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1.
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
2.
James R. Lindner Kim E. Dooley Tim H. Murphy 《The American journal of distance education》2013,27(2):25-40
Abstract This article describes differences between on‐campus and distance learners by knowledge, skills, and abilities. On‐campus doctoral students at Texas A&M University were compared with doctoral students enrolled in a distance education program offered jointly with Texas Tech University. Student perceptions of their competency levels were gathered using a mixed mailed/Internet questionnaire. On‐campus and distance education students had different levels of competence. Competency models can serve faculty and administrators as an assessment tool for strategic decision making and development of courses and curricula. This study provides a model for benchmarking competencies and provides baseline data for making such changes. 相似文献
3.
In response to increased student assessment and accountability concerns, colleges and universities have been called on to increase their efforts to improve the retention rates of an increasingly diverse student body. This article outlines a synergistic strategy for promoting minority student persistence through faculty renewal efforts that encourage faculty to question their cultural beliefs and academic values concerning the teaching and learning enterprise.Dr. Kay F. Norman is currently with Delaware State University where she is Director of the Center for Excellence in Teaching. She also teaches graduate courses in Educational Assessment and Special Education Administration and Supervision. She holds an Ed.D. in Higher Education Administration with emphasis in Student Services from Texas Southern University. Her research interests are in student retention, assessment, and effective teaching. James Norman, Ph.D., is an Associate Professor of Education at Delaware State University's School of Education. He is a graduate of Ohio State University. Dr. Norman's research interest include special education monitoring and compliance issues, and behavioral management systems. 相似文献
4.
Department chairs find themselves trapped between the stresses of performing not only as an administrator but faculty member as well. Over eight hundred chairs from 101 doctorate-granting and research universities were surveyed using the Department Chair Stress Index to assess (1) their most stressful situations, (2) emergent themes from these Stressors, and (3) the differences between chair and faculty Stressors. Chairs experienced most stress from their heavy workload and the general stresses of time pressures, confrontation with colleagues, organizational constraints and their faculty duties. Chairs were found to be in a paradoxical situation; feeling double pressure to be an effective leader and productive faculty member. Suggested actions for the institution and individual are provided.Walter H. Gmelch is professor and chair of the Educational Administration Department at Washington State University where he also serves as Director of the National Center for the Study of Department Chair. He earned his MBA from the University of California (Berkeley) and a Ph.D. in the Educational Executive program from the University of California (Santa Barbara). Dr. Gmelch conducts research on the topics of leadership, team development, conflict, stress and time management. His extensive writings include a co-authored book entitled,Strategic Leadership Skills for Department Chairs. John S. Burns is associate director of the Center for the Study of the Department Chair at Washington State University. He obtained a Master's in Counseling Psychology and a Ph.D. in Educational Administration from Washington State University. The Center's research agenda focuses on collecting data about the position of department chair with the goal of developing research-based recommendations for the restructuring of the administration of higher education. 相似文献
5.
6.
Institutions are attempting to revitalize undergraduate education through the shift of the dominant pedagogy to a learner-centered
focus. While this is encouraging, it is crucial to acknowledge that most of the efforts and literature on the learner-centered
paradigm have necessarily focused on strategies for faculty. It is, however, equally important for administrators to consider
the impact of the paradigm shift on their roles. Professional development and leadership training that takes into account
the need for both a technical shift and shift in perception is key to the success of the transition to a new paradigm.
Roxanne Cullen holds a Ph.D in English from Bowling Green State University with a specialization in Rhetoric, and she is a professor of English
at Ferris State University. She has held various leadership positions at the University, including serving as the first director
of the University Writing Center, the Academic Head of the Department of Languages and Literature, Interim Associate Dean
of the College of Arts and Sciences, Assistant Vice President for Academic Affairs and most recently Associate Vice President
for Academic Affairs.
Dr. Michael Harris received his Ph.D. in public policy from Indiana University, his master’s degree from Tel-Aviv University, and his undergraduate
degree in economics and business administration from Bar-Ilan University. He is a graduate of the Harvard Graduate School
of Education’s Institute For Educational Management (IEM) and the Management Development Program (MDP). Dr. Harris serves
as the Provost and Vice President for Academic Affairs at Kettering University. Dr. Harris specializes in public policy and
political economy, and he serves as a political commentator to a variety of broadcast and print media in the United States
and Israel. 相似文献
7.
As demands for accountability continue and increase, higher education administrators require tools for evaluating campus programs. Learning communities, as a course design strategy, have proven successful in confronting challenges associated with attrition and retention. Because high attrition is associated with online distance education, learning community principles might be applicable to online courses. The authors surveyed attendees at a learning communities conference to determine the applicability of learning community principles to Internet learning and assessment. On the basis of their findings, they developed a rudimentary diagnostic tool for ascertaining whether online course design takes learning community principles into account.David DiRamio is Assistant Professor of Higher Education Leadership at Auburn University. He received both B.S. and M.B.A. degrees from the State University of New York at Buffalo and a Ph.D. in Educational Leadership from the University of Nevada, Las Vegas. David's research interests include studying technology's impact on postsecondary education from administrative, legal, and policy perspectives. Mimi Wolverton is Program Coordinator and Professor of Higher Education Leadership at the University of Nevada, Las Vegas. She received a B.S. from Northern Illinois University, an M.B.A. from Arizona State University, and a Ph.D. in Educational Leadership and Policy Studies from Arizona State University. Her research interests include academic deans, women and minorities in leadership, and elite M.B.A. programs. E-mail: diramio@auburn.edu. 相似文献
8.
This article details one university’s efforts to develop graduate courses and programs to better serve the needs of the increasing non-traditional student population in underserved rural areas. A detailed overview is presented, along with the strategic planning outcomes achieved. We hope this article will initiate dialogue among higher education professionals on ways to better meet the academic needs of non-traditional students in underserved rural areas.
Erinn D. Lake earned a B.S. in Business Administration and an M.A. in Communication Studies from Edinboro University and a D.Ed. in Administration and Leadership Studies from Indiana University of Pennsylvania. She is the Assistant Vice President for University Planning, Institutional Research, and Continuous Improvement at Edinboro University.
Andrew J. Pushchak earned an Ed.D in Educational Leadership from Youngstown State University. He is an Assistant Professor for the Educational Leadership Program in the Department of Professional Studies at Edinboro University. 相似文献
9.
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
10.
This article examines the rationale for an expanded definition of faculty development and reviews institutional structures and practices which support the personal and professional development of faculty through faculty and academic development, employee assistance, and health promotion programs.Glenda Hubbard is a professor in the Department of Human Development and Psychological Counseling, and a practicing therapist in the Employee Assistance Service of the Hubbard Center for Faculty and Staff Support at Appalachian State University. She received her Ph.D. in counseling psychology from the University of Miami. Her current interests include the faculty development needs of mid-career faculty and women's issues in counseling. Sally Atkins is a professor in the Department of Human Development and Psychological Counseling, and a faculty/staff psychologist for the Hubbard Center at Appalachian State University. She received her Ph.D. in counselor education from the University of North Carolina at Greensboro. Her current interests include faculty quality of life, therapy and the arts, and cross-cultural psychology. 相似文献
11.
This study used empirical data to investigate College of Education faculty’s perceptions, beliefs, and commitment to diversity. A 44-item survey composed of Likert scale-type questions about characteristics, experiences, perspectives, and personal commitments to addressing diversity issues together with demographic questions, was administered to 116 COE faculty from four urban universities. A MANOVA where the independent variables were the demographic data and the dependent variables were five subscales (importance of diversity, training for pre-service teachers, college support, teaching diversity in courses, and issues of racial sensitivity) identified four statistically significant factors in faculty’s beliefs regarding the importance of diversity. The study found no support for a relationship between the faculty’s beliefs about the importance of teaching diversity and their teaching practices.Lynn A. Smolen is a Professor in the Department of Curricular and Instructional Studies, The University of Akron and has received her Ph.D. from the University of Florida. She teaches undergraduate and graduate courses in reading, ESL methods, and diversity issues. Her areas of interest in research are diversity issues, multicultural literature, and the reading development of culturally and linguistically diverse students. Susan Colville-Hall, is an Associate Professor in the Department of Curricular and Instructional Studies, The University of Akron and has received her Ph.D. from the Ohio State University. She teaches undergraduate and graduate courses on Diversity/Multicultural Education, Instructional and Management Practices and Techniques for Teaching Foreign Languages. Her research areas are foreign language acquisition, teacher education, and diversity issues. She is also involved in international education. Xin Liang is an Assistant professor in the Department of Educational Foundations and Leadership, The University of Akron and has received her Ph.D. from the University of North Dakota. She teaches research methods, statistics, classroom assessment and program evaluation. Her research interests are school effectiveness, research methods and evaluation. Suzanne Mac Donald is an Associate Professor in the Department of Educational Foundations and Leadership, The University of Akron and has received her Ed.D. from the University of Hawaii. Suzanne Mac Donald’s specialty is Social Foundations of Education with emphasis in Educational Anthropology. She teaches social foundations, diversity issues, and qualitative research. Her research interests currently focus on teacher education and its role in addressing urban and cultural/multicultural issues in schooling, and in the context of international knowledge dissemination of pedagogy. 相似文献
12.
Structured collaborative learning activities undertaken in two graduate level classes are described. Student and instructor perspectives on these activities are explored based on data collected through interviews, open-ended evaluation instruments, and journals. Four perspectives on collaborative learning emerged from the data: (1) student expectations; (2) instructor tolerance for ambiguity and flexibility; (3) student reliance on authority; and, (4) evaluation of student learning. Suggestions for implementing collaborative groups in graduate courses are presented.Julie A. Hughes Caplow is an Associate Professor of Educational Leadership and Policy Analysis at the University of Missouri-Columbia. She received her Ph.D. from the University of Iowa in Higher Education Administration. Her areas of interest include postsecondary instructional strategies, faculty beliefs about teaching and knowledge, and postsecondary curricula. CarolAnne M. Kardash is an Associate Professor of Educational and Counseling Psychology at the University of Missouri-Columbia. She received her Ph.D. from Arizona State University in Educational Psychology. Her areas of interest include text processing, reading comprehension, and instructional and learning strategies. 相似文献
13.
Validating teaching competencies for faculty members in higher education: A national study using the Delphi method 总被引：1，自引：0，他引：1
In this study the Delphi Method was used to validate teaching competencies of faculty members in higher education. Through the use of expert opinion, a panel of national leaders in college-level teaching validated twenty seven competencies as important or very important for faculty members who teach. Seven other competencies were rated slightly below a mean score of 4.0 suggesting, based on additional feedback by the panel, that the importance of some competencies may depend on specific variables found within a given context.Kathleen S. Smith is Coordinator of Teaching Assistant Support at The University of Georgia, Office of Instructional Development. She holds graduate degrees from The University of Georgia and has served as Administrative Coordinator and Acting Head of The University of Georgia's intensive English program. Her research and teaching focus on the development and administrative support of teaching assistants with emphasis on International Teaching Assistants. 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
14.
Sherry K. Bain Robert L. Williams Rachael Isaacs Ashley Williams Susan Stockdale 《Innovative Higher Education》2006,30(5):345-360
Students in a large human development course rated the accuracy of 50 developmental claims. Half of the claims were specifically embedded in the course content, but the remaining claims were not addressed in the course. Students also identified the major information source for each developmental claim rated. From the beginning to the end of the course, students (especially high performers) improved in evaluating the accuracy of course-related developmental claims and increasingly attributed their ratings of these claims to professional information sources. Our study underscores the importance of sensitizing students to the role of research evidence in judging the credibility of claims in general education courses.Sherry K. Bain is an Associate Professor in Educational Psychology and Counseling at the University of Tennessee and a member of the school psychology graduate faculty, Her research has included investigations of common beliefs in areas such as giftedness and educational psychology and their relationship to data-based evidence. Robert L. Williams is a Professor in Educational Psychology and Counseling at the University of Tennessee. His current research focuses on the role of critical thinking in a large human development course. Rachael Isaacs and Ashley Williams are doctoral students in the School Psychology Program at the University of Tennessee. Susan Stockdale is an Assistant Professor of Educational Psychology and Middle Grades Education at Kennesaw State University. Her recent research has related to critical thinking and cooperative learning in higher education 相似文献
15.
The shortage of minority faculty presence on college and university campuses has been a matter of some concern in recent years. The purpose of this article to describe one college's initiative to address this issue. The West Virginia Graduate College's Minority Faculty Fellowship Program was designed to recruit minority doctoral students who are at the dissertation stage of their program. Appointed as non-tenure track faculty members, fellows are provided with experiences that will help them acclimate to the professoriate. This article describes the program, highlights the institutional benefits, outlines the program's strengths and weaknesses, and makes recommendations for those interested in developing similar programs.John S. Gooden, Ed.D. (University of Massachusetts at Amherst), is an Assistant Professor in the Department of Educational Leadership and Counseling at Eastern Michigan University. He is a former West Virginia Graduate College Faculty Fellow. His areas of professional expertise include administrative certification, school violence, and educational technology. Paul A. Leary, Ed.D. (University of Massachusetts at Amherst), is a Professor in the Educational Leadership Department at West Virginia Graduate College. His areas of professional interest focus on educational governance, educational policy, and program evaluation. Ronald B. Childress, Ed.D. (The University of Tennessee at Knoxville), is a Professor in the Departments of Elementary Education, Secondary Education, and Educational Leadership at West Virginia Graduate College. His areas of professional expertise include curriculum planning, program evaluation, and program management. 相似文献
16.
巴德鲁尔·卡恩博士(BadrulH．Khan)系美国乔治华盛顿大学(George Washington University)教育技术领导专业的副教授，该校教育技术领导研究生专业的首任主任。Khan博士曾任得克萨斯大学教育专业的副教授和教育技术研究生专业的主任，印第安那大学医学院的教学开发人员和测评专家。他在开放、灵活和分布式学习领域发表了大量具有国际影响的著作，包括《基于网络的教学》(Web-Based Instruction，1997)、《基于网络的培训》(Web-Based Training，2001)、《电子学习策略》(E．Learning Strategies，2004)、《管理电子学习》(ManagingE-Learning，2005)，以及即将出版的《信息社会中的灵活性学习》(Flexible Learninginan Information Society)等，而且一些专著已被翻译成多种语言在非英语母语国家出版。此外，Khan博士还是美国《教育技术》的特约编委，加拿大《国际开放与远程学习研究评论》的顾问编委，以及阿拉伯联合酋长国《电子学习文摘》、巴西《远程教育评论》、印度《人力资源管理的媒体与技术》、意大利《电子学习与知识社会杂志》、英国《国际学习技术杂志》、印度《印度培训和发展杂志》等杂志的顾问委员会成员。 相似文献
17.
Fitting the Mold of Graduate School: A Qualitative Study of Socialization in Doctoral Education 总被引：3，自引：1，他引：2
Susan K. Gardner 《Innovative Higher Education》2008,33(2):125-138
Doctoral student attrition in the United States has reached alarming proportions, with reported rates of approximately 50%
across disciplines (Nettles and Millett 2006). Attrition rates of underrepresented populations have been reported at higher
rates across disciplines (Council of Graduate Schools 2004), pointing to a disparate experience for these students. Socialization
has been shown to be a determining factor in doctoral student success and retention (Turner and Thompson 1993) while not necessarily
reflecting how the socialization experience differs by disciplinary and institutional contexts. Through this qualitative study
I sought to understand the effects of the socialization process upon doctoral student success and retention in the disciplines
of chemistry and history at two institutions. Results highlighted a disparate experience for women, students of color, students
with families, part-time students, and older students. Suggestions for policy, practice, and further research are included.
Susan K. Gardner received her Ph.D. in Higher Education from Washington State University and is currently Assistant Professor of Higher Education
at the University of Maine in Orono. Her research interests include doctoral education, student development, and issues of
social justice in higher education. She can be reached at susan.k.gardner@maine.edu. 相似文献
18.
Youth voices: connections between history, enacted culture and identity in a digital divide initiative 总被引：2，自引：0，他引：2
The design of educational experiences is often mediated by historical, institutional, and social conceptions. Although these
influences can initially shape the way that educational opportunities are created and implemented, this preliminary form has
the potential to reorganize. In this paper, we illustrate how history shows its presence in the ways that instructors systematically
arrange a technology course for urban youth. This original approach to the course inhibits youth participation. Incrementally,
however, the cultural enactments of instructors and students lead to a reorganization of activity. Through highlighting history
and examining the intersection of culture, we provide insight into the ways in which adolescents of color become successfully
engaged in learning technology. We focus our study by asking how co-existence and the dialectic of structure and agency play
a role as youth develop an identity as a technology user. Further, this emergent learning design affords outsiders a unique
view of the educational and contextual experiences of these youth. Our illustration of how history, enacted culture and identity
mediate the emergent learning design stems from a grounded theory approach to analyzing video, interview and artifact data
in this after-school technology course.
Donna DeGennaro is an assistant professor at Montclair State University in the Department of Curriculum and Teaching. She earned a bachelor’s degree in physics at Susquehanna University, a master’s degree in educational technology from Chestnut Hill College in Philadelphia, PA and a PhD in Educational Leadership from the University of Pennsylvania. Her research interests center on youth technology practices and interactions to inform innovative designs of learning environments. Tiffany L. Brown is an assistant professor in the Family and Child Studies Department of Montclair State University. She earned a bachelor’s degree in psychobiology and a master’s degree in social science, both from Binghamton University in Binghamton, NY and a PhD in child and family studies from Syracuse University, located in Syracuse NY. Areas of research include African American parenting and African American adolescent functioning and development. 相似文献
| Donna DeGennaroEmail: |
Donna DeGennaro is an assistant professor at Montclair State University in the Department of Curriculum and Teaching. She earned a bachelor’s degree in physics at Susquehanna University, a master’s degree in educational technology from Chestnut Hill College in Philadelphia, PA and a PhD in Educational Leadership from the University of Pennsylvania. Her research interests center on youth technology practices and interactions to inform innovative designs of learning environments. Tiffany L. Brown is an assistant professor in the Family and Child Studies Department of Montclair State University. She earned a bachelor’s degree in psychobiology and a master’s degree in social science, both from Binghamton University in Binghamton, NY and a PhD in child and family studies from Syracuse University, located in Syracuse NY. Areas of research include African American parenting and African American adolescent functioning and development. 相似文献
19.
Transforming the College through Technology: A Change of Culture 总被引：1，自引：0，他引：1
James A. McLoughlin Lih-Ching Chen Wang William A. Beasley 《Innovative Higher Education》2008,33(2):99-109
In this article we address the implementation of sustainable technological change among the faculty, staff, and students in
the College of Education and Human Services at a mid-western urban institution. We examine cultural factors common to institutions
of higher education and then describe particular planning and implementation processes employed at one institution to move
faculty and staff from a state of minimal technology use to one of substantial technological competence over a period of years.
The process turns out to be robust and stable despite growth over time. We conclude with recommendations for other educational
institutions facing similar needs for cultural change in the use of technology.
James A. McLoughlin has been Dean of the College of Education and Human Services at Cleveland State University since 1995 and Interim Provost
from 2000 to 2001; he received his Ph.D. in Special Education from the University of Arizona.
Lih-Ching Chen Wang is a Fulbright Scholar. She is currently an Associate Professor of Education in the Department of Curriculum and Foundations
at Cleveland State University. Her work focuses on the integration of technology into teacher education. She holds a Ph.D.
in Instructional Technology from Kent State University.
William A. Beasley is a Professor of Education who specializes in Educational Technology and runs the Center for Teaching Excellence at Cleveland
State University. He holds an Ed. D. in Gifted Education from the University of Georgia. 相似文献
20.
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