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1.
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
2.
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
3.
Patricia Kalivoda 《Innovative Higher Education》1995,20(2):95-116
A qualitative, exploratory study consisting primarily of in-depth reflective interviews with ten exemplary, senior faculty at a large, southern, research university was conducted in 1993. One of the major goals of the study was to identify how exemplary senior faculty have balanced the roles of teaching and research within an institutional context that emphasizes research. The findings from this study indicate that how exemplary, faculty members balance the demands of teaching and research lies, in part, in ten guiding principles.Patricia Kalivoda works in the Office of Instructional Development at the University of Georgia. She holds an Ed.D. in higher education from the University of Georgia. Her scholarship focuses on faculty career development and faculty vitality. 相似文献
4.
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
5.
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
6.
Susan A. Santo Mary E. Engstrom Linda Reetz William E. Schweinle Kristine Reed 《Innovative Higher Education》2009,34(2):117-129
All programs in a midwestern university recently embarked on a path to help increase the scholarly productivity of faculty.
The effort to develop a research emphasis within the School of Education required determining the needs of tenure-track faculty
regarding meeting the new requirements. The purposes of our study were to investigate these needs and identify the individual,
environmental, and leadership factors that affect faculty productivity. Findings revealed a need to transform the School’s
service and teaching culture to a culture of research and scholarship. Recommendations for helping other schools of education
to become more research-oriented are provided. While the study focuses on data from a particular School of Education, the
implications may generalize to faculty productivity within other institutions, particularly within professional schools.
Susan A. Santo received a Ph.D. in Instructional Technology from the University of Virginia and is currently an Associate Professor of Adult
and Higher Education at the University of South Dakota. Her research interests include faculty productivity in higher education
and improving distance learning.
Mary E. Engstrom received an Ed.D. from the University of South Dakota in Curriculum and Instruction. She is currently the Associate Director
of Extended Learning Services at the University of Montana. Her research interests include instructional design for online
learning and professional development for educators.
Linda Reetz received an Ed.D. from the University of North Dakota in Teacher Education and serves as the Associate Dean of the School
of Education at the University of South Dakota. Her research interests include higher education practices for teacher education
programs and mild disabilities.
William Schweinle received a Ph.D. from the University of Texas at Arlington in Psychology and serves as an Assistant Professor at the University
of South Dakota. His research interest area is in statistics.
Kristine Reed received a Ph.D. from the University of Nebraska at Lincoln in Curriculum and Instruction/Administration and serves as a faculty
member in Curriculum and Instruction, University of South Dakota. Her research emphases include multicultural education and
rural education. 相似文献
7.
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
8.
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
9.
Catherine B. Stevenson Robert L. Duran Karen A. Barrett Guy C. Colarulli 《Innovative Higher Education》2005,30(1):23-36
Colleges and universities are adopting learning communities to increase student learning and build cohesion. As learning communities grow in popularity, institutions need to invest in faculty development (Oates, 2001) and understand faculty experiences (Mullen, 2001). The University of Hartford created a program that prepared faculty for collaborative teaching in first-year learning communities. Faculty learned to engage in collaborative behaviors, to think outside disciplinary borders, and to employ a specific template as a heuristic for course development. Results of focus group research about the faculty experience and the impact of the experience on their pedagogy are summarized.Catherine B. Stevenson, whose M.A. and Ph.D. are from New York University, is currently an Associate Professor of English and Drama and Academic Dean of International and Honors Programs. She and her coauthors are affiliated with the University of Hartford, West Hartford, CT. Her special interests include nineteenth and twentieth century literature, curriculum reform, pedagogy, and international education. Robert L. Duran, Professor in the School of Communication, who earned his M.A. at West Virginia University and Ph.D. at Bowling Green State University, is a specialist in program evaluation, evaluation research, and research methods. Karen A. Barrett, Associate Dean of Undergraduate Studies, has an M.S. from the State University of New York at Buffalo. Her special interests include interdisciplinary general education curriculum, higher education administration, and diagnostic hematology and microbiology. Guy C. Colarulli, earned an M.A. at the University of Connecticut and a Ph.D. at The American University. He is the Associate Provost and Dean of Undergraduate Studies, whose special interests include Higher Education Administration, First-Year Experience, as well as American Government, and Politics 相似文献
10.
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
11.
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
12.
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
13.
This article explores how two African American professors both “outsiders” to the inner workings of the academy created a
support system, which began nearly 10 years ago as a part of their formal advisee/advisor relationship. When they began their
relationship one was a junior African-American female faculty member (promoted to associate professor in 2004) and one was
an African-American female doctoral student (currently a tenure track professor). Utilizing elements of scholarly personal
narrative and case study methods they reveal the process they engaged in over a nine-year period, which resulted in their
retention and success in the academy.
Sharon Fries-Britt and Bridget Turner Kelly received their Ph.D.’s from The University of Maryland. Dr. Kelly is an Assistant
Professor of Education, Integrated Professional Studies, The University of Vermont, Burlington, VT, USA. Her research centers
on marginalized students and faculty in higher education, namely women and people of color. Dr. Fries-Britt is an Associate
Professor at the University of Maryland. Her work focuses on the experiences of high achieving Black collegians and their
success and retention in higher education. She is also interested in patterns of success for Black faculty and administrators
in higher 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.
16.
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
17.
Building a trust-based relationship with faculty is one of the most important attributes of effective Instructional Technology Consultants (ITC) in order to integrate emerging technologies into higher education. Utilizing a multiple case study research design, four experienced ITCs at a large urban research university located in the Midwest showed that interpersonal skills are crucial when consulting with faculty on course design, technology integration, and teaching. By applying eight interpersonal consulting skills (active listening, paraphrasing, summarizing, open questioning, closed questioning, explaining concepts, explaining procedures, and informal conversation), ITCs developed trust-based relationships with faculty and generated an atmosphere conducive to change. While research on interpersonal skills is limited in the field of Instructional Design (ID), other fields, such as counseling or medicine, offer promising methods and results for teaching these skills. This article concludes with a presentation of methods for teaching interpersonal skills in counseling and medical preparation programs that could be adopted in the Instructional Design curricula. 相似文献
18.
19.
This paper is a comparison of levels of occupational stress among African American and white college and university faculty members in U.S. institutions. Using survey data collected from a national sample of faculty, an analysis of reported occupational stress levels was undertaken to determine if issues raised in previous research regarding extra-academic assignments given to African American faculty limits their access to the more traditional faculty roles, creating pressure to perform in ways not expected of white faculty. To test these assertions, scales measuring stress from teaching, research, and service activities were constructed for African American and white faculty from a larger faculty stress index. Results of the analysis indicate that African American faculty report generally higher levels of occupational stress than their white counterparts, especially in the areas of research and service activities. 相似文献
20.
Susan M. Markle 《教育心理学家》2013,48(2):220-223
The editor of this volume, N. L. Gage, is Professor of Education and Psychology at Stanford University, and a major contributor to the study of the psychology of teaching. The reviewer, Susan M. Markle, is Head, Instructional Design, Office of Instructional Resources Development, University of Illinois at Chicago Circle. Her major interest is in strategies and principles for constructing instructional materials (teacher‐mediated or other‐method‐mediated), especially at higher cognitive levels. 相似文献