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1.
Sharon K. Gibson 《Innovative Higher Education》2006,31(1):63-79
This article reports on a key finding of a phenomenological study on the mentoring experiences of women faculty. The study revealed the political climate of the organization as an essential attribute of this experience. Women faculty identified organizational culture and gender issues that affected the mentoring they received. This study suggests the need for human resource and organization development initiatives to facilitate the provision of academic mentoring for women faculty—individually, departmentally, and culturally—as a means to foster transformation and change in academic institutions.Sharon K. Gibson is an Assistant Professor of organization learning and development at the University of St. Thomas. She received her Ph.D. in adult education from the University of Minnesota. She holds an M.S.W. degree and graduate certificate in labor and industrial relations from the University of Michigan and a B.S. from Cornell University. Her research interests focus on developmental relationships including mentoring and coaching, strategic human resource and organization development, and adult learning. 相似文献
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《数学大世界(高中辅导)》2005,(3):F002-F002
林革．自1987年师范学院数学系毕业后．分配至扬州教育学院高邮校区(原江苏省高邮师范学校)任教，现为数学系讲师。长期担任“小学数学教材法”课的教学工作．研究方向定位于数学教育．由于教学和培养对象的需要． 相似文献
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Miles McNall Celeste Sturdevant Reed Robert Brown Angela Allen 《Innovative Higher Education》2009,33(5):317-331
Although substantial areas of agreement exist regarding the characteristics of effective community–university partnerships
for research, there is little empirical research on the relationship between the characteristics of such partnerships and
their outcomes. In this study, we explored the relationship between partnership characteristics and partnership outcomes.
Analyses of the relationships between partnership dynamics and perceived benefits show that (1) effective partnership management
is associated with increased research on a community issue, problem, or need; (2) co-creation of knowledge is associated with
improved service outcomes for clients; and (3) shared power and resources are negatively associated with increased funding
for community partners’ organizations. Our findings suggest that effective partnership management and opportunities for the
co-creation of knowledge are practices that are worthy of deliberate cultivation within community–university partnerships
for research.
Miles McNall is the Assistant Director of the Community Evaluation and Research Center, University Outreach and Engagement, Michigan State
University. He received his Ph.D. in sociology from the University of Minnesota. His research and scholarship focus on program
evaluation and the evaluation of university–community partnerships.
Celeste Sturdevant Reed is an evaluator with University Outreach and Engagement at Michigan State University. She has an M.S.W. from the University
of Michigan and a Ph.D. in Interdisciplinary Social Science/Labor and Industrial Relations from Michigan State University.
Her current evaluation projects focus on comprehensive early childhood services and out-of-school time (K-12) programs.
Robert E. Brown is the Associate Director of University–Community Partnerships, Michigan State University Outreach and Engagement. He brokers,
facilitates, and participates in university-community partnerships that are scholarly, community-based, collaborative, responsive,
and capacity-building for the public good. He has a master’s degree in public administration from Western Michigan University.
Angela Allen is an ABD Research Associate with the Charles F. Kettering Foundation. She is completing her Ph.D. in Higher, Adult, and
Lifelong Education at Michigan State University. She holds an M.S.W from the University of Michigan-Ann Arbor and a B.S. in
Urban and Regional Planning from Michigan State University. Her dissertation research is entitled, “Faculty and Community
Collaboration in Sustained Community–University Engagement Partnerships”. 相似文献
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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
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In this article we examine a flexible curricular approach known as the “Option.” The Option enables students to supplement traditional majors with a coherent set of courses and other educational experiences in a related, often interdisciplinary field. Options can act as curricular bridges between mainstream academic fields and problems of professional practice. They can also give students experience with emerging subject areas (e.g., biomedical engineering). Options serve as laboratories for experimenting with new subject areas before incorporating them fully into the curriculum as majors and minors. Hence, Options promote creativity and risk-taking by providing a proving ground for potential new academic programs.Roger G. Baldwin received his doctorate in higher education from the University of Michigan. He is currently Professor of Higher, Adult, and Lifelong Education at Michigan State University. His research interests include curriculum development and reform, faculty career development, and organizational change. Melissa J. Baumann received her doctorate in Materials Science and Engineering from Case Western Reserve University. She is currently Associate Professor of Engineering at Michigan State University. Her research interests include biomedical materials research, specifically ceramic scaffolds in bone tissue engineering and biomedical engineering education. 相似文献
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David J. Karber 《Higher Education in Europe》2001,26(4):533-536
California State University/Dominguez Hills, in Carson, California, is a leader in distance learning in the twenty-three campus California State University system. A pioneer in distance learning in its system, California State University/Dominguez Hills now offers six degree programmes via the Internet and televises over thirty hours of classes per week. California State University/Dominguez Hills was recently named by Forbes magazine as one of twenty "Cyber Universities" in the United States. Five of the six on-line degree programmes offered by California State University/Dominguez Hills are Master's degree programmes; four of these are self-supporting, attracting students from around the world. The experience that California State University/Dominguez Hills has gained in distance learning places it in a unique position of leadership among state universities in the western United States. 相似文献
8.
Meredith Mountford 《Innovative Higher Education》2005,30(3):213-227
This article describes strategies for redesigning the University of Missouri's Statewide Cooperative Ed.D. Cohort Program
in educational leadership. Results had suggested a need to redesign aspects of the program in order to achieve higher levels
of cognitive learning outcomes inclusive of transformational learning. To help meet this objective, the areas targeted for
redesign were the curriculum as it relates to issues of diversity and ethics, instruction as it relates to group dynamics
and cohort models, and increased time and a forum for students to reflect on their leadership practices. This forum also allowed
faculty to monitor and assess the transformational learning outcomes of their students. This article is meant to assist others
who are interested in fostering higher levels of transformational learning outcomes within their programs.
Meredith L. Mountford holds a Bachelor of Science degree from Illinois State University, a Master of Science degree in educational
administration from Northern Illinois University and a Philosophy of Science degree in educational administration from the
University of Wisconsin—Madison. She is an Assistant Professor and has served as Director for the Statewide Cooperative Ed.D.
Cohort Program in educational leadership at the University of Missouri—Columbia. 相似文献
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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
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密歇根州立大学整合取向的教师教育课程,以学科教学知识为基点,强调以研究为基础的教学知识和课程知识,注重专业实习,体现了理论学习与实践反思的有机整合,同时强调高水平的学科知识标准和教育专业标准,倡导建立全纳型学习共同体,体现了专业取向与社会公正取向教师教育思想的融合。密歇根州立大学整合取向的教师教育课程理念与实践,可以为我国教师教育课程发展提供借鉴。 相似文献
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Conclusion The panelists indicated that considerable progress is being made by such organizations as ACT and NCHEMS in identifying the domains of quality to be measured and particularly in devising unidimensional indicators of student progress. Few were able to cite comparable advancements in the development of multivariate techniques to assess the relation of student growth to other variables. Notable progress in achieving consensus on appropriate standards for measuring quality institutions or curricular programs within comparable institutions remains as a future task.Panelists were: William Toombs, Pennsylvania State University; Patrick Terenzini, State University of New York at Albany; Lois Torrence, University of Connecticut. Joan Stark, University of Michigan, was moderator. 相似文献
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The original mission of the state and land-grant university was to engage with communities to solve problems and improve the quality of life for the citizenry. Today most state and land-grant universities have moved far away from their original mission and are struggling to become engaged with the communities they serve. In this case study, we highlight some of the steady progress toward engagement that has recently occurred at The Pennsylvania State University. We catalogue how strong vision and leadership; infrastructure reorganization; and the active involvement of faculty, students, and community partners have revitalized the land-grant mission at Penn State.
Keith R. Aronson is the Assistant Director of the Social Science Research Institute and the Children, Youth, and Families Consortium, The Pennsylvania State University. Dr. Aronson received his B.A. from Rutgers University, M.A. from Ball State University, and Ph.D. from The Pennsylvania State University. He is a clinical psychologist with a specialization in biobehavioral health and is interested in understanding how research conducted at universities and colleges can better impact communities.
Nicole Webster is Assistant Professor of Agricultural and Extension Education, The Pennsylvania State University. Dr. Webster received her B.A. from the University of Florida and her M.A. and Ph.D. from Michigan State University. Her special interest is in service-learning research, particularly among minority youth. 相似文献
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Ellen G. Cohn David P. Farrington Jonathan R. Sorensen 《Journal of Criminal Justice Education》2013,24(1):35-49
This article assesses the quality of 12 American doctoral programs by counting the number of publications of their Ph.D. graduates in a large number of criminology and criminal justice journals, and in 20 more “academic” journals. While half of the Ph.D. graduates had no publications, the 4 percent who were the most productive (the “stars”) accounted for one third of all journal articles. Publication rates up to graduation predicted publication rates after graduation. The University of Maryland, Michigan State University, the University of California at Irvine, Florida State University, and Sam Houston State University had the most productive Ph.D. graduates in academic journals. There was a significant correlation between the productivity of a program's Ph.D. graduates and the productivity of its faculty members. The academic publication rate was influenced most by prevalence (the percentage of Ph.D.s with at least one publication), rather than by the percentage of “stars” or the frequency of publications. 相似文献
15.
John Dinan Joseph E. Finck William Miles Mary Scheuer Senter 《Innovative Higher Education》1992,16(4):291-308
For the past several years, Central Michigan University has staffed the advanced composition course required of all undergraduates with faculty from both the English department and also from other departments throughout the university. Central Michigan's experiences in developing a political constituency supportive of improving students' writing skills and in establishing faculty development workshops to assist faculty in preparing to teach this new advanced writing course are discussed. Further, the experiences of non-English faculty teaching this distinctive course are described. The impact of the writing program on other university units is reviewed. This successful program might provide a model for other universities.John S. Dinan received his Ph.D. in composition and rhetoric from the University of Massachusetts. He is Director of the Developmental Writing Program at Central Michigan University. Joseph E. Finck received his Ph.D. in nuclear physics from Michigan State University. He was a member of the first class of non-English advanced composition faculty at Central Michigan University. Dr. Finck teaches a section of the course with a physical science theme. William Miles is Professor, Reference Librarian, and Coordinator of Bibliographic Instruction in the Central Michigan University Libraries. He received his M.A. in English from Wayne State University and his M.L.S. from the University of Michigan. Mary Scheuer Senter received her Ph.D. in sociology from the University of Michigan. As interim Vice-Provost in the 1980s, she worked with colleagues to improve student writing skills and studied factors affecting the success of nontraditional students. 相似文献
16.
This article discusses teachers' views of their own learning. Two groups of teachers attending graduate programmes in Seattle, Washington in the United States of America (USA) and Newcastle upon Tyne, United Kingdom (UK), participated in a project that encouraged them to discuss examples of effective professional development. The teachers from the UK were enrolled on a Masters degree course for staff working with pupils with autism. The teachers from the USA were enrolled on a Masters degree course specifically focused upon working with children who have moderate to severe difficulties. Both groups of teachers were working, at least for a portion of their timetables, with pupils who had low incidence disabilities. Phyllis Jones, of the University of South Florida, Elizabeth West, from the Department of Special Education at Boise State University, and Dana Stevens, who is working on her PhD in special education at the University of Washington, analysed the critical moments of professional development identified by the teachers in both contexts. Four themes emerged: seeing the relationship between theory and practice, the role of the professor or lecturer in mediating learning, learning from others and reflecting in action. In this article, the authors analyse the themes in relation to the subtle differences that occurred within, and across, the two contexts. This analysis will assist in the design of quality professional development opportunities that reflect teachers' voices. Teachers make meaning of their learning in highly personal ways and, although it is possible to nurture formalised learning opportunities, teacher educators need to be constantly aware of the contextual and personal meaning making that is at play. 相似文献
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Engaging Undergraduate Students in Research Activities: Are Research Universities Doing a Better Job? 总被引：1，自引：0，他引：1
Engaging undergraduate students in research activities has been advocated as an innovative strategy to improve American higher
education (Boyer Commission, Reinventing undergraduate education: A blueprint for America’s research universities. The Carnegie Foundation for the Advancement of Teaching, Stony Brook, NY, 1998). This study compared the frequency of undergraduate
student research experiences at different types of colleges and universities from the early 1990s through 2004. The results
indicate that the frequency of student research experiences increased since 1998 at all types of institutions and that students
at research universities were not more likely than their counterparts elsewhere to have such experiences. The findings were
consistent across major fields. To live up to their claims, research universities must find additional ways to involve undergraduates
in research with faculty members.
Shouping Hu is Associate Professor of Higher Education at Florida State University. He received his M.S. degree in Economics and Ph.D.
in Higher Education from Indiana University. His research and scholarship focuses on postsecondary access and persistence,
college student experience, and higher education finance.
George D. Kuh is Chancellor’s Professor of Higher Education and Director of the Center for Postsecondary Research at Indiana University
Bloomington. He received his Ph.D. degree from the University of Iowa. His research focuses on the quality of undergraduate
education.
Joy Gaston Gayles is Associate Professor in Adult and Higher Education at North Carolina State University. She received her Bachelor’s degree
from Shaw University, Master’s degree from Auburn University, and Ph.D. in Higher Education from The Ohio State University.
Her research focuses on college student learning and development. 相似文献
18.
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
19.
Rhoada Wald 《Innovative Higher Education》1984,8(2):84-93
This paper presents the background and issues emanating from an adult studies curriculum for adult students. The experimental nature of this program is analyzed in the context of three recent trends in higher education. First, individuals in their thirties, forties, and fifties are returning to college in increasing numbers. Second, adult development theory and research is a fairly new body of knowledge suggesting interesting implications for teaching and learning. Third, adults returning to college tend to seek out nontraditional models of higher education. Empire State College, established in 1971 as the alternative unit of the State University of New York, illustrates this trend.The adult studies curriculum and instructional design are subsequently analyzed in terms of four theoretical perspectives: (1) life cycle theory, (2) ego development, (3) moral development, and (4) adult learning style. Implications for teaching and learning and issues for further research conclude the article. 相似文献
20.
Charles H. Kegel 《College Teaching》2013,61(2):102-104
Five characteristics of distinguished teachers are discussed in the following article, which treats the subject in a fresh way. One thing distinguished teachers always achieve is the stimulation of intellectual curiosity among their students, according to the dean of liberal arts, Idaho State University (A.B., Alma College; M.A., Northwestern; Ph.D., Michigan State) whose specialty is English. 相似文献