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1.
ABSTRACT

This study explored how faculty members implemented constructivist teaching methods after training. The student-centered teaching methods were interactions and collaborations, authentic learning and real-world experiences, linking material to previously learned information, and using technology in the classroom. Seven faculty members trained in student-centered teaching methods by the professional development department at a community college were interviewed. Interviews were supplemented with teacher-generated documents and classroom observations. All reported implementing the recommended practices in the classrooms, both online and in traditional face-to-face classrooms.  相似文献   

2.
As more faculty members utilize student-centered methods, we should also expect to see an increase in graduate teaching assistants (TAs) who are asked to co-teach these classes. However, little is written about the challenges TAs face and the adjustments they make when teaching student-centered courses. This study examined a student-centered course taught by the hevruta method, a dyadic approach that emphasizes text-based student discussions. Although students reported significant learning gains, both they and TAs had to negotiate new instructional roles. Based on student and TA feedback, strategies are presented to facilitate effective student learning in a student-centered course co-taught by TAs.  相似文献   

3.
This study extends the scope of research that examines the connection between physical attractiveness and student perception through a survey analysis. While other studies concentrate on physical attractiveness alone, we examined not only perceptions of attractiveness but its impact on students’ perception of knowledge, approachability and faculty selection in a hypothetical course. Using ordered logistic regression, logistic regression and ordinary least squares regression to examine the interaction between age, attractiveness, knowledge and approachability, our findings show that younger faculty members are perceived as more approachable and more attractive, while older faculty members are perceived as more knowledgeable. Faculty perceived as more attractive are also perceived to be more approachable. Further, we test the impact that these results have on faculty selection in a hypothetical course and find that students are more likely to select an attractive and approachable faculty member to take a course with, regardless of perceived knowledge of the faculty member. Overall, although the perception of beauty may be cursory, its results may not be when considering the primacy effect, role model effect and teaching effectiveness assessment.  相似文献   

4.
The purpose of this study was to explore the relationship between department/division chairpersons' interpersonal behavior and their perceived leadership effectiveness. The Departmental Evaluation of Chairperson Activities for Development (DECAD) system was used to determine the department chairpersons' administrative effectiveness. Element B, developed by Will Schutz, was used to assess the chairpersons' interpersonal behavioral characteristics. The participants were department/division chairpersons and full-time faculty members from 15 of the 17 public and private community colleges in a southern state. Survey packets were mailed to faculty members and department/ division chairpersons in the humanities and social sciences divisions. Sixty-seven percent of the faculty responded and 93% of the chairpersons responded. Statistical analyses revealed significant differences in the dependent variables of received inclusion, perceived inclusion, and wanted inclusion interpersonal behaviors between the ineffective and effective chairs. These findings suggest that effective department chairpersons possess a need to maintain and establish interaction with others. Also, effective chairpersons were perceived to be, and want to be, included by others.  相似文献   

5.
The purpose of this study was to investigate university faculty’s perceptions of teaching support and their teaching efficacy in Taiwan. In addition, the relationship of perceived teaching support to faculty’ teaching efficacy was examined. Questionnaires measuring three dimensions of teaching support and six dimensions of teaching efficacy were distributed to 1,700 university faculty members, yielding 505 complete sets of responses. The public faculty show higher perceptions of teaching support and teaching efficacy than do their counterparts. The correlation coefficients between perceived teaching support and teaching efficacy among the public faculty are lower than those among the private ones. Peer support, teaching resources, and university type have some impact on faculty teaching efficacy. Administrative support, however, does not make a significant additional contribution to the variance in teaching efficacy.  相似文献   

6.
This analysis reviews the research that has been done on the connection between research productivity or scholarly accomplishment of faculty members and their teaching effectiveness (as assessed by their students). On average, there is a very small positive association between the two variables. To understand this relationship better, extant research was explored for factors that might mediate either positive or inverse associations between research productivity and teaching effectiveness and those that possibly could be common causes of them. Pedagogical practices and dispositions of faculty members, as well as certain course or class characteristics (size of class, electivity of course), were examined as potential mediating factors. Potential common causes investigated were academic rank and age of faculty members, their general ability, their personality characteristics, and the amount of time or effort they spend on research activities. The association between research productivity and teaching effectiveness was explored further by considering whether its size and direction varies by career stage of faculty members, their academic discipline, and the type of college or university in which they teach.  相似文献   

7.
Although various work-family policies are available to faculty members, many underuse these policies due to concerns about negative career consequences. Therefore, we believe it is important to develop an academic work culture that is more supportive of work-family needs. Using network data gathered from faculty members at a Midwestern university, this study investigated the relationship between friendship connections with colleagues and perceived work-family supportiveness in the department. It also explored the role of parental status in the relationship for men and women. Results show that faculty with larger friendship networks have more positive perceptions of work-family culture compared to faculty with smaller friendship networks, for all faculty except women without children.  相似文献   

8.
The interdependent relationship between research and teaching is at the heart of research-intensive universities. In the present study, an initial electronic quantitative survey was undertaken following which, we performed 28 in-depth, semi-structured interviews amongst a cross-section of faculty in a research intensive Irish university to capture how faculty conceptualise the relationship between research and teaching. Our qualitative analysis revealed a dynamic framework with three interacting phases: 1) teaching is enhanced by research 2) learning research skills and competencies; and 3) student engagement with research practice. These themes contribute to the development of the student as a researcher and the implicit vision of the research-intensive university as a ‘community of scholars’ where teaching enhances research and research enhances teaching. The perceived benefits of teaching on research provides a new insight into the research and teaching nexus from which the opportunity exists to foster these approaches and develop institutional policy to grow and sustain the research-teaching interactions.  相似文献   

9.
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10.
This study investigated the relationship between research productivity and teaching effectiveness to shed light on the long-debated question of whether performance in one area enhances performance in the other. The academic field and the stage of a faculty member's career were both considered in the analyses. Two samples — one of 2,973 and the other of 1,623 faculty members from a variety of institutions — were studied. In considering results of both analyses, teachers of social science courses were the only group for which there were consistent though modest relationships between the number of published articles and student ratings of instructor effectiveness. Thus spillover effects, or a general ability factor, or other reasons for a possible link between research and teaching performance are not totally supported. The relationship between performance in the two areas is either nonexistent or, where it appears, too modest to conclude that one necessarily enhances the other.  相似文献   

11.
This report summarizes the results of a survey of faculty member attitudes towards the evaluation of teaching at the University of Western Ontario. Although the existing system of evaluation is perceived as narrow in focus, ineffective in improving teaching and inflexible, faculty members still optimistically expect that a satisfactory system is possible.  相似文献   

12.
Abstract

This study seeks to determine whether variance in teaching effectiveness of community college faculty, as assessed by students, can be attributed to particular attitudes and/or socialization experiences of these faculty. A theoretical model derived from symbolic interaction theory is tested by path analysis. Data to test the model were obtained through a 1973 survey of faculty and students at five community colleges in Pennsylvania. On the basis of this analysis, the authors conclude that the “predictor” variables used in this study and often by administrators in developing faculty selection policies do not correlate highly with teaching effectiveness.  相似文献   

13.
An aura of controversy surrounds the proliferation of part‐time faculty members on community college campuses. The related literature provides evidence that part‐timers have fewer advanced degrees and years of teaching experience than their full‐time counterparts. Nevertheless, the increasing trend toward their employment shows no sign of slowing. As part‐timers comprise a growing proportion of community college faculties, and as they are recruited from nonacademic sources, opportunities should be provided for them to hone their pedagogical skills. The findings of a study undertaken at Arizona State University's Department of Higher and Adult Education reveal part‐timers’ needs for assistance and information in instruction‐related areas such as evaluation, handling paperwork, teaching community college students and community college philosophy. An instructional resource manual developed for part‐time faculty was perceived to be a viable method of providing assistance to part‐timers.  相似文献   

14.
This study determined full‐time faculty members’ perceptions of and involvement in community services at community colleges in Ohio. A total of 249 full‐time faculty responded to the survey instrument representing 83.0% of the total sample. Data were analyzed by either the t test or the one‐way analysis of variance and Scheffe's post hoc analysis.

Results showed that involvement in planning and teaching within community services seem to be a key factor relative to how full‐time faculty perceive community services activities. Moreover, certain personal and professional characteristics of full‐time faculty members seem to influence their attitudes toward and their involvement in community services.  相似文献   

15.
In a time of declining resources and restricted faculty mobility, faculty mobility, faculty development has become increasingly important. This study addressed faculty development activities, their evaluation, and their perceived impact on the improvement of instruction in the community colleges of Illinois. Data gathered through the use of a questionnaire mailed to the chief academic officer of each of the state's community colleges were analyzed and interpreted. It was found that a wide variety of activities — orientation, inservice, professional, individual, and group — are available to faculty members. Orientation activities were viewed as being moderately useful for the improvement of instruction. Respondents saw professional activities as somewhat more useful than inservice activities. With some qualifications, group activities were perceived as being more useful than individual activities. Evaluation efforts, for the most part, are as yet sporadic and unsophisticated.

The results of this study suggest that perhaps the traditional inservice‐type activities may not be the “one best way” to deliver quality faculty development aimed at the improvement of instruction. Faculty‐development planners may want to examine more closely the needs of their faculty in relation to the activities available. In addition to continuing the most useful of the group and inservice activities, attention should be directed toward those individual and professional activities not frequently offered but rated as highly effective in improving instruction.  相似文献   

16.
Recent research suggests at least half of community college faculty who are teaching part-time would rather have a full-time appointment (Cashwell, 2009; Kramer, Gloeckner, & Jacoby, 2014). Little is known, however, about what distinguishes those voluntarily teaching part-time from those preferring a full-time faculty position. This inquiry draws from person-job fit theory to investigate adjunct faculty members’ abilities and qualifications, as well as their needs from the job itself (Edwards, 1994). Participants were 1,245 adjunct faculty teaching in 10 community colleges during the spring 2016 term. Two thirds of the participants were at least somewhat interested in becoming full-time faculty at a postsecondary institution, with 47% expressing strong, immediate interest in such a position. An ordered logistic regression model indicated that several dimensions of qualifications, job experiences, and socio-demographics predicted employment preference. Part-time faculty with higher levels of recent teaching experience in the community college setting were more likely to express a strong desire for a full-time position, as were adjuncts who utilized more job-related resources. Those who viewed the recognition and rewards given for adjunct job performance as adequate tended to be content in a part-time role. In terms of demographic characteristics, involuntarily part-time faculty were more likely to indicate economic need and self-identify as African American or Hispanic. The findings illustrate how careful attention to the distinctive backgrounds, experiences, and attitudes of part-time faculty subgroups may help college and university administrators more intentionally design policies and programs to better meet the needs of their increasingly diverse constituents.  相似文献   

17.
Since Independence in 1975, one of the main roles of the primary school teacher in Papua New Guinea has been to promote community development. Recent policy, however, is aimed at making community development the central focus of primary teaching. This paper argues that such an orientation is likely to result in community discontent, the creation of restrictions on the extent to which worthwhile lifelong learning can take place, and failure to lay the groundwork for a technically orientated economy. Recent policy aimed at giving primary school teachers a major role in out-of-school community development is also inappropriate given the limited nature of teacher training candidates, the nature of the teaching environment, and the nature of Papua New Guinea society.  相似文献   

18.
随着远程教育的快速发展,教师发展问题已经受到远程教育机构越来越多的重视。如何更好地促进远程教育教师的发展,即教师发展途径的问题,在理论和政策上已有诸多探讨,但这些探讨大多是从应然的角度对远程教育教师和教育机构提出的理想化要求,并没有切身关注教师的实际需求、期望和实效。以这一研究视角为切入点,通过调查某开放大学全体专职教师对教师发展途径实效的看法,结果发现：在我国远程教育系统目前主要存在的8种教师发展途径中,＂学历深造＂的认可度最高,＂自我反思＂是最具弹性和自主化的发展途径,＂同行交流与互助＂比＂专家指导＂具有更大的实效,＂校外培训＂比＂校本培训＂的实效更好,＂教研活动＂的实际帮助程度较低,＂竞赛和公开课＂的实效最低。为了促进远程教育教师持续而系统的发展,远程教育机构应积极探索新的远程教育教师发展系统,既要明确身份和定位,从制度和组织层面进行系统规划,又要为教师发展途径的选择提供弹性和灵活性,更要注重教师发展途径具体的实践性和情境性,以此来重构、重组和优化远程教育教师发展系统的可能空间。  相似文献   

19.
Efforts to promote the use of student-centered learning environments in STEM education have been tempered by a lack of professional development strategies that help faculty overcome common barriers to reform. This study investigated the impact that adopting a suite of student-centered teaching materials had on the teaching practices and beliefs of eight geoscience faculty at a variety of US institutions. Each instructor adopted 18 class lessons that were developed as part of the InTeGrate (Interdisciplinary Teaching about the Earth for a Sustainable Future) project into a semester-long course. The Teaching Practices Inventory (TPI) and Reformed Teaching Observation Protocol (RTOP) were used to collect data on teaching practices whereas instructor beliefs were captured with the Teacher Beliefs Interview (TBI). Data were collected over three semesters, a control semester using traditional materials, a pilot semester using the new materials, and a final treatment semester. While the TPI survey showed no self-reported changes in the practices, RTOP observations recorded the incorporation of more student-centered teaching practices. TBI results confirm that most of the instructors also made at least moderate shifts toward more student-centered beliefs about teaching and learning. These findings demonstrate that the adoption of well-crafted, student-centered instructional materials can have a positive impact on both the teaching practices and beliefs of college faculty.  相似文献   

20.
The roles and expectations of community college faculty members have grown more complex as their institutions change to meet the needs of their respective communities. Whereas faculty development programs have assisted in the creation of programs and strategies to help faculty cope with change, the initial orientation of faculty to their college proves to be vital to their performance, success, and length of tenure. This study was designed to supply an understanding of community college faculty perceptions of the objectives for faculty orientation programs, using a revision of the Council for the Advancement of Standards student orientation program objectives. The primary rationale for faculty orientation was found to be the assistance of new faculty in understanding the mission of their specific institution. General responses indicated high expectations for faculty orientation programs, and responses also indicated that programs were not intended to serve as retention activities.  相似文献   

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