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1.
This study examines how student practice of scientific argumentation using socioscientific bioethics issues affects both teacher expectations of students’ general performance and student confidence in their own work. When teachers use bioethical issues in the classroom students can gain not only biology content knowledge but also important decision-making skills. Learning bioethics through scientific argumentation gives students opportunities to express their ideas, formulate educated opinions and value others’ viewpoints. Research has shown that science teachers’ expectations of student success and knowledge directly influence student achievement and confidence levels. Our study analyzes pre-course and post-course surveys completed by students enrolled in a university level bioethics course (n = 111) and by faculty in the College of Biology and Agriculture faculty (n = 34) based on their perceptions of student confidence. Additionally, student data were collected from classroom observations and interviews. Data analysis showed a disconnect between faculty and students perceptions of confidence for both knowledge and the use of science argumentation. Student reports of their confidence levels regarding various bioethical issues were higher than faculty reports. A further disconnect showed up between students’ preferred learning styles and the general faculty’s common teaching methods; students learned more by practicing scientific argumentation than listening to traditional lectures. Students who completed a bioethics course that included practice in scientific argumentation, significantly increased their confidence levels. This study suggests that professors’ expectations and teaching styles influence student confidence levels in both knowledge and scientific argumentation. 相似文献
2.
Ga-eun Seo Amir Hedayati Mehdiabadi Wenhao Huang 《Journal of Further & Higher Education》2017,41(6):741-759
This exploratory study aims to identify the core competencies necessary to successfully advance the careers of female associate professors in higher education. To ascertain these core career competencies, a critical incident interview technique was employed. One-to-one semi-structured interviews with six female full professors at a major research university in the Midwestern region of the United States were conducted. Based on participants’ career advancement experiences, the following competencies were identified: (1) making important connections, (2) fulfilling responsibilities in academia, (3) being politically savvy, (4) managing personal and professional obligations, (5) developing a sense of self-agency for one’s career, and (6) believing in one’s self in the work environment. The action-oriented findings of this research, rather than skill-based, can be easily adapted by faculty and institutions, both domestically and internationally, to improve current practices. These findings offer a unique contribution for improving the research and practice of career development among female faculty in higher education. 相似文献
3.
Commitment in the knowledge‐intensive sectors has today become a key organisational dilemma as well as a serious managerial concern. In the university setting, faculty members’ commitment to various stakeholder bases and the subsequent implications have hitherto been studied only to a limited extent. Through a quantitative survey, this paper studies university professors’ various modes of commitment and investigates the role of university brand in the context of Iranian universities. The findings reveal that university professors with higher level of professional commitment tend to be more organisationally committed. Furthermore, it is shown that university brand can increase the impact of professional commitment on organisational commitment. 相似文献
4.
Elizabeth Wood 《Teachers and Teaching》2013,19(1):95-100
Abstract Teachers and university professors hold strong, and often different, views on school subjects and academic disciplines. This paper explores the meanings of subjects and disciplines for teachers and university professors who have different subject or disciplinary affiliations as these emerge within discussions about curriculum in a professional development context. It describes a group of university professors and secondary school teachers who met to discuss new developments in research in the humanities and social sciences and their impact on school curriculum. The professors brought their expertise in their academic disciplines and their teaching experience to the conversations. Teachers brought their varied disciplinary knowledge, pedagogical content knowledge and a deep understanding of schools. They perceived their primary goal as making ‘translations’ and ‘transformations’ between university and school. There were many bridges to cross within these complex and multi‐layered conversations. The possibility of bridges was enhanced by sharing common experiences in dealing with dilemmas of teaching. However, it demonstrated the importance of exposing the key structures and arguments of the disciplines as a first step in building bridges among subject communities and between universities and schools. 相似文献
5.
Arnold J. Auerbach 《Educational gerontology》2013,39(4):277-287
Teachers and practitioners of gerontology in universities and social agencies are overlooking an important resource that resides in the skills, experience, and knowledge of retired professors. Many of them are healthy, financially secure, and willing to volunteer their talents in interdisciplinary and intergenerational projects on the campus and in the community. The author suggests that retired professors, organized in an Emeritus College, officially recognized and modestly funded, would bring a grand‐parental, extended‐family presence to the campus, and provide a partnership with teaching faculty and students involved in gerontological education and practice. Such a college would not displace regular faculty or graduate assistants, but provide supplementary support in organizing and participating in symposia, lectures, research, tutoring, public relations, fund‐raising, and similar activities on the campus and in the community. The two‐year experience at Southern Illinois University in Carbondale is reviewed. 相似文献
6.
This study, based on repeated interviews, tracked four sucessive cohorts of new faculty at a large state university over each of their semesters on campus. It documents trends for these new hires, notably in how they coped with social and intellectual isolation, with conflicts between their own and senior faculty's values, and with finding social support. New faculty evidenced differences as a function of the degree of their experience and of return from non‐academic careers. Older and more experienced new faculty found fewer friends and social supports on campus. New faculty needed at least three years to feel a real part of campus. 相似文献
7.
大学文化特色,是指一所大学中大学人共同的价值观念和行为方式的体系中所呈现出来的独特个性,这种"独特个性"是为一所大学所独有。其个性通过大学文化空间(校园)、主体(大学人)和内容(以知识和学科、专业为其核心和基础)体现出比较固定的与众不同的独特性和优良性,体现在大学理念和大学精神等大学价值观念上,则表现为大学的精神文化特色;体现在大学各种教学、行政、学生管理制度和奖惩条例、组织架构之中,则构成大学的制度文化特色;体现在大学校园建设的硬件设施之上,则表现为物质形态的文化特色;体现在教学、科研、文化、体育等活动之中,则表现为大学活动文化特色。大学文化特色的内涵非常丰富,体现在大学精神文化、制度文化、物质文化、活动文化等各个层面上。最主要的是:独到的教育理念和大学精神;独特的校风、学风和浓郁的文化氛围;优良的制度和制度精神;独具特色的校园环境、师资、学科;与众不同的活动文化传统和活动"品牌";良好的社会影响和效果。 相似文献
8.
The purpose of this study was to explore Chinese university professors’ decisions about ethical issues in classroom assessment. A survey with fifteen scenarios that describe professors’ thoughts about ethics in assessment practices was administrated to 555 professors from 143 colleges and universities in 29 provinces in China. The results of the quantitative analysis indicated that professors’ interest in professional development related to classroom assessment, and their dispositions were significantly associated with their agreement with experts in the field of classroom assessment. Professors’ gender, highest degree, professional rank, and years of teaching experience did not significantly predict their agreement. The qualitative analysis revealed that maintaining fair assessment vs being caring to students and asserting professors’ rights vs abiding by university policy were the crucial aspects for professors to consider in classroom assessment. Findings of the study could help educators identify ethical issues in assessment, develop guidelines to ensure fair assessment, and incorporate differentiated strategies in professional development workshops in higher education.
相似文献9.
In this study, we assumed that organizational heterogeneity is a key factor influencing the effects of university–industry cooperation policy in higher education institutes. Gender difference, faculty position, faculty member nationality, and diversity in academic expertise were considered as the indicators of heterogeneity. One-hundred graduate institutes with doctoral programs were selected from 881 departments offering doctoral programs in Taiwan as our target group. Correlation analysis, regression analysis, and curve estimation according to the concept of Blau’s index were conducted to determine the effects of graduate institute heterogeneity. Gender difference in graduate institutes played a crucial role on the effect of university–industry collaboration. The results reveal that excessive or insufficient differentiation among faculty positions has an adverse effect on university–industry collaboration, presenting both advantages and disadvantages in this case. A Blau’s index value of 0.56 for faculty position differentiation indicated optimal performance in university–industry collaboration. To enhance university–industry collaboration, this study suggests that the optimal fit proportion of faculty numbers in graduate institutes is seven professors to two associate professors to one assistant professor. Diversity in expertise in graduate institutes also indicated improved performance in university–industry collaboration. Determining how to diversify the expertise in graduate institutes is critical for improving performance and must be considered at specific institute level. The findings provide specific strategies for graduate institutes to reallocate their human resources to optimize their performance in this field. 相似文献
10.
Jill Channing 《Community College Journal of Research & Practice》2013,37(11):757-760
ABSTRACTOver the years, there has been an increased call for accountability by legislators, policy makers, and the public for educators at all levels (Arreola, 2007; Fincher, 1983). College and university professors have not traditionally been subjected to much oversight or evaluation, especially after they receive tenure. Nevertheless, there are many models for tenure and posttenure evaluation (Arreola; Buller, 2012; Licata, 1986; Licata & Morreale, 1999). Each model emphasizes a variety of purposes such as encouraging faculty’s development as educators, as scholars, and as members of college communities. Other reasons include making recommendations for retention and/or tenure, evaluating teaching effectiveness, and evaluating overall performance. Provided here is an analysis of administrators’ and faculty members’ differing perceptions of faculty evaluations as well as suggestions for improving faculty performance reviews and implications for further study of faculty evaluation. 相似文献
11.
论校园"文脉"在新校区建设中的传承与创新--以福建师范大学新校区规划为例 总被引：1，自引：0，他引：1
杨章诚 《福建师大福清分校学报》2004,(3):86-89
大学新校区校园建设规划受到广大师生的瞩目,其中一个重要的问题是如何传承学校的传统,使校园建筑环境这个物化了的校园文化,不仅起到传达丰富的文化内涵,营造做学问和育人氛围的作用,而且要给师生以奋发向上的精神感染力,从而得到广大师生的强烈认同,成为学校与师生校友精神和感情联络的纽带.本文从新校区建筑与环境规划的角度,探讨了大学校园"文脉"的传承与创新的问题. 相似文献
12.
Robert Perrucci Kathleen O'Flaherty Harvey Marshall 《Research in higher education》1983,19(4):431-449
This paper contrasts the performance levels and promotion experiences of 371 faculty members under three different market conditions reflecting the supply and demand for university faculty (buyer's market, seller's market, and stable market). The central questions examined are, What is the effect of market conditions upon (1) the length of time it takes for promotion; (2) the promotion rate; (3) the productivity of assistant and associate professors before each promotion; and (4) the productivity of full professors after attaining that rank? Findings are most consistent with a market model indicating that faculty promoted during a buyer's market remain in rank longer before being promoted and exhibit a greater rate of productivity than faculty promoted during other market conditions. There is also support for the elite model in that the impact of “tight” market conditions on productivity is greatest for faculty below the rank of full professor. 相似文献
13.
印晓慧 《内江师范学院学报》2012,27(5):91-94
大学生职业生涯辅导在大学生思想政治教育中具有举足轻重的地位,其着眼于人的全面、协调、可持续发展,强调的是终身学习和自我教育,目标是促进青年成长成才并完成从知识汲取者到财富创造者的转化。因此,应围绕大学生思想政治教育工作进行职业生涯辅导,在内容上通过职业意识的培养。职业能力的提高、创新创业教育和社会资本理论的学习对大学生职业生涯规划予以指导,同时还要通过课程建设、校内素质拓展、校外学习实践和网络思政平台的综合运用等来对职业生涯辅导的形式予以创新。 相似文献
14.
王继华 《商丘职业技术学院学报》2012,(3):76-77
美国等发达国家大学校园文化建设,对我们思考我国高校校园文化建设很有其借鉴意义。美国大学校园文化建设的特点有：更加尊重学生校园文化活动的主体地位、更加注重大学多元文化的交叉与融合及更加强调和重视对学生创新和实践能力的培养。目前,我国大学校园文化建设亟待转型：从＂学校主导＂向＂学生主体＂转变、从＂文化统一＂向＂多元交叉＂转变、从＂注重传统＂向＂强调创新＂转变及从＂专才教育＂向＂通才教育＂转变。为此,我们从树立理念、提高热情、重视社团建设和推进社会实践活动等角度,提出自己关于推进我国大学校园文化建设的建议。 相似文献
15.
Kathryn C. Senie 《Community College Journal of Research & Practice》2016,40(4):269-284
This study examined the cultural aspects of a transfer articulation policy between public community colleges and state universities enacted by a newly consolidated state governing board for higher education in a northeastern state. A qualitative multisite case study design explored how key stakeholders, faculty, administrators and staff viewed the transfer policy from their unique perspectives. Tierney’s (2008) cultural analysis of governance was used to examine the effectiveness of communication and decision-making on the part of the board. The study also applied Handel’s (2011) theory of a transfer affirming culture along with Jain, Herrera, Bernal, and Solorzano’s (2011) research on the requisite services for pretransfer and posttransfer success of nontraditional students. The use of several theoretical frameworks provides “a more powerful lens than when using only one in helping to interpret and understand culture” (Kezar &; Eckel, 2002, p. 440). The study was guided by the following question: How do community college and state university faculty, administrators and staff perceive the Transfer Mobility Policy in relation to their campus cultures? The findings identified difficulties with community college curricula and student transfer advising as well as a cultural gap between the community colleges and the state university. They underscored the politics that surrounds higher education governance reform and resultant clash between political and academic cultures. This study may help policy makers promote statewide transfer and articulation initiatives and be instructive for faculty, administrators, and staff as they seek to improve the success of students who transfer from community colleges to four-year colleges and universities. 相似文献
16.
李先军 《湖南师范大学教育科学学报》2012,(4):28-31
当前我国一些高校教师的形象受到社会各界的质疑,主要原因在于一些高校教师放弃了其应承担的神圣使命,沦为利益集团的代言人。德国哲学家、教育家费希特提出,学者除应承担普通人的使命外,还应承担3项主要使命:一是献身科学知识的追求;二是传承科学文化;三是提升社会道德。我国高校教师尤其是一些重点大学的教授无疑包含在他所说的学者之内。他的思想有利于我们全面理解高校教师的责任,为我国高校教师的职业道德建设提供有益的启示。 相似文献
17.
Cost-Benefit Evaluation: Students’, Faculty’s,and Staff’s Willingness to Pay for a Campus Safety App
Manako Yabe 《Journal of Criminal Justice Education》2017,28(2):207-221
Many universities began to explore possibilities of launching campus safety apps beyond blue light emergency towers to improve campus security. However, no previous studies exist regarding whether the apps have more benefits beyond their annual fees, compared to their annual fees of blue light emergency towers. This study conducted a choice experiment to measure students’, faculty’s, and staff’s marginal willingness to pay for a campus safety app at a large public university in the United States. As a result, a total of these groups’ values of the app was shown to be at least $30,205 per year. This result indicated that their values were three times larger than the actual annual fee of the campus safety app, and cost-effectiveness compared to blue light emergency towers. 相似文献
18.
Harriet L. Schwartz Elizabeth L. Holloway 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):115-135
Meaningful academic relationships between adult master’s students and their professors can both deepen students’ learning and serve as a regenerating force for professors. This study employed grounded theory methods to explore the question, “What goes on in relational practice between master’s students and professors?” I interviewed 10 matched pairs of recent alumni and professors who identified as having “a meaningful academic relationship”. Dimensional analysis surfaced two core dimensions: reconstructing and regenerating. In reconstructing, the students’ core dimension reveals the student experience of reconstructing, or understanding more deeply, theory or one’s self. In the case of regenerating, the professor’s core dimension identifies the professors’ experience of “giving back” through their teaching and extending their professional reach by training others. These experiences serve to reinvigorate professors over the course of their careers. In addition, findings in this study resonate with sensitizing concepts including relational cultural theory and relational practice. Finally, the analysis surfaced evidence supporting authentic teaching concepts and connected these concepts to faculty and student learning partnerships. 相似文献
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ABSTRACTThe purpose of this qualitative study was to examine the challenges professors of educational leadership encounter as they prepare aspiring principals to be instructional leaders. Drawing upon an open-ended questionnaire and semi-structured interviews of professors from across the U.S.A., we analyzed significant statements and created themes that illuminate the challenges facing university faculty in preparing aspiring principals for instructional leadership. From the analysis of the combined data sources, five overarching challenges emerged for preparing future principals for the role of instructional leader. These challenges are: (a) teaching instructional leadership via online courses, (b) time in the internship to focus on instructional leadership, (c) instructional leadership mindsets, (d) pedagogical knowledge for use in instructional leadership and (e) the professor’s knowledge/experience in instructional leadership. The five challenges presented in the findings highlight the need for continuous program evaluation and collaboration among faculty to address coursework both in the classroom and in the internship. Additionally, the challenges highlight the need for more research in how to prepare aspiring principals to be culturally responsive and adopt a growth-mindset when it comes to teacher development, and how to create powerful learning experiences for aspiring principals in varying program contexts. 相似文献