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1.
Scholars in teaching and learning value student research and program assessment as strategies to promote excellence in undergraduate
education. Yet, in practice, each can be complex and difficult to sustain. This case study demonstrates how undergraduate
research, mentoring of junior faculty, and assessment can be integrated in ways that enrich the educational experiences of
students and the professional development of faculty and improve research on teaching and learning. The authors describe a
lively undergraduate research project that became tied to the mentoring of assistant professors and then to program assessment.
We conclude with recommendations for implementing such a project in other academic settings.
Elizabeth Thomas is Assistant Professor in the Interdisciplinary Arts and Sciences at the University of Washington Bothell. She received her
Ph.D. in Psychology from the University of Illinois at Urbana-Champaign and teaches courses on inquiry in the social sciences,
community psychology, and psychology and the arts. Her research examines sociocultural contexts for learning and development
with a particular focus on the role of the arts and the potential of participatory action research strategies.
Diane Gillespie is Professor and Associate Director of Interdisciplinary Arts and Sciences (IAS) at The University of Washington, Bothell,
received her Ph.D. at the University of Nebraska—Lincoln in Cultural and Psychological Studies in Education. She teaches multicultural
social science courses and qualitative research. Her recent publications explore the importance of narrative for reflective
teaching and learning, learning in small groups, and the role of human rights in nonformal education. 相似文献
2.
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
3.
Undergraduate Student Socialization and Learning in an Online Professional Curriculum 总被引:1,自引:0,他引:1
Using data collected from a qualitative case study of an online baccalaureate nursing program, we examined the influence of
online degree programs on undergraduate student socialization and learning. We considered how components of socialization—knowledge
acquisition, investment, and involvement—are influenced by the online context. The findings suggest the importance of considering
non-academic influences in regards to nontraditional student experiences. The theoretical intersection of online learning
and undergraduate student development offers new and significant areas of research, specifically related to the pedagogical
role of faculty and the impact of social engagement. Implications for future research and practice are offered.
Karri A. Holley received her Ph.D. from the University of Southern California. She is Assistant Professor at the University of Alabama. Her
research interests include graduate/professional education, interdisciplinary curricula, and qualitative inquiry.
Barrett J. Taylor is a Ph.D. student at the University of Georgia. His research focuses on religious colleges and universities. 相似文献
4.
Tania Smith 《Innovative Higher Education》2008,33(1):49-63
This article presents research and narratives on the integration of course-based peer learning assistants into seven courses.
A new curricular peer mentoring program was piloted in the 2005–2006 academic year in an interdisciplinary liberal arts college
at a large Canadian research university. Undergraduate students enrolled in a practicum course which supported their learning
while they collaborated with the “host instructor” of the course in which they served as peer mentor. Assistants’ roles varied
and included individual tutoring, help via email, online discussion facilitation, small group facilitation, in-class presentation
and discussion facilitation, and extracurricular study groups. Their integration into scheduled class activities resulted
in participating students’ perception of enhanced learning. Data included peer mentors’ assignments, host instructor feedback,
and student surveys.
Tania Smith is an Assistant Professor of Communications Studies in the Faculty of Communication at the University of Calgary, Canada. She received her Ph.D. in English in the Rhetoric and Composition program from Ohio State University and teaches rhetoric and professional communication. She researches the development of communities and individuals in advanced informal or experiential education, inquiry based learning, community service learning, collaborative learning and mentoring, and the rhetorical formation of eighteenth-century British women writers. She can be contacted at smit@ucalgary.ca Faculty of Communication and Culture, University of Calgary, 2500 University Dr NW, Calgary, AB T2N 1N4, Canada. 相似文献
Tania SmithEmail: |
Tania Smith is an Assistant Professor of Communications Studies in the Faculty of Communication at the University of Calgary, Canada. She received her Ph.D. in English in the Rhetoric and Composition program from Ohio State University and teaches rhetoric and professional communication. She researches the development of communities and individuals in advanced informal or experiential education, inquiry based learning, community service learning, collaborative learning and mentoring, and the rhetorical formation of eighteenth-century British women writers. She can be contacted at smit@ucalgary.ca Faculty of Communication and Culture, University of Calgary, 2500 University Dr NW, Calgary, AB T2N 1N4, Canada. 相似文献
5.
This article addresses academic integrity initiatives at a large research university. The article explains the rationale for
the creation of the honor system office and its evolution to date. Data collected from academic violation cases during the
program’s first two years are included.
Pauline Melgoza is Assistant Professor and Physical Sciences Librarian at Texas A&M University. She received her B.S. and her M.S. from Texas
A&M University and her MLIS from the University of North Texas. She was a member of the Academic Integrity Team and served
two years on the Honor Council of the Aggie Honor System Office.
Jane Smith is Assistant Professor and Education Reference Librarian at Texas A&M University. She received her B.S. from the University
of Texas at Austin and her MLIS from Texas Woman’s University. Interests include information literacy, bibliographic instruction
and faculty outreach. 相似文献
6.
Peer Coaching: Professional Development for Experienced Faculty 总被引:1,自引:0,他引:1
The professoriate, as a whole, is growing older and more experienced; yet institutions often overlook the professional development
needs of mid-career and senior faculty. This article, based on a review of the literature and the development of a peer coaching
project, examines peer coaching as a professional development opportunity for experienced faculty that meets many of their
immediate needs and offers a variety of longer-term benefits to their institution. Six recommendations for creating a peer
coaching program emerge from the literature and the authors’ experience.
Therese A. Huston is the Director of the Center for Excellence in Teaching and Learning at Seattle University. She received her B.A. from Carleton College and her M.S. and Ph.D. in cognitive psychology from Carnegie Mellon University. Her research interests include faculty development and satisfaction, college teaching, diversity and social justice, and student learning. Carol L. Weaver is an associate professor in Adult Education at Seattle University’s College of Education. She received her B.S. Degree from Washington State University. Both her Master’s degree work (Oregon State University) and her Doctorate (The Ohio State University) focused on adult education. Her teaching and research focus on faculty development, course design, and workplace learning. 相似文献
Therese HustonEmail: |
Therese A. Huston is the Director of the Center for Excellence in Teaching and Learning at Seattle University. She received her B.A. from Carleton College and her M.S. and Ph.D. in cognitive psychology from Carnegie Mellon University. Her research interests include faculty development and satisfaction, college teaching, diversity and social justice, and student learning. Carol L. Weaver is an associate professor in Adult Education at Seattle University’s College of Education. She received her B.S. Degree from Washington State University. Both her Master’s degree work (Oregon State University) and her Doctorate (The Ohio State University) focused on adult education. Her teaching and research focus on faculty development, course design, and workplace learning. 相似文献
7.
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
8.
This article reports on the impact of organized research centers on professional effort, productivity, and perceptions of
work satisfaction for life sciences faculty members at research intensive universities’ medical schools in the U.S. Results
indicate that senior center-affiliated faculty members taught less but worked more total hours than peers not affiliated with
centers. Senior affiliated faculty members were more productive than their non-affiliated peers and were more likely to be
principal investigators on externally funded grants. Center-affiliated faculty members were more likely to be dissatisfied
with their mix of activities and workload but more likely to be satisfied with job security and autonomy. Implications beyond
this context are suggested.
Sarah A. Bunton is a Senior Research Associate at the Association of American Medical Colleges in Washington DC. She received her B.A. from
the University of Chicago, her M.A. from the University of Minnesota, and her Ph.D. in higher educational policy also from
the University of Minnesota. Her research interests include postsecondary faculty work life and satisfaction, higher education
organization, and student development.
William T. Mallon is Assistant Vice President and Director of Organization and Management Studies at the Association of American Medical Colleges.
Dr. Mallon received his B.A. and M.A. from the University of Richmond and his M.Ed. and Ed.D. in higher education policy from
Harvard University. His research interests focus on the ways in which academic medical centers recruit and retain faculty
and administrative leaders and the interorganizational relationships among medical schools, teaching hospitals, and parent
universities. 相似文献
9.
The authors conducted a qualitative study of women’s experiences as faculty members at Northern Research University, a pseudonym
for a top 40 university in The People’s Republic of China. Based on 27 semi-structured interviews with women (15) and men
(12), and drawing from feminist standpoint theory and symbolic interactionism, the authors identified four key findings that
highlight serious barriers confronting Chinese women faculty. They describe these as: (1) working double time, (2) the glass
ceiling, (3) the boys club and social exclusion, and (4) comrades in arms. The first three findings support previous international
studies of women’s experiences as faculty members and thus contribute to an expanding global body of knowledge about challenges
faced by women academics. The fourth finding—comrades in arms—highlights a structural quality somewhat unique to the Chinese
university and raises important concerns about the limited role women play in critical personnel decisions influencing academic
promotions and advancement. 相似文献
10.
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
11.
Nurturing faculty vitality by matching institutional interventions with career-stage needs 总被引:1,自引:0,他引:1
Patricia Kalivoda Geraldine Rogers Sorrell Ronald D. Simpson 《Innovative Higher Education》1994,18(4):255-272
A questionnaire study, modeled after Baldwin's 1979 research on faculty at a liberal arts college, was conducted with 42 Lilly Teaching Fellows and Lilly Mentors at a large, public, research-oriented university in the Southeast U.S.A. Results from the study support the notion that one of the keys to a successful instructional and faculty development program is to target activities to the academic career stage of the faculty member.Patricia Kalivoda works in the Office of Instructional Development at The University of Georgia. She holds an MBA and an Ed.D. from The University of Georgia. Her research focuses on faculty career development and faculty vitality. Geraldine Rogers Sorrell is Special Populations Coordinator at Middle Georgia Technical Institute. She holds an M.Ed.and an Ed.D. from The University of Georgia. She specializes in faculty and staff development, and career counseling. 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
12.
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
13.
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
14.
Through this study we explored a community of practice framework applied to faculty professional development at a mid-size
state university in order to examine the issues unique to discipline-specific professional development in higher education.
Through content-focused professional development activities conducted by the authors, several key areas were identified that
point to challenges in building a faculty community of teaching practice: (a) the need for a culture of professional development,
(b) developing old-timers and recruiting newcomers, (c) the need for teaching scholars to coordinate professional development,
(d) challenging the “culture of service”, and (e) the need for a language to mediate thinking about practice.
Maria Blanton received a Ph.D. in Mathematics Education from North Carolina State University. She is currently a Senior Executive Research
Associate in the Kaput Center and an Associate Professor in the Science, Technology, Engineering and Mathematics Dept at the
University of Massachusetts Dartmouth. Her research interests focus on applications of sociocultural theory in understanding
teaching and learning mathematics in both elementary grades and higher education.
Despina Stylianou received an Ed.D. in mathematics education from the University of Pittsburgh. She is Associate Professor in the Department
of Secondary Education at the City College of New York. Her research interests are in the area of mathematical cognition;
her work explores the mathematical skills, sensibilities, and habits of mind and action that are critical to doing, learning,
and using mathematics proficiently. 相似文献
15.
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
16.
This article focuses upon the quality and scholarship of teaching as it pertains to educational and faculty development. We
outline what more than 200 faculty members at one institution have done over a 3-year period to make significant and sustained
improvements in their teaching, surprisingly with minimal effort. The top three factors leading to improvement were active/practical
learning, teacher/student interactions, and clear expectations/learning outcomes. We provide practical applications for change
and suggestions for future research.
Whitney Ransom McGowan is a Ph.D. candidate at Brigham Young University (BYU), and she received an M.S. degree in Instructional Psychology & Technology
from BYU. She is currently a research assistant for the Assistant to the Academic Vice President at BYU and also performs
research at the Center for Teaching & Learning. She can be contacted at whitney.ransom@gmail.com.
Charles R. Graham is an Associate Professor of Instructional Psychology and Technology at Brigham Young University with a focus on technology-mediated
teaching and learning. Graham received his Ph.D. in Instructional Systems Technology from Indiana University. He received
his M.S. degree in Electrical and Computer Engineering from the University of Illinois and his B.S. degree in Electrical and
Computer Engineering, from BYU. He is particularly interested in studying the design and evaluation of blended learning environments.
He can be contacted at charles_graham@byu.edu. 相似文献
17.
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
18.
Diane Gillespie Nives Dolšak Bruce Kochis Ron Krabill Kari Lerum Anne Peterson Elizabeth Thomas 《Innovative Higher Education》2005,30(3):149-162
This article describes and assesses “Research Circles” as a mechanism for enhancing faculty collegiality and research. Recently
established on our campus, these circles, composed of three to four faculty members, have had a particularly powerful effect
on the new faculty members' adjustment to their tenure track positions, especially since they entered a context that might
otherwise have been challenging: a new interdisciplinary upper-division campus with high expectations for teaching excellence.
Based on the end-of-year evaluations, journals, and focus groups, the co-authors described themes that emerged from their
participation in these circles. Circle participation not only facilitated faculty writing throughout their first year, but
it also fostered the development of an interdisciplinary community which nurtured creativity and risk taking in writing.
All authors are currently teaching in Interdisciplinary Arts and Sciences (IAS) at The University of Washington, Bothell (UWB).
Except for Diane Gillespie, Professor and Associate Director of IAS, all other authors are Assistant Professors in IAS. Diane
Gillespie received her Ph.D. in cultural and psychological studies in education from The University of Nebraska, Lincoln.
Her interests include critical pedagogy, narrative psychology, and cultural diversity. Nives Dolšak received a joint Ph.D.
in public policy and political science from Indiana University. Her interests include public policy, environmental policy,
and international relations. Bruce Kochis, received his Ph.D. in Slavic languages & literatures at the University of Michigan.
He focuses on global human rights policy, discourse analysis, and political theory. Ron Krabill received his Ph.D. in sociology
and historical studies from New School for Social Research. His interests include comparative media, politics and social movements
with a special emphasis on South Africa, as well as the study of peace, conflict, social justice, and human rights. Kari Lerum
received her Ph.D. in sociology from The University of Washington. Her interests include culture, organizations, sexuality,
qualitative methods, and visual studies. Anne Peterson received her Ph.D. from Washington University. Her interests include
urban politics and policy and the distribution of natural resources at the local level. Elizabeth Thomas received her Ph.D.
in psychology from The University of Illinois at Urbana—Champaign. Her interests include community-based resources for adolescent
development, cultural psychology, and the social context of learning. 相似文献
19.
While there has been emphasis on the institution and individual classroom as loci of learning and reform, less attention has
been paid to the academic department. However, precisely because its structure is so endemic to institutions of higher education,
the academic department may be the most logical and potent site for change. Using a case study approach, this paper examines
the conditions under which change in undergraduate education takes hold and flourishes in the academic department, advances
the concept of readiness, and explores its implications for those who wish to promote change in the department.
Virginia S. Lee is managing member and consultant, Virginia S. Lee & Associates, LLC, a consulting firm specializing in teaching, learning,
and assessment in higher education. She received her B.A. from Smith College, her M.B.A. from New York University, and her
Ph.D. from University of North Carolina at Chapel Hill. Special interests include the design and implementation of institution-wide
curriculum reform efforts, course and curriculum design, inquiry-guided learning, intensive learning, outcomes-based assessment,
and the scholarship of teaching and learning.
Michael R. Hyman is Director of Graduate Programs and Associate Professor in the Department of Microbiology at North Carolina State University.
He received his B.S. from University College, London, his M.B.A. from Oregon State University, and his Ph.D. from Bristol
University. His major research interest is the biodegradation of environmental pollutants.
Geraldine Luginbuhl is Interim Department Head and Professor in the Department of Microbiology at North Carolina State University. She received
her B.S. from Stanford University and her Ph.D. from University of North Carolina at Chapel Hill. She has a longstanding interest
in undergraduate education and, recently, inquiry-guided learning. 相似文献
20.
High-impact practices foster student success, but faculty faced with heavy teaching loads and lack of resources and infrastructure are challenged to implement such practices. Kinesiology faculty at California State University, East Bay collaborated to implement two student programs: Kinesiology Research Group and Get Fit! Stay Fit! The Kinesiology Research Group, a faculty–student research group, and Get Fit! Stay Fit!, a service learning experience, partnered to consolidate human and structural resources. Student–faculty mentoring circles were used to support this innovative partnership. Here, we report student perceptions of the value of these programs to their academic and professional development. 相似文献