共查询到20条相似文献，搜索用时 578 毫秒
1.
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
2.
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
3.
Transforming the College through Technology: A Change of Culture 总被引：1，自引：0，他引：1
James A. McLoughlin Lih-Ching Chen Wang William A. Beasley 《Innovative Higher Education》2008,33(2):99-109
In this article we address the implementation of sustainable technological change among the faculty, staff, and students in
the College of Education and Human Services at a mid-western urban institution. We examine cultural factors common to institutions
of higher education and then describe particular planning and implementation processes employed at one institution to move
faculty and staff from a state of minimal technology use to one of substantial technological competence over a period of years.
The process turns out to be robust and stable despite growth over time. We conclude with recommendations for other educational
institutions facing similar needs for cultural change in the use of technology.
James A. McLoughlin has been Dean of the College of Education and Human Services at Cleveland State University since 1995 and Interim Provost
from 2000 to 2001; he received his Ph.D. in Special Education from the University of Arizona.
Lih-Ching Chen Wang is a Fulbright Scholar. She is currently an Associate Professor of Education in the Department of Curriculum and Foundations
at Cleveland State University. Her work focuses on the integration of technology into teacher education. She holds a Ph.D.
in Instructional Technology from Kent State University.
William A. Beasley is a Professor of Education who specializes in Educational Technology and runs the Center for Teaching Excellence at Cleveland
State University. He holds an Ed. D. in Gifted Education from the University of Georgia. 相似文献
4.
This study involved an analysis of faculty trust in a large southwestern institution. After reviewing the literature, we identified
a valid and reliable instrument, the Higher Education Faculty Trust Inventory, to measure higher education faculty trust in
administrators, colleagues, and students. We then used this instrument to gauge various aspects of faculty trust, and we found
significant trust differences among professors of varying academic ranks (i.e., adjunct, assistant, associate, and full professor).
We found, however, no significant trust differences in regard to race. Finally, we discuss the findings within a context of
implications for future research and practice in higher education.
Page A. Smith received his B.S. in Education from Wright State University, M.S. in Educational Administration from the University of Dayton,
M.A. in Educational Administration from The Ohio State University and his Ph.D. in Educational Policy and Leadership from
The Ohio State University. He is an Associate Professor at the University of Texas at San Antonio. His research pursuits include
organizational climate and health, institutional trust, workplace aggression and bullying, and leadership development.
Alan R. Shoho received his B.S. in Electrical Engineering from California State University at Fullerton, M.Ed. in Secondary Education from
the University of Hawaii at Manoa, and his Ed.D. in Secondary Education from Arizona State University. He is an Associate
Professor at the University of Texas at San Antonio. His research interests include aspiring principals, high school reform,
and organizational trust. 相似文献
5.
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
6.
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
7.
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
8.
Gary W. Peterson, Ph.D., is Associate Dean for Graduate Studies and Research in the College of Education, Florida State University and Associate Professor in the Program in Counseling Psychology and Human Systems (904-644-6885). 相似文献
9.
William C. Bosch Jessica L. Hester Virginia M. MacEntee James A. MacKenzie T. Mark Morey James T. Nichols Patricia A. Pacitti Barbara A. Shaffer Paul B. Tomascak Suzanne P. Weber Rosalie R. Young 《Innovative Higher Education》2008,33(2):83-98
Faculty, staff, and student perceptions of high-quality learning experiences were explored using focus groups attempting to
define a “learning-centered” college. Common themes emerged suggesting that a successful learning community requires faculty-student
collaboration, effective communication, critical thinking skills, reciprocal respect, faculty passion for learning, high expectations
of both students and faculty, a variety of teaching and assessment strategies, and student engagement in and responsibility
for learning. All groups stressed the need for learning opportunities outside the classroom in both intellectual and social
situations. These themes provide a conceptual framework for future campus initiatives, which has broad relevance for other
institutions.
William C. Bosch is Retired Director of the Center for Learning and Teaching. He received his M.S. in Computer Science from Syracuse University,
and his interests include teaching and learning in higher education and educational technology.
Jessica L. Hester is an Assistant Professor in Theatre and received her Ph.D. from The University of Texas at Austin. Her research interests
are American theatre history and dramaturgy.
Virginia M. MacEntee is Assistant Professor in Curriculum & Instruction. She received her Ed.D. in Early Childhood Education from Nova Southeastern
Florida University; and her interests include special education, authentic learning, and classroom technology.
James A. MacKenzie is Assistant Professor of Biological Sciences. He received his Ph.D. in Molecular Medicine from Wake Forest University School
of Medicine; and his interests include molecular and cellular biology, physiology, and human health and disease.
T. Mark Morey is Professor of Psychology and received his Ph.D. at Depaul University. Research interests include stress, trauma, and coping.
James T. Nichols is Instruction/Reference Librarian and Distance Learning Librarian. He received his M.A. in Library and Information Management
from the University of Denver; his interests include information literacy.
Patricia A. Pacitti is Coordinator of Math and Science Services for the Office of Learning Services. She received M.A.s in Mathematics and Statistics
from Pennsylvania State University; and her interests include developmental education, curriculum design, and classroom technology.
Barbara A. Shaffer is Coordinator of Reference Services and an Instruction Librarian at Penfield Library. She received her M.L.S. from Syracuse
University, and her interests include information literacy and online learning.
Paul B. Tomascak is an Assistant Professor of Geology and Geochemistry. He received his Ph.D. in geology from the University of Maryland;
his research interests include applications of elemental and isotopic systematics to understanding solid Earth and Earth surface
processes.
Suzanne P. Weber is Associate Dean of the School of Education and Professor of Science Education. She received her Ph.D. in Population Ecology
from Syracuse University; her current interests include assessment of student performance and program effectiveness in higher
education.
Rosalie R. Young is Associate Professor in Public Justice. She received her Ph.D.in political science from Syracuse University, and her interests
include family mediation and the ability of the poor to access the legal system.
All authors are currently members of the Committee on Learning and Teaching at State University of New York at Oswego. 相似文献
10.
Improving Campus Climate to Support Faculty Diversity and Retention: A Pilot Program for New Faculty
Fred Piercy Valerie Giddings Katherine Allen Benjamin Dixon Peggy Meszaros Karen Joest 《Innovative Higher Education》2005,30(1):53-66
We report on a series of pilot programs that we developed and carried out to support the success and satisfaction of new faculty, particularly faculty of color. We hope that others committed to retaining and supporting underrepresented faculty can apply our learning from this pilot project, as a whole or in part.Fred P. Piercy, Ph.D. (University of Florida), M.Ed. (University of South Carolina), B.A. (Wake Forest University) is the Department Head of the Department of Human Development at Virginia Tech. His professional interests include family therapy education, HIV social science research and prevention, and family intervention for adolescent drug abusers. Valerie Giddings, Ph.D., M.S. (Virginia Tech), B.S. (Bennett College) is the Associate Vice Chancellor for Lifelong Learning at Winston-Salem State University. Her professional interests include anthropometry and apparel fit, cultural aesthetics for apparel, and diversity issues in higher education. Katherine R. Allen, Ph.D., M.A. (Syracuse University), B.S. (University of Connecticut) is a Professor in Human Development at Virginia Tech. Her interests include family diversity over the life course, adult sibling ties in transition, and persistence of women and minorities in IT majors. Benjamin Dixon, Ed.D. (University of Massachusetts), M.A.T. (Harvard University), B.Mus.Ed. (Howard University) is the Vice President for Multicultural Affairs at Virginia Tech. His interests include diversity, multicultural education, ethical pluralism, and equity and inclusion issues related to organizational management and development. Peggy S. Meszaros, Ph.D. (University of Maryland), M.S. (University of Kentucky), B.S. (Austin Peay State University) is the William E. Lavery Professor of Human Development and the Director of the Center for Information Technology Impacts on Children, Youth, and Families at Virginia Tech. Her interests include positive youth development, leadership issues, female career transitions, and mother/daughter communication. Karen Joest, Ph.D. (Virginia Tech), M.S. (Chaminade University), B.S. (Indiana State University) is an Assistant Professor of Child and Family Studies at the State University of New York, College at Oneonta. Her interests include adolescents exposed to domestic violence, use of qualitative research, and use of technology and feminist pedagogy 相似文献
11.
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
12.
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
13.
Diane Gillespie Nives Dolšak Bruce Kochis Ron Krabill Kari Lerum Anne Peterson Elizabeth Thomas 《Innovative Higher Education》2005,30(3):149-162
This article describes and assesses “Research Circles” as a mechanism for enhancing faculty collegiality and research. Recently
established on our campus, these circles, composed of three to four faculty members, have had a particularly powerful effect
on the new faculty members' adjustment to their tenure track positions, especially since they entered a context that might
otherwise have been challenging: a new interdisciplinary upper-division campus with high expectations for teaching excellence.
Based on the end-of-year evaluations, journals, and focus groups, the co-authors described themes that emerged from their
participation in these circles. Circle participation not only facilitated faculty writing throughout their first year, but
it also fostered the development of an interdisciplinary community which nurtured creativity and risk taking in writing.
All authors are currently teaching in Interdisciplinary Arts and Sciences (IAS) at The University of Washington, Bothell (UWB).
Except for Diane Gillespie, Professor and Associate Director of IAS, all other authors are Assistant Professors in IAS. Diane
Gillespie received her Ph.D. in cultural and psychological studies in education from The University of Nebraska, Lincoln.
Her interests include critical pedagogy, narrative psychology, and cultural diversity. Nives Dolšak received a joint Ph.D.
in public policy and political science from Indiana University. Her interests include public policy, environmental policy,
and international relations. Bruce Kochis, received his Ph.D. in Slavic languages & literatures at the University of Michigan.
He focuses on global human rights policy, discourse analysis, and political theory. Ron Krabill received his Ph.D. in sociology
and historical studies from New School for Social Research. His interests include comparative media, politics and social movements
with a special emphasis on South Africa, as well as the study of peace, conflict, social justice, and human rights. Kari Lerum
received her Ph.D. in sociology from The University of Washington. Her interests include culture, organizations, sexuality,
qualitative methods, and visual studies. Anne Peterson received her Ph.D. from Washington University. Her interests include
urban politics and policy and the distribution of natural resources at the local level. Elizabeth Thomas received her Ph.D.
in psychology from The University of Illinois at Urbana—Champaign. Her interests include community-based resources for adolescent
development, cultural psychology, and the social context of learning. 相似文献
14.
Stephen L. Payne Karynne L. M. Kleine Jim Purcell Ginger Rudeseal Carter 《Innovative Higher Education》2005,30(2):129-146
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
15.
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
16.
Students take summer and compressed courses for a variety of reasons and research indicates that learning outcomes in these courses are similar to those gained in traditional semester or quarter courses. This quantitative study was an attempt to clarify faculty perceptions about summer compressed courses. One hundred and fifty-one faculty members teaching at a large, multicampus institution completed a survey addressing teaching methodology, approaches to student assessment, and other pedagogical issues relating to such courses. It was determined that many faculty did make adjustments in teaching methods and approaches to student assessment. In addition, perceptions were different between experienced/tenured faculty and inexperienced/nontenured faculty.Mark Kretovics is an Assistant Professor of Higher Education Administration and Student Personnel at Kent State University. He received his Ph.D. from Colorado State University and his research interests include the assessment of student learning, business practices in higher education, distance education, and pedagogical issues in compressed courses. Mark had over 20 years of administrative experience within higher education before transitioning into his current faculty role. Alicia R. Crowe, Ph.D. is an Assistant Professor in the Department of Teaching, Leadership, and Curriculum Studies at Kent State University. Her areas of interest and research include teacher education, social studies education, teacher learning, and technology integration. Eunsook Hyun, Ph.D. is Associate Professor in the Department of Teaching, Leadership, and Curriculum Studies at Kent State University. Her area of research interests include teacher education, critical pedagogy, curriculum theorizing, and higher education curriculum 相似文献
17.
Using data from the College Student Experience Questionnaire research program between 1998 and 2004, this study examined the effects of student engagement in inquiry-oriented activities
on a range of self-reported college outcomes. The results indicate that (1) engaging in inquiry-oriented activities has significant
and positive effects on a global measure of gains; (2) engagement has positive effects on some college outcomes but negative
effects on others; (3) the effects of inquiry-oriented activities are conditional, with some students benefiting more than
others. This study reveals the complexity of the influences of inquiry-oriented activities on college students and points
to implications for institutional policies and programs that may be effective in fostering desired college outcomes.
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 college access and success, student engagement,
and higher education finance. His contact information is 113 Stone Building, Florida State University, Tallahassee, FL 32306.
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.
Shaoqing Li is a senior research analyst in the Office of Institutional Research at Florida A&M University. She received her M.S. degree
in Computer Science and Ph.D. in Instructional Systems Technology from Indiana University. Her expertise includes information
technologies, learning theories, and institutional research. 相似文献
18.
David MacPhee Kevin Ann Oltjenbruns Janet J. Fritz Jill C. Kreutzer 《Innovative Higher Education》1994,18(4):289-309
We describe pedagogical strategies for infusing a multicultural perspective into courses across a variety of disciplines; these methods have proven effective with students who are predominantly Anglo and oriented toward careers in the human services. The strategies include personalizing information through vicarious learning and case studies; inculcating critical thinking skills; simulations; literary analysis; and cooperative learning in large classes. Changes were documented in student attitudes, emotions, knowledge, professional skills, and the classroom environment. We review lessons learned about the process of curriculum revision, especially the importance of faculty support systems and impediments to implementation.All of the authors are faculty members in the Department of Human Development and Family Studies at Colorado State University; Drs. MacPhee, Oltjenbruns, and Kreutzer are Associate Professors and Dr. Fritz is a Professor. Each of the authors is a trainer for the multicultural infusion project. David MacPhee holds a Ph.D. in developmental psychology from the University of North Carolina-Chapel Hill. His primary research interests include primary prevention for at-risk youth and families, and multicultural and gender issues. Kevin Oltjenbruns completed her doctoral degree in educational and psychological studies at the University of Colorado. The principle focus of her work has been on grief and loss, career development, and student retention. As Associate Dean of the College of Applied Human Sciences, she spearheaded the multicultural infusion project described in this article. Janet Fritz's graduate work was completed at Cornell University. Her research interests include cognitive development, children's self-worth, stress and coping, and cross-cultural variations in socialization. Jill Kreutzer earned her Ph.D. in education from Colorado State University. She is interested in adolescent development, especially resilience among at-risk youth, and career development.Portions of this work were presented at the 5th Annual National Conference on Racial & Ethnic Relations in American Higher Education (June, 1992).Requests for curriculum and training materials should be directed to the Dean's Office, College of Applied Human Sciences. 相似文献
19.
Mitchell E. Batoff 《The Teacher Educator》2013,48(1):38-40
Lively Elementary Science Programs: A Handbook of Suggestions for Introducing and Maintaining Innovative Science Activities. Submitted to the Massachusetts Advisory Council on Education by Dean K. Whitla, Project Director, and Dan C. Pinck, Associate Project Director. Office of Instructional Research and Evaluation in the Faculty of Arts and Sciences, and the Harvard Graduate School of Education, Harvard University, Cambridge, Massachusetts 02138. January 1974. $3.25 相似文献
20.
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