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Merl Baker 《Innovative Higher Education》1991,16(2):157-171
The enthusiasm of faculty for their respective academic pursuits is recognized as a most important issue in most American institutions of higher education. Numerous approaches have been described and advocated to enhance faculty satisfaction with their work with a growing appreciation for the value of renewal programs. Self renewal through challenging work assignments is deemed a most practical approach and can be achieved practically within tightening financial restraints. A major handicap to the exploitation of self renewal programs has been a lack of tangible measurements of achievements in the academic functions being pursued. This paper proposes the use of functional productivity indices as tools for motivating renewal opportunities and assessing experiences. 相似文献
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Faculty development in the United States 总被引：5，自引：0，他引：5
This report gives an overview of faculty development in the United States during the past 30 years and suggests what remains to be done before this movement becomes fully institutionalized in American higher education.Jerry G. Gaff is Vice President at the Association of American Colleges. His degrees are at DePauw University (A.B.) and Syracuse University (Ph.D.) with specialization in psychology. He helped pioneer the establishment of campus-based faculty development programs in the 1970s, has worked on improving undergraduate general education programs, and currently directs a new project to prepare future faculty members for their roles in teaching and service, as well as research. Ronald D. Simpson is Director of the Office of Instructional Development at The University of Georgia, where he also is professor of Higher Education and Science Education. He holds degrees from The University of Tennessee and The University of Georgia. 相似文献
4.
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
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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
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Gershon Vincow 《Innovative Higher Education》1997,21(3):165-178
After definition and explanation of the concept of the student-centered research university, the idea of the student-centered course is explained. Finally, faculty concerns about this model are discussed.These remarks were first presented at the Academic Affairs Faculty Symposium at the University of Georgia in 1994.Gershon Vincow is the Vice Chancellor for Academic Affairs at Syracuse University. He received the Ph.D. from Columbia University in Chemistry, also the field of his M.A. and A.B. degrees. He has taught and conducted research in physical chemistry, and his current particular interest is issues of renewal in higher education with emphasis on student-centered and learning-centered approaches. 相似文献
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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
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基于在哈佛大学的实地参与观察,作者认为：教师与学生一起参与学术研讨活动并共同餐饮,有助于师生之间多方面关系的深入和加强;促进师生平等交流,对学生批评性学术能力的养成作用巨大;使大学教育与社会生活紧密结合在一起。文章提出,教育嵌入于社会,应与社会融合、向社会开放,才有利于学生分析和应用能力的培养。比较而言,国内虽有领风气之先的做法,但普及不够,个中真味体现不足。 相似文献
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David H. Provost Ph.D. 《Innovative Higher Education》1976,1(1):14-18
Faculty morale is low and falling. Support budgets for higher education are tight and getting tighter. The quality of education programs increasingly is questioned. This article presents a case for selective funding of new approaches to higher education. The author argues that though blank-check funding is a phenomenon of the past, special incentive grant programs are an effective means of addressing all three problems. He cites the Fund for the Improvement of Postsecondary Education and a special State Fund for Innovation and Improvement in the Instructional Process in California as programs that have tapped faculty creativity and improved the quality of education at modest cost.David H. Provost, Professor of Political Science on leave from California State University, Fresno, is Statewide Dean, Division of New Program Development and Evaluation, Office of the Chancellor, The California State University and Colleges, Long Beach, California 90802. 相似文献
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In this article we examine a flexible curricular approach known as the “Option.” The Option enables students to supplement traditional majors with a coherent set of courses and other educational experiences in a related, often interdisciplinary field. Options can act as curricular bridges between mainstream academic fields and problems of professional practice. They can also give students experience with emerging subject areas (e.g., biomedical engineering). Options serve as laboratories for experimenting with new subject areas before incorporating them fully into the curriculum as majors and minors. Hence, Options promote creativity and risk-taking by providing a proving ground for potential new academic programs.Roger G. Baldwin received his doctorate in higher education from the University of Michigan. He is currently Professor of Higher, Adult, and Lifelong Education at Michigan State University. His research interests include curriculum development and reform, faculty career development, and organizational change. Melissa J. Baumann received her doctorate in Materials Science and Engineering from Case Western Reserve University. She is currently Associate Professor of Engineering at Michigan State University. Her research interests include biomedical materials research, specifically ceramic scaffolds in bone tissue engineering and biomedical engineering education. 相似文献
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The well-known and respected Pew Foundation recently suggested four prerequisites for departmental change and renewal—a dedication to teamwork, collective dialogue and inquiry about effective teaching, a commitment to quality control and rewarding collective goals, and the leadership of a purposeful chair (Pew Foundation, 1996, pp. 7-9). Many realities that surround academic programs work against these critical conditions for renewal: conflicting faculty interests, turbulent environments, unclear institutional goals, to name a few. This paper examines teamwork, teaching, quality, and leadership as means to mitigate the contradictions and enhance department renewal. 相似文献
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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
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Peter Balbert 《Innovative Higher Education》1991,16(2):139-156
Faculty renewal can be better understood and implemented when the resonant meanings of the term renewal are more fully appreciated. The essay integrates an etymological history of that word with several concrete programs that a Chair and Department can undertake to increase the production of quality faculty research. The shifting and multiple definitions of this term since the time of Chaucer suggest its dynamic, varied applicability today in any practical attempt to increase our colleagues' productivity. The essay also describes four archetypal examples of faculty in need of research renewal, and each example is related to the development of literary history, to various psychologies of success and failure, and to the unusual workings of a research committee.Peter Balbert received his graduate degrees from Cornell University. He is currently professor of English and chair of the English Department at Trinity University in San Antonio, Texas. The author of three books on D.H. Lawrence, his essays on modern and contemporary fiction and on university administration have appeared in many academic journals and anthologies. 相似文献
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There is growing recognition of the complexity of academic work and the need for university and college faculty members to develop scholarly approaches to teaching and learning. While structured programs of study have been initiated for faculty to address these issues in various higher education contexts, very little research has investigated the theory–practice relationship of the scholarship of teaching and learning within a faculty certificate program context. This article presents a program development and evaluation framework to enhance the theory–practice integration of the scholarship of teaching and learning in such a program. Data suggest that a broad range of institutional and programmatic strategies can enhance the scholarship of teaching and learning in a faculty certificate program. A scholarly approach to teaching and learning is viewed as both an individual and social contextual process.Dr Harry Hubball and Dr Helen Burt are faculty members at the University of British Columbia, BC, Canada. Harry Hubball's research focuses on curriculum and pedagogy in university settings. He coordinates the UBC Faculty Certificate Program on Teaching and Learning in Higher Education. Helen Burt is the Associate Dean of the Faculty of Pharmaceutical Sciences. Her research interests include the development of novel polymer-based drug delivery systems. 相似文献
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Yu Li 《Chinese Education & Society》2020,53(3):115-133
Abstract Based on data from the “2014 Chinese University Faculty Survey,” this article analyzes the distribution characteristics and manifestations of internationalization from returnee faculty to Chinese colleges as well as their impacts on the internationalization of higher education in the three dimensions of scientific research output, teaching content and methods, and international exchanges. Compared to local teachers, returnee faculty members adjust their research output strategies to reach a higher level of internationalization. They favor publishing papers in international journals and publish fewer domestic papers and make fewer domestic patent applications. They focus on international perspectives and content in their course teaching content and methods. In terms of international exchanges, they participate in international academic conferences and travel abroad more often for advanced studies. Their experiences studying overseas accumulate their comparative advantage in the internationalization of the academic profession. Higher education institutions should make them play larger roles in promoting the internationalization of scientific research and teaching as well as international academic exchanges to improve the level of internationalization of Chinese higher education. 相似文献
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Kathleen Knight-Abowitz Kate Rousmaniere Alonzo Gaston Sonja Kelley William Solomon 《The Educational forum》2013,77(4):358-366
The faculty and administration of a school of education in the mid-Atlantic region formally adopted a standards-based, conceptual framework that reflects the values articulated by the faculty and the outcomes for students as they prepare for and develop in their professions. Faculty and administrators agreed to use the framework as the basis for examining professional programs, academic courses, and professional experiences, as well as for governing interactions with one another as colleagues. This article describes the conceptual framework, its goals, research used to evaluate the framework, and the outcomes attained. 相似文献
17.
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
18.
Graduate students have few opportunities to gain experience in the full range of teaching and to become aware of the issues related to a career of teaching in higher education. A program designed to provide these opportunities must accommodate both the variation within the institution's graduate programs and the complexities of graduate student life to be successful. The University of California, Davis, developed the Program in College Teaching in which participants develop and then fulfill contractual agreements for a faculty guided investigation into teaching in the discipline and supporting individualized activities focused on the practice and issues of teaching in higher education. This article notes five factors and assumptions of program development, discusses how they impact a program for training graduate students to be college teachers, describes the current Program and evaluates its pilot year.William E. Davis is Program Coordinator of the Teaching Resources Center at the University of California, Davis. He obtained his Ph.D. in Ecology in 1990 at the University of California, Davis. He focuses on providing opportunities for GTAs to improve their teaching skills. Douglas L. Minnis is Senior Lecturer, emeritus, in the Division of Education at the University of California, Davis. He obtained his Ed.D. in Higher Education in 1963 at the University of California, Berkeley. He has been actively involved in GTA training since 1970. 相似文献
19.
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
20.
吉尔曼的办学理念与约翰·霍普金斯大学的成长 总被引：1，自引：0，他引：1
吉尔曼是19世纪中后期美国高等教育思想家和改革家,他创立的约翰·霍普金斯大学是美国第一所现代研究型大学,并成为许多大学学习的榜样。他倡导的学术自由、以人为本、重视师资队伍建设、开展研究生教育等思想在美国高等教育发展史上产生了极其重要的影响。 相似文献