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1.
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
2.
Timothy J. Weston 《Innovative Higher Education》2005,30(2):99-115
Using a comparative case study approach, the researcher followed 13 instructors for 2 years as they attempted to integrate the Visible Human Dissector, an educational software program, into their undergraduate anatomy courses. Instructors were motivated to use the software as a supplement for limited educational resources and because of its ability to provide students with novel educational experiences. Obstacles in technology access and services as well as organizational factors prevented integration. However, personal hesitancy and lack of confidence, posited to be a major obstacle to integration in the literature, played only a minimal role in slow integration for these instructors. The greatest obstacles to changes in instruction supported by the new technology were difficulties in finding computers to run the software in traditional anatomy laboratories.Timothy Weston currently works as research associate for the Alliance for Technology, Learning and Society (ATLAS), Institute Evaluation and Research Group at the University of Colorado, Boulder. He received the Ph.D. from the University of Colorado in Research and Evaluation Methodology in Education and a B.A. in Psychology from Metropolitan State University (1993). His interests include the evaluation of educational technology and the use of web-based assessment for formative course evaluation in undergraduate science. 相似文献
3.
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
4.
Role play simulations: The assessment of an active learning technique and comparisons with traditional lectures 总被引：4，自引：0，他引：4
Although effective teaching is focusing more on the need to use active learning techniques, the research literature regarding the efficacy of various teaching methods is inconclusive. An innovative active learning technique combining the features of role plays and simulations for an industrial psychology course is presented. Subjective reports and objective assessments of knowledge retention measured at two distinct times indicated the role play simulation is an effective teaching technique. The differential importance of active learning and passive learning (i.e., lectures) techniques for the college classroom was also examined. Finally, the application of this technique for several college courses is presented.Professor DeNeve is an Assistant Professor in the Department of Psychology and Neuroscience at Baylor University. She received a B.A. in Psychology and Theology from St. Ambrose University and her M.A. and Ph.D. in Social Psychology from the University of Missouri-Columbia. Her current teaching interests are focused upon the use of laserdiscs and computer-generated media in the classroom. Her primary research interests include empirical investigations of active learning techniques, quantitative research synthesis, subjective well-being, and the psychology of religion. Professor Heppner received her Ph.D. in Counseling Psychology and is an Assistant Professor in the Psychology Department at the University of Missouri-Columbia. She has developed an innovative two-semester course in the Psychology Department called the Practicum in the Teaching of Psychology, in which graduate instructors teach and participate in a seminar to learn about and receive feedback on their teaching. Her research interests include pedagogical innovations, vocational development of adults, and rape prevention. 相似文献
5.
This study examined perceptions of college of education students and their experiences with Channel One, a privately-owned
news service used in public education. Given that about one-third of middle and high schoolers in the US view the broadcast
every school day, the authors surveyed 172 freshmen to discern their views and attitudes toward Channel One programming and
commercials and the role colleges and universities might play in relation to this media service. While most studies on Channel
One have been conducted from a K-12 point of view, the goal of this study was to reconsider the topic from the perspective
of prospective teachers and post-secondary education.
A. J. Angulo is Assistant Professor of Social Foundations, Winthrop University. He received an Ed.D. and Ed.M. from Harvard University.
His research interests include history of education, technology and education, and student rights.
Susan K. Green is Associate Professor of Educational Psychology, Winthrop University. She received a Ph.D. in social psychology from Loyola
University, Chicago and a Ph.D. in educational psychology and research from the University of South Carolina, Columbia. Her
interests include classroom assessment, motivational and instructional strategies to promote learning, and multicultural issues
in education. 相似文献
6.
南京大学个案：SCI引入评价体系对中国大陆大学基础研究的影响 总被引：1，自引：0，他引：1
南京大学是大陆高校中最早将SCI的论文收录和被引用次数等作为评价院系、教授学者的研究质量水平,以及理科博士研究生教育质量的重要指标。这一决策对南京大学基础研究的发展和学校声誉的提高产生了积极作用,同时也带动了中国大陆其他高校基础研究的发展和质量的上升,为中国的SCI论文数排名的跃升做出了突出贡献。文章以南京大学为个案,通过梳理其政策调整的脉络,分析采用SCI等科学计量评价对大学科学研究水平和研究生教育质量提高的促进作用,同时评述其局限与不足。 相似文献
7.
Peter Evans 《Prospects》1995,25(2):201-218
After graduating from the University of London in psychology, Peter Evans completed his Ph.D. in the field of special education.
He directed a research project, funded by the Department of Education and Science, on curriculum development for pupils with
moderate learning difficulties. Subsequently he became responsible for programmes on special education at the Organisation
for Economic Co-operation and Development (OECD) in Paris. Peter Evans has published many books and scientific papers in the
area of learning difficulties. Recent books includeIntegrating students with special needs into mainstream schools (1995) andOur children at risk (1995). 相似文献
8.
J. Patrick Biddix Patricia A. Somers Joseph L. Polman 《Innovative Higher Education》2009,34(3):133-147
Using a case study approach, the authors examine the democratic and civic engagement learning outcomes of a campus protest.
The conceptual framework is built on the ideas outlined in Learning Reconsidered (Keeling 2004) and modeled in its pragmatic follow-up, Learning Reconsidered 2 (Keeling 2006). Results suggest student and campus administrator actions during a campus protest support democratic aims, student development,
and digital age democracy. Recommendations for campus educators are included. This study extends previous discussion on activism’s
journey from detrimental to developmental (Astin 1999; Chambers & Phelps 1993; Hamrick 1998; Hunter 1988) by mapping the learning environment through the interaction of protestor and university and by incorporating new forms of
activism.
J. Patrick Biddix received his Ph.D. in Educational Leadership and Policy Studies with specialization in Higher Education from the University
of Missouri–St. Louis. He is currently Assistant Professor of Higher Education and Research Methodology in the Department
of Curriculum, Leadership, and Technology at Valdosta State University. His primary research interests include college student
uses of technology outside the classroom, career pathways in student affairs, and research methodology.
Patricia A. Somers received her Ph.D. in Educational Administration with specialization in Higher Education from the University of New Orleans.
She is currently an Associate Professor of Higher Education at the University of Texas at Austin. Her primary research interests
include college access, student persistence, student development theory, and two-year colleges.
Joseph L. Polman received his Ph.D. in Learning Sciences from Northwestern University. He is currently an Associate Professor of Educational
Technology in the Division of Teaching and Learning at the University of Missouri–St. Louis. His primary research interests
include inquiry-based learning involving computers and the Internet as tools, viewed from a sociocultural perspective. 相似文献
9.
Gerald J. Fabiano 《College Teaching》2013,61(2):105-107
In the following article, recent research in motivation is drawn upon to show how students' choice of courses may be more simply understood than might first be imagined. The author (A.B., M.A., Ph.D., Michigan) is associate professor in the psychology department of the University of Michigan. He contributed an earlier article to this journal, and is editor of a current volume on neuropsychology published by Harper &; Row. 相似文献
10.
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
11.
Scholars in teaching and learning value student research and program assessment as strategies to promote excellence in undergraduate
education. Yet, in practice, each can be complex and difficult to sustain. This case study demonstrates how undergraduate
research, mentoring of junior faculty, and assessment can be integrated in ways that enrich the educational experiences of
students and the professional development of faculty and improve research on teaching and learning. The authors describe a
lively undergraduate research project that became tied to the mentoring of assistant professors and then to program assessment.
We conclude with recommendations for implementing such a project in other academic settings.
Elizabeth Thomas is Assistant Professor in the Interdisciplinary Arts and Sciences at the University of Washington Bothell. She received her
Ph.D. in Psychology from the University of Illinois at Urbana-Champaign and teaches courses on inquiry in the social sciences,
community psychology, and psychology and the arts. Her research examines sociocultural contexts for learning and development
with a particular focus on the role of the arts and the potential of participatory action research strategies.
Diane Gillespie is Professor and Associate Director of Interdisciplinary Arts and Sciences (IAS) at The University of Washington, Bothell,
received her Ph.D. at the University of Nebraska—Lincoln in Cultural and Psychological Studies in Education. She teaches multicultural
social science courses and qualitative research. Her recent publications explore the importance of narrative for reflective
teaching and learning, learning in small groups, and the role of human rights in nonformal education. 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.
Morris Fiddler Susan McGury Catherine Marienau Russell Rogers Warren Scheideman 《Innovative Higher Education》1996,21(2):127-139
Recent work by Ernest Boyer and others has prompted some colleges and universities to reexamine the nature of scholarship among faculty members. Using Boyer's categories of scholarly activity, the authors have developed a framework for scholarly contribution that is currently being implemented by faculty at DePaul University's School for New Learning. The proposed framework includes assumptions regarding scholarship, expectations for faculty relative to scholarly activity, and definitions and criteria for the four forms of scholarship. The authors offer the framework in the hope that it will stimulate a reexamination of the nature of scholarship at other institutions as well.The authors are a group of academic professionals comprised of faculty and academic advisors from the School for New Learning, DePaul University in Chicago, Illinois. Morris Fiddler is an Associate Professor and received his Ph.D. from the University of Minnesota. His primary research interests include adult learning and medical genetics. Susan McGury obtained her Ph.D. at the University of Reading and is an Assistant Professor with special research interests in art history and literature. Catherine Marienau is an Associate Professor and received her Ph.D. at the University of Minnesota. Her primary research interests are adult learning and women's development. Russell Rogers received his Ph.D. from Michigan State University and is an Associate Professor as well as serving as the Director of the M.A. Program in Integrated Professional Studies. His research specialties include higher education and organizational behavior. Warren Scheideman has an M.A. from DePaul University, and he serves as a Senior Academic Advisor. His research interests include pedagogy and adult learning. 相似文献
14.
Donald B. Yarbrough 《Innovative Higher Education》1992,16(3):223-234
In the last decade, the ACT COMP Composite Exam and Objective Test have been the most frequently used standardized measures of cognitive general education outcomes. This article reviews the literature addressing uses of the COMP measures in order to evaluate valid and reliable uses of the COMP measures. It concludes that worthwhile evaluations of uses of the COMP measures can only take place in wellcrafted general education program evaluations, and that many reported general education program evaluations incorporate both untenable assumptions and flawed practices. The article concludes with suggestions for improving general education program evaluations.Donald B. Yarbrough received his B.A. in English literature from Hendrix College, his M.A. in Germanic languages and literature from the University of Kentucky, and his Ph.D. in educational psychology from the University of Georgia. He is currently an assistant professor of educational psychology at the University of Iowa, where he teaches and conducts research in two specialty areas, program evaluation and the cognitive psychology of school learning. This article grew out of an on-going investigation of how best to define and measure the cognitive outcomes of post-secondary general education programs.A portion of this research was presented at the Annual Forum of the Association for Institutional Research, San Francisco, CA, May, 1991. 相似文献
15.
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
16.
“HPT has had a significant impact on the instructional design and technology field.”
Cynthia Conn is working on her Ph.D. in educational technology at the University of Northern Colorado
Jacqueline Gitonga is currently working on her Ph.D. in human resource education at the University of Illinois at Urbana-Champaign.
Her research interests are in training and development, instructional design and human performance technology. 相似文献
17.
Katrina A. Meyer 《Innovative Higher Education》2005,30(3):177-194
Interviews conducted with individuals involved in the early development and current operation of the Western Governors University
allowed identification of 12 themes concerning early, formative decisions and decision-making processes. These themes were
subsequently grouped into 5 categories: (1) politics, (2) organizational models, (3) changing mission, (4) multiple missions,
and (5) experiencing innovation. Several factors, including the need to obtain financial support and to operate independently
as a degree-granting institution, were influential in the decision to focus on competency-based curricula rather than providing
a repository for distance learning courses offered by institutions in the West.
Dr. Katrina Meyer is an Associate Professor of Higher and Adult Education at The University of Memphis. Her Ph.D. is from
the University of Washington, and her research interests include online learning and virtual universities. 相似文献
18.
Rosemary E. Phelps 《Innovative Higher Education》1995,19(4):255-268
This article presents an overview of issues and concerns associated with being the only African American female faculty member in an academic department and with being one of two or more African American faculty in a department at a predominantly White college or university. Positive and negative aspects of both situations are examined, and strategies for empowerment and professional development are discussed.Rosemary E. Phelps is an assistant professor in the Department of Counseling and Human Development Services at the University of Georgia. She received her Ph.D. in counseling psychology from the University of Tennessee, Knoxville. She has a B.A. in psychology and an M.A. in guidance and counseling from Ohio State University at Columbus. Her professional and research interests include racial and gender aspects of verbal aggression, ethnic diversity, and multicultural training issues. 相似文献
19.
Student interviews provide valuable input into peer evaluation of teaching. Both the University of Georgia and Stanford University have explored ways of using student interviews to tap into student perspectives. The approaches taken by the two schools are compared in this paper. Similarities and differences are identified and discussed. In addition, the aspects of teaching that are best reflected upon by peers versus students are enumerated.Sheri D. Sheppard, an associate professor, has been at Stanford University in the Design Division of Mechanical Engineering since 1986. In addition to teaching both undergraduate and graduate design classes, she does experimental and analytical research on weld fatigue and impact failures, fracture mechanics, and applied finite element analysis. She is also a co-principal investigator with Professor Larry Leifer on a multi-university NSF funded project to critically review undergraduate engineering curricula. Before coming to Stanford, Dr. Sheppard completed her graduate studies at the University of Michigan and held several research and consultancy positions in the automotive industry. Larry Leifer received his Ph.D. in Biomedical Engineering, his M.S. in Product Design and his B.S. in Mechanical Engineering at Stanford University. He studied human information processing and biomedical engineering in laboratories in the U.S. and Europe before joining Stanford's mechanical engineering department faculty in 1976. Currently he is a professor in the design division where he teaches courses in engineering design based on industry-funded projects and distributed design teams. He studies and promotes this pedagogy through leadership in an NSF funded coalition of engineering schools which are revising undergraduate engineering curricula. Relatedly, he has developed the Smart Product Design laboratory and taught its curriculum for 10 years. As founding director of the Stanford Center for Design Research, he does design theoretic studies and objective evaluation of structured design methodology. Seeking to disseminate assistive devices for physically limited individuals, he co-founded the Tolfa Corporation (1989) and Independence Works, Inc. (1992), a product development enterprise that uses the Internet World Wide Web to bridge the technology transfer gap between research laboratories and disabled consumer markets. J. Edward Carryer is an Acting Assistant Professor in the Design Division of Mechanical Engineering at Stanford University. In addition to teaching both undergraduate and graduate courses in mechatronics, he is active in the organization of workshops on Mechatronics Education and the development of both graduate and undergraduate Mechatronics curricula. Before coming to Stanford in 1992, Dr. Carryer held positions in the automotive industry and as a consultant on mechatronic systems, including Chief Engineer at Creative Applications Engineering Inc. There his work involved projects on medical instruments, electronic engine controls and human environmental control systems. Dr. Carryer's graduate work was done at the University of Wisconsin, Madison and Stanford University. 相似文献
20.
为研究国内民族教育心理的发展情况,在知网中检索近20年中发表的有关民族教育心理的文献,使用CiteSpace文献信息挖掘软件对相关文献进行分析,通过机构及作者发文量统计、关键词聚类、爆发词分析等方面进行可视化分析,以便更直观、清晰地探究民族教育心理的研究热点与发展历程。总体而言,当前关于民族教育心理的研究处于稳步发展阶段,西北与西南地区各高校为主要研究力量;当下的研究热点主要包括民族学生学习动机、学习自我效能感与学习策略等方面;近年来研究内容由现状调查向相关影响因素分析转变。未来研究的走向主要体现在应关注民族中小学生学习心理的内在机制;加强各地区之间的院校合作;探索基于互联网教学背景下的民族教育心理,注重国外研究的经验借鉴。目前研究呈现出研究视角多元化等特征,未来研究应强化研究方法规范性,研究对象丰富化,及研究范式的转型,推动我国民族教育心理研究向纵深方向发展。 相似文献