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1.
This article's purpose is to improve the effectiveness of classroom teaching by proposing a specific program for continuous improvement toward instructional excellence. Total quality management (TQM) is a systematic approach which utilizes four main elements: quality defined by the customer, top leadership responsibility for quality improvement, increased quality through systematic analysis of work processes, and quality improvement by continuous effort conducted throughout the organization. A strategy for continuous classroom improvement is developed through an examination of various definitions of quality and a comparative analysis of dimensions of quality, service quality, and effective teaching which aims to inspire and give direction.James P. Gilbert is an Associate Professor of Operations Management at The University of Georgia. He received his MBA from Western Illinois University and Ph.D. from The University of Nebraska-Lincoln. His research interests include: total quality management methods, service management systems, and Japanese management techniques. Kay Keck is Director of Graduate Programs at The University of Georgia and teaches the first-year marketing course for MBA students. She obtained an MBA from the University of Kansas, and Ph.D. in Management Science from The University of Texas at Dallas. Her research interests center around sales management, services marketing, and applications of TQM in both sales and higher education. 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
2.
In 1978 Cornell College in Mount Vernon, Iowa, adopted the One-Course-At-A-Time calendar, under which professors teach and students take one course only for three-and-a-half week terms. This paper examines the impact of the calendar on overall faculty workload and student performance and development. It also considers faculty attitudes concerning the effects of the intensive format on teaching effectiveness and student learning, along with the types of courses and teaching methods best suited to the calendar. Faculty and student satisfaction with the calendar is high.Charlotte Vaughan received a B.A. from Northwestern University, a Masters of Science in Teaching from Illinois Institute of Technology, and a Ph.D. in sociology from the University of Chicago. She is a professor emerita in sociology at Cornell College and is currently the college's Director of Institutional Research. She is interested in research in higher education. Christopher Carlson received a B.A. from the University of California at Davis, an M.A. in sociology from the University of Illinois at Chicago, and a Ph.D. in sociology from the University of Oregon. He is an associate professor of sociology at Cornell College and currently serves as the college's Affirmative Action Officer. He is interested in the family, gender roles, and social change. 相似文献
3.
《Journal of Marketing for HIGHER EDUCATION》2013,23(1-2):309-323
The study applies the marketing concept to teaching evaluation. Its purposes were (1) to find out if there are several segments of students existing in Australia and (2) to develop relationships between these segments and their perceptions of teaching procedures, practices or behaviors in relation to two major student objectives: learning and obtaining good grades. To these ends, an effective sample of 156 students was drawn from an introductory undergraduate course in marketing offered by the Graduate School of Management, University of Queensland. Findings of the survey indicated that marketing students were usually of different segments and should not be treated as one homogeneous group. Different student segments may have various expectations about the lecturer concerned, and thus have different evaluation criteria. 相似文献
4.
College Classroom Environments: Disciplinary and institutional-type differences and effects on academic achievement in introductory courses 总被引：1，自引：0，他引：1
Using the College Classroom Environment Scales (CCES) and controlling for differences in class size, it was found that there were significant differences in students' perceptions of their classroom social climates depending on the type of collegiate institution they attended. Students at research universities perceived their classes as having more structure than did those at two year colleges and liberal arts colleges and they perceived less concern by instructors for their personal development and learning than did students at liberal arts colleges. Two-year college students perceived that their classes had higher academic standards than did their counterparts at liberal arts colleges. When comparing classes (and controlling for class size) in English composition, laboratory sciences, and behavioral sciences, it was found that students in English classes perceived them as being the most intellectually exciting and interesting, as being the most academically rigorous, as having the least amount of formal structure, and as promoting more friendships and cooperation among students (than in behavioral sciences classes). Laboratory sciences classes were perceived as having the most hostile and intimidating environments. Significant interactions of institutional type and academic discipline occurred on all scales of the CCES. It was found that perceptions of the classroom environment differentially affected students' course grades in each of the academic discipline areas.Mary E. Vahala is currently Associate Director of Student Activities and Centers at the University of Wisconsin-LaCrosse and teaches in the college student personnel program. She obtained an Ed.D. in counseling and student personnel services from the University of Georgia. Her research interests focus on environmental assessment. Roger B. Winston, Jr. obtained his Ph.D. in counseling and student personnel services from the University of Georgia. He is professor and coordinator of the student affairs administration specialty in the Department of Counseling and Human Development Services at the University of Georgia. His research interests include environmental and outcomes assessment in higher education and the psychosocial development of college students. 相似文献
5.
Stephen L. Payne Karynne L. M. Kleine Jim Purcell Ginger Rudeseal Carter 《Innovative Higher Education》2005,30(2):129-146
The authors investigated student and faculty perceptions of academic challenge at their institution, based on early administrations of the National Survey of Student Engagement (NSSE). This analysis revealed that the NSSE did not fully capture many meanings of academic challenge held by these faculty and students. This study led to a proposal for the development of an internal assessment approach using a modification of the NSSE and other scale items on academic challenge and student engagement. The authors discuss several implications of this study for academic scholarship and for institutional policy concerning the assessment of academic challenge.All authors except Jim Purcell are at Georgia College and State University. Stephen L. Payne received his Ph.D. in Management from Arizona State University. He is an Associate Professor of Management and has broad research interests in areas related to ethics and education. Karynne L. M. Kleine is an Associate Professor of Middle Grades Education and has an Ed.D. from the University of Maine in science studies. Her interests are intellectual development for teacher preparation and the history and philosophy of science education. Jim Purcell received his Ed.D. from the University of Alabama, is currently the Executive Director of State System Research for the Oklahoma State Regents for Higher Education, and concentrates on issues of student retention and graduation. Ginger Rudesal Carter is an Associate Professor of Mass Communication with a Ph.D. from the University of Southern Mississippi. Her interests include research on oral history, the media, and issues relating to the student press. 相似文献
6.
The use of study questions to guide student learning and in-class discussion is presented as an alternative to the traditional methods of instruction in social work which rely upon formal lectures, and mid-term and final examinations and term papers to motivate studying. The positive results of two separate investigations on the value of study questions is described, and the instructional technique is suggested as worthy of consideration by social work educators.Bruce A. Thyer, Ph.D., is an Associate Professor of Social Work with the University of Georgia, and an Associate Clinical Professor with the Department of Psychiatry and Health Behavior at the Medical College of Georgia. Dr. Thyer's research interests involve applied behavior analysis within social work practice.Richard Sutphen, M.S.W., received his masters degree from the University of Georgia in 1989. Mr. Sutphen is currently the Research Project Coordinator for a study on the treatment of black offenders in the Georgia Juvenile Justice System, conducted through the University of Georgia School of Social Work.Karen M. Sowers-Hoag, Ph.D., received her doctorate in social work from Florida State University in 1987. She is currently an Assistant Professor with the Department of Social Work at Florida International University, where her research interests are divided between the fields of child welfare, and social work education. 相似文献
7.
《Journal of Marketing for HIGHER EDUCATION》2013,23(3):61-76
ABSTRACT This case study focuses on the Office of Marketing & Public Relations at Claremont McKenna College, a highly-selective liberal arts college located in Claremont, California. It demonstrates how Geoffrey Baum, its new PR Director used the five Drucker Tool questions to improve significantly both the image of “marketing” on campus and awareness of the College among its key constituencies. It concludes with a re-evaluation of the initial marketing strategy, based on the growing importance of the internet and Baum's current “customer” perspective as Executive Producer at C-SPAN. The methodology and analytical process is based on the extensive research conducted by Constance Rossum in her Ph.D. dissertation study of eight nonprofits (including three in higher education). It utilizes the Drucker Self-Assessment Tool she developed in 1993, on behalf of the Drucker Foundation for Nonprofit Management, based on the management principles of Peter F. Drucker. 相似文献
8.
Rosemary E. Phelps 《Innovative Higher Education》1995,19(4):255-268
This article presents an overview of issues and concerns associated with being the only African American female faculty member in an academic department and with being one of two or more African American faculty in a department at a predominantly White college or university. Positive and negative aspects of both situations are examined, and strategies for empowerment and professional development are discussed.Rosemary E. Phelps is an assistant professor in the Department of Counseling and Human Development Services at the University of Georgia. She received her Ph.D. in counseling psychology from the University of Tennessee, Knoxville. She has a B.A. in psychology and an M.A. in guidance and counseling from Ohio State University at Columbus. Her professional and research interests include racial and gender aspects of verbal aggression, ethnic diversity, and multicultural training issues. 相似文献
9.
The Georgia College mathematics department has reimagined its major requirements to integrate meaningful undergraduate research experiences. We have developed and implemented a multi-year action plan to transform our major. In this article we discuss how the department has developed and implemented a year-long research experience as a capstone requirement. We address how we gained faculty and student buy-in, built a curriculum to support the experience, and developed assessment and evaluation tools. We conclude with a discussion of challenges and next steps in the program. 相似文献
10.
Claims are often made for the value of integrating teaching and research, yet how this may be done effectively is not always evident. The Pedagogy Excellence Project (PEP) was an innovative and authentic inquiry into teaching conducted by a student–professor team within a six-credit two-semester course. MBA students were principal players in an inquiry which exemplified teaching as scholarly and community property. Acting as consultants to a Faculty of Management, they generated questions, collected and analyzed data, summarized results and made recommendations which are still influencing the faculty today. 相似文献
11.
管理具有伦理属性,高校应是一个伦理共同体,学生事务管理的主体和对象间主要是伦理关系,具体包括管理与被管理、教育与受教育、服务与接受服务的关系,管理中应遵循教育公正、以人为本、注重激励、管理育人等原则。 相似文献
12.
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
13.
陈晶 《苏州教育学院学报》2014,(6):111-114
高校学生干部队伍的培养在学生工作开展过程中至关重要。在学生干部的管理实践中,管理心理学原理对于学生干部选拔、任用、培养的各个环节都起着重要的指导作用。高校学生管理人员要合理运用管理心理学原理,如个性差异、需要与动机、个体和组织工作压力管理策略、激励理论、团体行为等相关理论,打造一支有凝聚力、有战斗力的学生干部团队。 相似文献
14.
Bruce A. Thyer Geraldine Jackson-White Richard Sutphen Dorothy F. Carrillo 《Innovative Higher Education》1992,16(3):235-245
Two prior studies have described and provided initial empirical support for the effectiveness of structured study questions as a method of instruction within didactic social work education. The present report describes the design, conduct and results of a more methodologically rigorous experimental study, comparing the effectiveness of study questions versus a method of teaching called learning through discussion in promoting M.S.W. students learning of sophisticated research skills. Using a pretest-posttest alternative treatment group design, with blind evaluations of student performance, the study question method was found to be superior to learning through discussion. These results support the more extensive use of the study question method of instruction within social work education.Bruce A. Thyer is a professor of social work at the University of Georgia, where he obtained his M.S.W. degree in 1978. Dr. Thyer earned his Ph.D. in social work and psychology from the University of Michigan in 1982. His research interests involve promoting applied behavior analysis within social work. Geraldine Jackson-White is an instructor of social work at the University of Georgia, where she obtained her M.S.W. in 1977. Ms. Jackson-White is a doctoral candidate in public administration at the University of Georgia. Richard Sutphen has an M.A. in sociology from Memphis State University and an M.S.W. from the University of Georgia where he is currently a doctoral student in social work. Dorothy F. Carrillo received her M.S.W. from Atlanta University and is currently a doctoral student in social work at the University of Georgia where she is also an instructor of social work.Tim Stocks of the University of Texas at Arlington School of Social Work provided valuable statistical consultation. 相似文献
15.
AbstractThe present research examined whether students’ likelihood to take a course with a male or female professor was affected by different expectations of professors based on gender stereotypes. In an experimental vignette study, 503 undergraduate students from a Canadian university were randomly assigned to read a fictitious online review, similar to those found on RateMyProfessors.com, that varied professor gender, overall quality score and level of caring for students. Students responded to items assessing their likelihood to take a course with the professor, perceived competence and warmth of the professor, and their own gender bias. An analysis of variance revealed an interaction between professor gender, student gender, quality score and caring. When quality score was low, male students indicated a lower likelihood of taking a course with female professors who were not described as caring. Regression analyses showed, however, that students' gender bias was negatively associated with likelihood to take a course with a female professor. These results imply that student gender plays a role in evaluations of female professors who do not display stereotypical warmth but that gender bias, which is typically higher for males at the group-level, may be an underlying factor. 相似文献
16.
This study compares the extent to which higher education policy analysts and master’s and doctoral faculty of higher education
and public affairs programs match on a set of competencies thought to be important to higher education policy analysis. Analysts
matched master’s faculty in three competencies while analysts and doctoral faculty matched in five competencies. The findings
suggest possible reasons why analysts and graduate faculty agree or differ on various competencies. Also, the findings raise
important questions regarding the preparation of higher education policy analysts and the graduate programs that educate them.
This study is an addition to the body of competency literature.
Eduardo C. Arellano obtained a B.A. in Political Science and an M.P.A from the University of Texas at El Paso, and he holds the Ph.D. in Educational
Administration from New Mexico State University. He is an assistant professor at New Mexico State University in the Department
of Educational Management and Development. His special interests are interactional diversity, competency, and US–Mexico border
studies.
Mario C. Martinez has a B.A. in Electrical Engineering from New Mexico State University, an M.B.A. from the University of Texas at Austin, and
a Ph.D. in Educational Policy and Leadership from Arizona State University. He is an associate professor at the University
of Nevada-Las Vegas in the department of Educational Leadership. His special interests are higher education policy, governance,
finance, competency modeling, and strategy. 相似文献
17.
高校学生"心理契约"式管理模式的构建 总被引：1，自引：0，他引：1
构建“心理契约”的实质是对高校学生管理中的“契约式”管理模式的丰富、补充和完善。构建高校“心理契约”管理模式首先要充分认识“心理契约”的内涵及其目的。本同时阐述了“心理契约”构建的方式、内容和原则以及“心理契约”在构建中一些值得注意的问题。 相似文献
18.
王浩澂 《柳州职业技术学院学报》2010,10(4):132-136
《物流基础》是物流管理专业的第一门专业课程,在整个物流管理专业系统教育中具有重要的基础性地位,对培养学生对物流工作及学习专业核心课程的兴趣、解决问题以及良好职业素养的初步形成有着重要的支撑作用。本文结合柳州职业技术学院国家高职示范性建设重点专业物流管理专业基础必修课《物流基础》改革的实践,按照服务核心课程、形成职业素养的出发点探讨课程的改革设计。 相似文献
19.
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
20.
Gerald J. Fabiano 《College Teaching》2013,61(2):105-107
In the following article, recent research in motivation is drawn upon to show how students' choice of courses may be more simply understood than might first be imagined. The author (A.B., M.A., Ph.D., Michigan) is associate professor in the psychology department of the University of Michigan. He contributed an earlier article to this journal, and is editor of a current volume on neuropsychology published by Harper &; Row. 相似文献