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1.
Factors That Promote Faculty Involvement in and Satisfaction with Institutional and Classroom Student Assessment 总被引：1，自引：0，他引：1
This study examines institutional factors that promote faculty satisfaction with their institution's approach to and support for student assessment and that are related to faculty involvement in their institution's support practices and in their own engagement with student assessment in the classroom. The study is based on a survey of faculty from 7 institutions that vary by type, control, and accrediting region. The institution's student assessment purposes, its administrative support patterns, and its faculty instructional impacts are significant predictors of faculty satisfaction with their institution's approach to and support for student assessment. External influences on, faculty uses, and perceived benefits of professional development practices for student assessment are significant predictors of faculty involvement with student assessment in their institution and their classes. 相似文献
2.
Alison Cook-Sather 《International Journal for Academic Development》2016,21(2):151-162
Addressing both the increasingly complex process of becoming an educator at the tertiary level and the growing recognition of the importance of student engagement, student–faculty partnerships have emerged as one way of fundamentally rethinking academic development. Participant reflections suggest that the over-time, partnership approach to orientation and development presented in this article effectively supports new faculty as they develop their academic identities. The approach includes opportunities for dialogue and collaboration with students offered before new faculty arrive on campus, as part of orientation before classes begin, during the first semesters of teaching, and in subsequent semesters. 相似文献
3.
The importance of student engagement in higher education is increasingly recognised. As a result, questions have arisen regarding how best to inspire and support students in taking greater interest in and more active responsibility for their learning. Student–faculty partnerships that position students as consultants in explorations of pedagogical practice inspire and support engagement and responsibility that carry over from those partnerships into students' classroom participation. However, such partnership constitutes for many students a ‘threshold concept’. Because partnering with faculty in analyses and revisions of teaching and learning both requires and inspires students to redefine their roles, responsibilities and sense of themselves, student–faculty partnership proves troublesome, transformative, discursive, irreversible and integrative. In a case study of one partnership programme at a liberal arts institution in the Northeastern USA, we discuss how crossing the threshold constituted by student–faculty partnership in pedagogical exploration fosters in students greater engagement in, and responsibility for, learning. Implications for higher education include the potential of reconceptualising our classrooms as more democratic spaces and the work of teaching and learning as more of a shared responsibility. 相似文献
4.
Encouraging multiple forms of scholarship in faculty reward systems: Does It Make a Difference? 总被引：1，自引：0，他引：1
This article presents findings from a national study of Chief Academic Officers of 4-year institutions on the impact of policy efforts to encourage multiple forms of scholarship in faculty roles and rewards. The extent of reform, kinds of reform and influence of initiating reform is examined in four areas: expectations for faculty evaluation, the faculty evaluation process, promotion and tenure outcomes, and institutional effectiveness. The findings are also examined by institutional type. Findings from this study show that campuses that initiated policy reforms to encourage multiple forms of scholarship were significantly more likely than their counterparts to report that teaching scholarship and engagement counted more for faculty evaluation, to report a broader set of criteria used to assess scholarship, and report a higher percentage of tenure and promotion cases that emphasized their work in these areas. In addition, CAOs at campuses that initiated reforms reported a greater congruence between faculty priorities and institutional mission, and greater improvement in attention to undergraduate learning over the last decade. 相似文献
5.
ABSTRACTWhile previous literature documents the importance of sense of belonging for a positive educational experience, much of this research is focused on students early in their college careers and incorporates a single measure of sense of belonging. In contrast, the current study sought to explore whether senior students’ faculty-related engagement influences their sense of belonging, particularly their feelings of institutional acceptance as one aspect of sense of belonging. This study utilizes data from 8939 seniors in the 2014 administration of the National Survey of Student Engagement to explore these relationships. Results suggest that increased student–faculty interaction, use of effective teaching practices, and participation in research with faculty have a positive impact on feelings of institutional acceptance for seniors. Furthermore, certain student demographics (first-generation, age, gender, race/ethnicity), college experiences (enrollment type, online learning, STEM major, college grades, living situation, Greek affiliation), and institutional characteristics (control type, minority-serving institution, selectivity, Carnegie type) also play a role in this aspect of belongingness. Institutions can use this information to increase programming and resources for improving student engagement with faculty. 相似文献
6.
Helen S. Joyner 《Journal of Food Science Education》2016,15(2):63-69
The increased interest in program‐ and university‐level assessment over the past few decades has led to increased faculty involvement in developing program learning outcomes and performing program assessment activities. Depending on the level of support and encouragement faculty receive from administration and other entities, they may support or resist these activities. Faculty resistance may stem from fear of losing control of their course content, discouragement over previous failed assessment attempts, or confusion from inconsistent leadership. The School of Food Science, a joint program between the Washington State University and the University of Idaho, recently completed a curriculum mapping and assessment exercise that was conducted entirely by faculty. Faculty members teaching undergraduate courses were surveyed about their opinions of the mapping and assessment process both before and after the process was conducted. The goal of the surveys was to evaluate faculty opinion of these processes and how that opinion changed after completing the processes. Faculty members were generally supportive of the mapping and assessment processes, and willing to participate, and this opinion did not change after the processes were complete. The results of the mapping and assessment activities surprised most of the faculty, and they stated that they had ideas to address the issues found during the exercises. Overall, these results are encouraging in terms of faculty support of the mapping and assessment processes. Provided that administrative support of these processes continues and there is consistent leadership, faculty should continue to be supportive of program level assessment. 相似文献
7.
This study uses two national data sets to explore the relationship between faculty practices and student engagement. Our findings suggest that students report higher levels of engagement and learning at institutions where faculty members use active and collaborative learning techniques, engage students in experiences, emphasize higher-order cognitive activities in the classroom, interact with students, challenge students academically, and value enriching educational experiences. 相似文献
8.
Vicki L. Baker Meghan J. Pifer Laura G. Lunsford Jane Greer Dijana Ihas 《Mentoring & Tutoring: Partnership in Learning》2015,23(5):394-410
In this study, we sought to contribute to research about the high-impact practice of undergraduate research from the understudied faculty perspective. We relied on focus group data from faculty members (N = 41) across five institutions to better understand the supporting and inhibiting factors that contribute to faculty members’ engagement in mentoring undergraduate research. We offer implications for research and practice. 相似文献
9.
In order to co-create teaching and learning for enhanced student engagement, faculty–student partnership in higher education is emerging as a distinguished practice in the West especially for undergraduates. However, little is known about the impact of such practices in the East. This article reports the benefits of a term long collaboration between the faculty and students in designing and delivering classroom instructions through the experiences of faculty–student partnership of post graduate students. The findings indicate that while students had positive experiences, they were also distinct in a number of ways when compared with the experiences of students in the West. Students also provided insightful information on the mechanism of navigating through their newly assigned roles of partnership with their faculty. The implications are discussed for higher education practitioners and recommendations are provided for further investigation to achieve better understanding of this practice. 相似文献
10.
Amrita Kaur Mohammad Noman Hasniza Nordin 《Assessment & Evaluation in Higher Education》2017,42(5):756-771
As classrooms become increasingly diverse in higher education, educators are emphasising inclusive practices in teaching and learning to accommodate the needs of diverse learners. There is also an emerging need for an inclusive approach in assessment for accessibility, opportunity, relevance and engagement. This study, using design-based research guidelines with student–faculty partnership, designed, developed, implemented and evaluated contextually sensitive assessment protocol as inclusive and fair assessment. Data from students’ reflections and face-to-face interviews with open-ended questions suggested that, despite concerns such as potential bias, time and accommodation challenges, such assessment practices can make valuable contributions in creating a positive learning environment, improving relatedness and self-esteem and motivating and engaging students for better effort and effective learning. Implications for higher education practitioners with diverse learners are discussed. 相似文献
11.
《College Teaching》2013,61(4):194-203
ABSTRACTThis article describes a study of 58 faculty members using a practical method for assessing the prevalence of learner-centered practices through individual interviews and rating their described practices with published rubrics. Analysis of the interviews found that the same faculty member might use more learner-centered practices in one course and more instructor-centered practices in another, depending on the course level, instructional format, and enrollment. Through the collegial interviews, faculty members became more aware of learner-centered practices. Interviews can be an effective development technique. Via this process, faculty developers can achieve two purposes: assessment of teaching and instructional development, at once. 相似文献
12.
The study determined the influence of students' values and educational attitudes on their evaluation of faculty. Sixty-five graduate students completed an evaluation form, a value survey, and an attitude scale at the end of an adult learning theory course. Multiple regression and path analysis showed that (a) educational attitudes and selected values accounted for 27% of the variance in student evaluation of faculty, (b) educational attitudes were responsible for 8% of the variance in student evaluation of faculty, and (c) values per se were not significantly related to student evaluation of faculty. A path model suggested that values influenced student evaluation of faculty through educational attitudes. The findings suggested that students' values and attitudes play a major role in their evaluation of faculty and should be recognized by teachers when interpreting the results of such ratings. 相似文献
13.
本文从深化人事用工制度改革 ,实行全员聘任制 ;建立校内人员的合理流动机制 ;深化分配制度改革 ,切实拉开差距 ;深化后勤体制改革 ,积极推行后勤社会化四个方面 ,探讨了深化中专学校内部管理体制改革的有关问题 相似文献
14.
Through an analysis informed by critical race feminism, this paper examines the intersection of professional socialization and agency among tenured Black female faculty at Predominantly White Institutions (PWIs). Professional socialization entails the transmission and reproduction of professional norms. However, within PWIs, professional socialization emanates from a legacy of race and gender exclusion. Thus, normative conceptualizations of professional development may not adequately address how Black women negotiate institutional cues to define their professorial role. The findings show that a three-prong model of engagement: enacting, discarding, and transforming institutional norms, comprised the participants’ socialization process; agency played an important role in their career success. Implications for facilitating agency among Black female faculty and similarly situated groups are discussed. 相似文献
15.
高职院校“双师型”教师队伍培养策略 总被引：2，自引：0，他引：2
李小蔚 《连云港职业技术学院学报》2007,20(2):58-61
师资队伍的素质水平直接影响着高等职业教育的质量，然而，目前我国高职师资队伍素质与高职教育发展的要求尚有不小差距。因此，加强高职“双师型”教师队伍建设，把握队伍培养中存在的问题，提出对策与建议，有利于提高我国高职教师的素质，促进高职教育的发展。高职院校“双师型”教师队伍培养策略应从转变观念，改革高职教师职称评审制度，提高“双师素质”教师的待遇，开展“产学研”结合，形成机制和保障体系等方面考虑。 相似文献
16.
教师发展者是大学教师发展活动核心的专业力量。近年来,我国大学教师发展实践的蓬勃开展与该群体从无到有、由泛到专的自身演进密不可分。这个历程可划分为"引进、内化、模仿、伫立"等四个阶段。只有从大学教师发展系统层面理清不同发展时期的要素和矛盾,把握大学教师发展者专业化的规律,教师发展者才能摆脱缺乏主体意识的自然式发展状态,从而真正实现理性化的专业成长。教师发展者个体的专业发展受教师发展机构体制机制的制约,因此,机构必须超越单一行政职能,向研究、教育与管理一体化的综合性职能转型,使得教师发展者变为集教育者、管理者和学者于一身的社会形象。 相似文献
17.
高校教师考核工作之探讨与思考 总被引：1，自引：0，他引：1
高校教师考核工作主要是对教师的工作表现、业务水平、工作成绩进行检查评价,是高校师资管理的一个重要组成部分。做好师资考核工作对促进高校师资队伍建设、提高教师素质有着重要作用。高校教师考核是一项极其复杂的工作,因此对高校教师的考核要充分考虑到其工作的特殊性,从而调动高校教师的积极性,促使教师各安其职,推动高等教育事业持续快速发展。 相似文献
18.
Karen L. Webber Kyle Tschepikow 《Assessment in Education: Principles, Policy & Practice》2013,20(2):187-204
For postsecondary institutions, organisational change is an inevitable and ongoing process. Institutions face a growing need to assess student learning assessment as part of an institution's comprehensive assessment plan. While a growing body of literature suggests that learner-centred assessment is a best practice in higher education pedagogy, it is unclear whether faculty members have embraced it fully. Using data from the 1993 and 2004 administrations of the National Study of Postsecondary Faculty, this study examines the extent to which faculty members employed learner-centred assessment in two- and four-year colleges in the USA. Findings show increases in use for some assessment techniques over the decade, as well as differences in use by faculty gender, discipline, and institution level. Increases in the use of these techniques may indicate a continued emphasis on learner-centred assessment and thus one aspect of organisational change. Implications for institutional policy are discussed. 相似文献
19.
This study examines a college-teaching award that uses a scholarship of teaching model focusing on learning outcomes. Through questionnaires the researcher examined two groups’ perceptions: award recipients and academic leaders. Respondents described the award and indicated the perceived effect on faculty and programs. Both groups highlighted faculty incentive to innovate for promoting student learning, a strong impact on performance evaluation, and recognition of exceptional teaching. Respondents recommended better communicating the award’s rigor and learning focus to increase its impact. Recipients reported the award’s influence on continued innovation, engagement in teaching scholarship, and leadership opportunities. Over half have presented their work in peer-reviewed venues. 相似文献
20.
高校教师职业是学术职业,应遵循学术职业的特点进行薪酬管理。学术职业的本质要求学术自由、环境宽松、评价多元化,而现行的高校教师薪酬管理模式继承了传统工业管理中的某些做法,不但造成了学术职业中的功利化倾向,而且不利于学术职业的发展和创新。高校薪酬管理改革必须与高校教师学术职业的独特性相一致,采用粗分线条,淡化差异;加大投入,营造宽松生活氛围;多元评价,彰显大学的多功能作用;强化人文关怀,严格选拔与长期培养相结合等策略,以促进高校教师学术职业的成长与发展。 相似文献