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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   

2.
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   

3.
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   

4.
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   

5.
In response to increased student assessment and accountability concerns, colleges and universities have been called on to increase their efforts to improve the retention rates of an increasingly diverse student body. This article outlines a synergistic strategy for promoting minority student persistence through faculty renewal efforts that encourage faculty to question their cultural beliefs and academic values concerning the teaching and learning enterprise.Dr. Kay F. Norman is currently with Delaware State University where she is Director of the Center for Excellence in Teaching. She also teaches graduate courses in Educational Assessment and Special Education Administration and Supervision. She holds an Ed.D. in Higher Education Administration with emphasis in Student Services from Texas Southern University. Her research interests are in student retention, assessment, and effective teaching. James Norman, Ph.D., is an Associate Professor of Education at Delaware State University's School of Education. He is a graduate of Ohio State University. Dr. Norman's research interest include special education monitoring and compliance issues, and behavioral management systems.  相似文献   

6.
With a view to establishing if there might be a consensus in favour of mainstreaming (the integration of children with disabilities into regular classrooms), attitudinal data from six groups of educationists were summarised by the three authors. There appeared to be considerable variability both within and between these groups in terms of the extent to which such placements were considered appropriate. Also, attitudes differed markedly according to the nature of the presenting disability or difficulty. The data are discussed with reference to information obtained concurrently and other research. Emeritus Professor James Ward was foundation director of the Centre for Research into Special Education and Rehabilitation, Macquarie University, and is now adjunct professor of psychology at Bond University. Dr Yola Center is senior lecturer and Dr Sandra Bochner is associate professor, School of Education, Macquarie University, New South Wales, Australia.  相似文献   

7.
The purposes of this study were to compare the instructional methods and strategies identified as useful in online teaching environments with those used in a face-to-face teaching environment, to investigate relationships between the perceived usefulness of instructional strategies and methods used by higher education faculty in both teaching environments, and to identify instructional methods transferred from an online to a face-to-face teaching environment. The following instructional methods were found to have a significant relationship with the instructional environment: student collaborative projects, student-to-student electronic discussions, lecture (direct instruction), questioning and feedback to students, and e-mail communication with the instructor. Both authors are at Drake University. Peggy Steinbronn. Ed.D., Drake University, is the Instructional Technology Manager. Special interests include technology integration, faculty professional development, and online instruction. Eunice Merideth, Ph.D., Iowa State University, is the Associate Dean of the Drake School of Education. Her special interests include technology integration, social justice, and distance learning. Contact the authors at peggy.steinbronn@drake.edu and eunice.merideth@drake.edu  相似文献   

8.
African American female faculty at large research universities are given the same responsibilities as other faculty. They must teach, conduct research, engage in worthwhile service to the university community, and regularly disseminate the results of their work in scholarly publications. Rewards from the university are directly tied to the level of success that the faculty member experiences. The minority label is often a barrier to the African American female faculty member's search for full standing in the university's community of scholars. To overcome this barrier, African American women must find and use the best information available to help them. This includes finding a good mentor, mastering a variety of information sources, and building a strong personal and professional network.Melvin M. Bowie is an associate professor and graduate coordinator in the Department of Instructional Technology at the University of Georgia. She received her A.B. degree in history and French from Tougaloo College; an M.S. in library science from the University of Illinois; and, a Ph.D. in Curriculum and Instructional Media from Iowa State University. Her current research interests, including studies carried out for the National Reading Research Center, focus on collection development and resource-based teaching. Her teaching areas include technical services in school media centers, collection development, and administration of school media programs.  相似文献   

9.
This study compares the extent to which higher education policy analysts and master’s and doctoral faculty of higher education and public affairs programs match on a set of competencies thought to be important to higher education policy analysis. Analysts matched master’s faculty in three competencies while analysts and doctoral faculty matched in five competencies. The findings suggest possible reasons why analysts and graduate faculty agree or differ on various competencies. Also, the findings raise important questions regarding the preparation of higher education policy analysts and the graduate programs that educate them. This study is an addition to the body of competency literature. Eduardo C. Arellano  obtained a B.A. in Political Science and an M.P.A from the University of Texas at El Paso, and he holds the Ph.D. in Educational Administration from New Mexico State University. He is an assistant professor at New Mexico State University in the Department of Educational Management and Development. His special interests are interactional diversity, competency, and US–Mexico border studies. Mario C. Martinez  has a B.A. in Electrical Engineering from New Mexico State University, an M.B.A. from the University of Texas at Austin, and a Ph.D. in Educational Policy and Leadership from Arizona State University. He is an associate professor at the University of Nevada-Las Vegas in the department of Educational Leadership. His special interests are higher education policy, governance, finance, competency modeling, and strategy.  相似文献   

10.
In 1978 Cornell College in Mount Vernon, Iowa, adopted the One-Course-At-A-Time calendar, under which professors teach and students take one course only for three-and-a-half week terms. This paper examines the impact of the calendar on overall faculty workload and student performance and development. It also considers faculty attitudes concerning the effects of the intensive format on teaching effectiveness and student learning, along with the types of courses and teaching methods best suited to the calendar. Faculty and student satisfaction with the calendar is high.Charlotte Vaughan received a B.A. from Northwestern University, a Masters of Science in Teaching from Illinois Institute of Technology, and a Ph.D. in sociology from the University of Chicago. She is a professor emerita in sociology at Cornell College and is currently the college's Director of Institutional Research. She is interested in research in higher education. Christopher Carlson received a B.A. from the University of California at Davis, an M.A. in sociology from the University of Illinois at Chicago, and a Ph.D. in sociology from the University of Oregon. He is an associate professor of sociology at Cornell College and currently serves as the college's Affirmative Action Officer. He is interested in the family, gender roles, and social change.  相似文献   

11.
In the learning sciences, students’ understanding of scientific concepts has often been approached in terms of conceptual change. These studies are grounded in a cognitive or a socio-cognitive approach to students’ understanding and imply a focus on the individuals’ mental representations of scientific concepts and ideas. We approach students’ conceptual change from a socio-cultural perspective as they make new meaning in genetics. Adhering to a socio-cultural perspective, we emphasize the discursive and interactional aspects of human learning and understanding. This perspective implies that the focus is on students’ meaning making processes in collaborative learning activities. In the study, we conduct an analysis of a group of students’ who interact while working to solve problems in genetics. In our analyses we emphasize four analytical aspects of the students’ meaning making: (a) the students’ use of resources in problematizing, (b) teacher interventions, (c) changes in interactional accomplishments, and (d) the institutional aspect of meaning making. Our findings suggest that students’ meaning making surrounding genetics concepts relates not only to an epistemic concern but also to an interactional and an institutional concern.
Anniken FurbergEmail:
Anniken Furberg   is a PhD student in education at InterMedia, the University of Oslo. After earning a master’s degree in education at the University of Oslo (1998) she spent four years working as a researcher at Telenor R&I. She still has her position in Telenor R&I but performs her PhD work on a daily basis at InterMedia, the University of Oslo. Her research interests include the socio-cultural approach to collaborative learning, socio-scientific issues, computer-supported learning, and analyses of students’ and teachers’ classroom talk. Hans Christian Arnseth   is an associate professor/research director at the Network for IT-Research and Competence in Education, University of Oslo. In 2004 he earned his PhD in education at the University of Oslo. He currently works with initializing and coordinating national and international research programs related to ICT in education. His research explores computer-supported collaborative learning, computer gaming and learning, and analyses of students’ classroom interaction.  相似文献   

12.
Alexander W. Astin is professor of higher education at the University of California, Los Angeles, and director of the Higher Education Research Institute at UCLA. He has served as director of research for both the American Council on Education and the National Merit Scholarship Corporation. For the past twenty-five years he has directed the Cooperative Institutional Research Program, an ongoing national study of some seven million students, 200,000 faculty and staff, and 1,300 higher education institutions. Dr. Astin has authored seventeen books and two hundred other publications in the field of higher education. His newest book, Assessment for Excellence: The Philosophy and Practice of Assessment and Evaluation in Higher Education, was published by ACE-Macmillan in January, 1991.  相似文献   

13.
This paper reports on an innovative approach to faculty development where the centralized unit has established a network of locally-based faculty developers. In contrast to the more conventional model of faculty development where centralized units are vested with the responsibility for devising programs for faculty development for the University at large, this model draws on the expertise of faculty already at work in a particular area. Once appointed, the locally-based faculty developer provides support to colleagues in their shared work place and also contributes to the program offered by the centralized unit. This alliance between the centralized unit and the locally-based faculty developer has led to positive outcomes for both parties, and for the University community.Philip Candy, professor and Director of the Academic Staff Development Unit at the Queensland University of Technology, received his Ed.D. from the University of British Columbia. His research interests are mainly in the theoretical and conceptual aspects of adult education, and constructivist approaches to research and teaching. His book,Self-Direction for Lifelong Learning, won the 1991 Cyril Houle World Award for Literature in Adult Education. Jill Borthwick, a senior lecturer in the Academic Staff Development Unit at QUT, is coordinator of the Unit's Teaching Development Program. Her Ph.D. on developmental approaches to teacher education is from the University of Queensland, and her research interests are predominantly in the areas of gender studies, and language and literacy.  相似文献   

14.
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   

15.
The authors investigated student and faculty perceptions of academic challenge at their institution, based on early administrations of the National Survey of Student Engagement (NSSE). This analysis revealed that the NSSE did not fully capture many meanings of academic challenge held by these faculty and students. This study led to a proposal for the development of an internal assessment approach using a modification of the NSSE and other scale items on academic challenge and student engagement. The authors discuss several implications of this study for academic scholarship and for institutional policy concerning the assessment of academic challenge.All authors except Jim Purcell are at Georgia College and State University. Stephen L. Payne received his Ph.D. in Management from Arizona State University. He is an Associate Professor of Management and has broad research interests in areas related to ethics and education. Karynne L. M. Kleine is an Associate Professor of Middle Grades Education and has an Ed.D. from the University of Maine in science studies. Her interests are intellectual development for teacher preparation and the history and philosophy of science education. Jim Purcell received his Ed.D. from the University of Alabama, is currently the Executive Director of State System Research for the Oklahoma State Regents for Higher Education, and concentrates on issues of student retention and graduation. Ginger Rudesal Carter is an Associate Professor of Mass Communication with a Ph.D. from the University of Southern Mississippi. Her interests include research on oral history, the media, and issues relating to the student press.  相似文献   

16.
The current study explores the feelings and thoughts that faculty have about their student evaluations of teaching (SET). To assess the perceptions of SETs, all teaching faculty in one college at a western Land Grant University were asked to complete an anonymous online survey. The survey included demographic questions (i.e. gender; rank such as assistant, associate, and full professor; and positions like non-tenure track, tenure track, and tenured) as well as questions related to faculty's feelings while reading their SETs. While minimal differences were found in responses based on rank or position, several differences were found based on faculty gender. Overall, female faculty appear to be more negatively impacted by student evaluations than male faculty. These gender differences support previous research that suggests males and females receive and react differently to personal evaluation. Resultant suggestions include modifying surveys from anonymous to confidential and offering professional development training for faculty.  相似文献   

17.
J. Rufus Fears is professor of classics, chairman of the Department of Classical Studies, and associate dean of the College of Liberal Arts at Boston University, Boston, MA 02215. He is also director of the Boston University Humanities Foundation.  相似文献   

18.
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   

19.
Figuring “Success” in a Bilingual High School   总被引：1，自引：0，他引：1  
Using the concept of figured worlds, this article demonstrates how the faculty, staff, and students of Gregorio Luperón High School in New York City figured “success” by prioritizing the students’ linguistic and cultural resources. “Success” was constructed specifically through granting Spanish high status, developing positive teacher–student relationships, and relying upon the cultural artifact of the opportunity narrative. This qualitative ethnographic study focuses on the school-related social interactions that took place among students, teachers and staff, to explore the socially and locally constructed model of success within this bilingual high school for newly arrived, Spanish-speaking immigrant youth. Ali Michael is a PhD candidate in Teaching Learning, Curriculum and Society at the University of Pennsylvania. Her academic and research interests include whiteness studies, multicultural education and anthropology of education. Norma Andrade is the Language and Latin American Coordinator and Advocate for a non-profit organization, Refugee Women’s Alliance, located in Seattle, Washington. She advocates for the immigrant and refugee communities in Washington State. Lesley Bartlett is an assistant professor at Teachers College, Columbia University. Her research and teaching interests include anthropology of education, comparative and international education, sociocultural studies of literacies, transnationalism, and schooling across the Americas.  相似文献   

20.
Ph.D. in theoretical physics from the University of Maryland (United States), graduate in philosophy from the Collège St Albert in Louvain and in mathematics from the Catholic University in Louvain. At present, he is a professor in the Department of Science, Philosophy and Society at the University of Namur. He has published several books, includingLa construction des sciences: introduction à la philosophie et à l'éthique des sciences (1988 and 1992), andAlphabétisation scientifique et technique: essai sur les finalités de l'enseignement scientifique (1994). His research interests are concerned with the relationship between ‘science and society’ and particularly between ‘science teaching and society’.  相似文献   

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