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1.
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   

2.
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   

3.
The use of study questions to guide student learning and in-class discussion is presented as an alternative to the traditional methods of instruction in social work which rely upon formal lectures, and mid-term and final examinations and term papers to motivate studying. The positive results of two separate investigations on the value of study questions is described, and the instructional technique is suggested as worthy of consideration by social work educators.Bruce A. Thyer, Ph.D., is an Associate Professor of Social Work with the University of Georgia, and an Associate Clinical Professor with the Department of Psychiatry and Health Behavior at the Medical College of Georgia. Dr. Thyer's research interests involve applied behavior analysis within social work practice.Richard Sutphen, M.S.W., received his masters degree from the University of Georgia in 1989. Mr. Sutphen is currently the Research Project Coordinator for a study on the treatment of black offenders in the Georgia Juvenile Justice System, conducted through the University of Georgia School of Social Work.Karen M. Sowers-Hoag, Ph.D., received her doctorate in social work from Florida State University in 1987. She is currently an Assistant Professor with the Department of Social Work at Florida International University, where her research interests are divided between the fields of child welfare, and social work education.  相似文献   

4.

This article assesses the quality of 12 American doctoral programs by counting the number of publications of their Ph.D. graduates in a large number of criminology and criminal justice journals, and in 20 more “academic” journals. While half of the Ph.D. graduates had no publications, the 4 percent who were the most productive (the “stars”) accounted for one third of all journal articles. Publication rates up to graduation predicted publication rates after graduation. The University of Maryland, Michigan State University, the University of California at Irvine, Florida State University, and Sam Houston State University had the most productive Ph.D. graduates in academic journals. There was a significant correlation between the productivity of a program's Ph.D. graduates and the productivity of its faculty members. The academic publication rate was influenced most by prevalence (the percentage of Ph.D.s with at least one publication), rather than by the percentage of “stars” or the frequency of publications.  相似文献   

5.
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   

6.
An analysis of 73 portfolios, prepared by University of Florida faculty as part of the Teaching Improvement Program competition, revealed tremendous variability in the quantity, quality, and coherence of the evidence presented to support claims of excellence in teaching. By analyzing portfolios prepared by faculty members representing different colleges and different types of teaching assignments, the researchers developed seven common guidelines for portfolio construction.Dorene Doerre Ross is Professor of Education and Coordinator of Elementary Teacher Education Programs at the University of Florida. She earned her doctorate from the University of Virginia. Dr. Ross conducts research in the areas of diversity and elementary teacher education. Elizabeth Bondy is Associate Professor of Education at the University of Florida. She earned her Ph.D. in Curriculum and Instruction at the University of Florida. Dr. Bondy teaches and conducts research in the area of elementary teacher education. Lynn Hartle is Assistant Professor of Education at the University of Florida. She earned her doctorate from Pennsylvania State University. Dr. Hartle conducts research in early childhood education with a particular interest in playgrounds. Linda Leonard Lamme is Professor of Education at the University of Florida. Her Ph.D. is from Syracuse University. Her areas of interest include children's literature and language arts, as well as teacher education in those fields. Rodman Webb is Professor of Education and teaches courses in educational foundations and qualitative research methods at the University of Florida. He earned a doctorate in the Sociology of Education from Rutgers University. His research interests include democratic management, institutional change, and the micro-politics of schools.  相似文献   

7.
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   

8.
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   

9.
The original mission of the state and land-grant university was to engage with communities to solve problems and improve the quality of life for the citizenry. Today most state and land-grant universities have moved far away from their original mission and are struggling to become engaged with the communities they serve. In this case study, we highlight some of the steady progress toward engagement that has recently occurred at The Pennsylvania State University. We catalogue how strong vision and leadership; infrastructure reorganization; and the active involvement of faculty, students, and community partners have revitalized the land-grant mission at Penn State. Keith R. Aronson is the Assistant Director of the Social Science Research Institute and the Children, Youth, and Families Consortium, The Pennsylvania State University. Dr. Aronson received his B.A. from Rutgers University, M.A. from Ball State University, and Ph.D. from The Pennsylvania State University. He is a clinical psychologist with a specialization in biobehavioral health and is interested in understanding how research conducted at universities and colleges can better impact communities. Nicole Webster is Assistant Professor of Agricultural and Extension Education, The Pennsylvania State University. Dr. Webster received her B.A. from the University of Florida and her M.A. and Ph.D. from Michigan State University. Her special interest is in service-learning research, particularly among minority youth.  相似文献   

10.
Transforming the College through Technology: A Change of Culture   总被引：1，自引：0，他引：1  
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   

11.
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   

12.
Conclusion Spouse relocation counseling is a prime example of the interrelationship between a client's career development and mental health counseling needs. Although these clients may initially seek a career counselor's help in career decision making or for assistance in their job campaigns, personal and psychological factors associated with the relocation are quite often significant and must be addressed to render effective service.Effective spouse relocation counseling, like any other type of counseling, begins with understanding and support. To many trailing spouses the relocation experience is overwhelming and can have a negative effect on the spouse's career development. Simply put, understanding and responding to trailing spouses in terms of both their mental health and career development needs is vital to serving this special population.Michael Shahnasarian, Ph.D., is a career development consultant in the Center for Counseling and Human Development at the University of South Florida in Tampa, Florida. Requests for reprints should be addressed to Michael Shahnasarian, Ph.D., 10919 North Dale Mabry Hwy., Tampa, FL 33618.  相似文献   

13.
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14.
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   

15.
Leslie S. Evelo is Counselor and Coordinator of Women's Programs, Student Counseling Service, Miami University. John C. Jessell is Professor, Counseling Psychology, Indiana State University. Lawrence Beymer is Professor, Counseling Psychology, Indiana State University. Address reprint requests to Leslie S. Evelo, Ph.D., Student Counseling Service, Miami University, Oxford, OH 45056.  相似文献   

16.
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17.
Planning is vital to the continued effectiveness of educational institutions. The course described in this paper succeeds in combining two crucial elements of a student's comprehension of the planning process: first, an overview of the strategic planning literature provides a theoretical underpinning; then, an experiential planning exercise reinforces and extends the student's appreciation for this complex process. This course focuses on the alternative futures approach to planning. This approach has the added benefits of linking a study of relevant developments in the real world, through the planning process, with strategy formulation for the simulated institution.He obtained his Ph.D. at the Florida State University in 1969. His research, writing, and teaching activities focus on using futures research methods in planning and policy analysis. David M. Brock is a doctoral student in higher education and a lecturer in business at North Carolina State University. His teaching and research activities focus on the areas of business strategy, consumer behavior, and applications of corporate strategic principles to colleges and universities.  相似文献   

18.
The three-ring circus of academia is made up of research, teaching, and service. It is also characterized by continuous action that must be facilitated by the academic ringmaster. Academic life is more difficult than most anticipate because the responsibilities are time-consuming, diverse, and conflicting. Therefore, this article focuses on strategies faculty members can develop to meet these pressing demands. Specifically, we begin with a discussion of how to balance research, teaching, and service. We then highlight strategies faculty members can use in becoming an effective academic ringmaster. We conclude with a discussion of life outside the “big top.” Michelle L. Toews received a Ph.D. in Human Development and Family Science from The Ohio State University and is currently an Assistant Professor of Family and Child Development at Texas State University-San Marcos. Her research interests include separation violence as well as conflict and coparenting after divorce. Ani Yazedjian received a Ph.D. in Human and Community Development from the University of Illinois at Urbana-Champaign. She is an Assistant Professor of Family and Child Development at Texas State. Her research interests focus on adolescents and the role of families, peers, and schools in promoting ethnic identity development. In addition, both authors are currently working on a longitudinal study examining personal and internal variables as predictors of college adjustment and achievement.  相似文献   

19.
James P. Sampson, Jr. is an Associate Professor in the Department of Human Services and Studies at The Florida State University. Michael Shahnasarian is President of Career Consultants of America. Robert C. Reardon is a Professor in the Department of Human Services and Studies and Director of the Curricular-Career Information Services at The Florida State University. The first and third authors also co-direct the Center for the Study of Technology in Counseling and Career Development. Support for this study was provided by a grant from the W. K. Kellogg Foundation through Project LEARN. The authors acknowledge the support and assistance of personnel at the American College Testing Program and the Educational Testing Service in completing this research. The authors also acknowledge the assistance of Terry Katz in the data analysis for this study.  相似文献   

20.
Five characteristics of distinguished teachers are discussed in the following article, which treats the subject in a fresh way. One thing distinguished teachers always achieve is the stimulation of intellectual curiosity among their students, according to the dean of liberal arts, Idaho State University (A.B., Alma College; M.A., Northwestern; Ph.D., Michigan State) whose specialty is English.  相似文献   

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