students’ coping strategies when they combine motherhood and college studies are reported, and the ways in which faculty navigate college policy which relates to the student mothers. Faculty saw themselves as being extremely supportive and flexible towards new mothers. Whilst undergraduate student motherhood was uncommon in their home countries, it was generally felt that the increased organization, efficiency, time management and resilience witnessed in student mothers were assets to the college community. This study also has wider applicability to faculty support of non-traditional students in other settings. 相似文献
20.
In a highly collaborative process we developed an introductory science course sequence to improve science literacy especially among future elementary and middle school education majors. The materials and course features were designed using the results of research on teaching and learning to provide a rigorous, relevant and engaging, standard based science experience. More than ten years of combined planning, development, implementation and assessment of this college science course sequence for nonmajors/future teachers has provided significant insights and success in achieving our goal. This paper describes the history and iterative nature of our ongoing improvements, changes in faculty instructional practice, strategies used to overcome student resistance, significant student learning outcomes, support structures for faculty, and the essential and informative role of assessment in improving the outcomes. Our experience with diverse institutions, students and faculty provides the basis for the lessons we have learned and should be of help to others involved in advancing science education. 相似文献