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1. Curriculum Mapping in Higher Education: A Vehicle for Collaboration (EJ822525)
Author(s):
Uchiyama, Kay Pippin; Radin, Jean L.
Source:
Innovative Higher Education, v33 n4 p271-280 Jan 2009
Pub Date:
2009-01-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Curriculum Development; Higher Education; Teacher Education Curriculum; Collegiality; Faculty; Cooperation; Synchronous Communication; State Universities; Teacher Certification
Abstract: This qualitative study makes the case for the implementation of curriculum mapping, a procedure that creates a visual representation of curriculum based on real time information, as a way to increase collaboration and collegiality in higher education. Through the use of curriculum mapping, eleven faculty members in a western state university Teacher Licensure program aligned and revised the teacher education curriculum across a sequence of courses. An increase in collaboration and collegiality among faculty emerged as an unintended outcome as a result of participation in the project. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Are There Instructional Differences between Full-Time and Part-Time Faculty? (EJ822974)
Landrum, R. Eric
College Teaching, v57 n1 p23-26 Win 2009
2009-00-00
Descriptors: Student Evaluation of Teacher Performance; Faculty; Part Time Faculty; Departments; Higher Education; College Faculty; Adjunct Faculty; Outcomes of Education; Community Colleges; Undergraduate Study; Grade Point Average
Abstract: Using data from eight academic departments and 361 courses taught during a semester, the author examined differences between full-time and part-time faculty in the areas of general demographic variables, student evaluation of teaching outcomes, and the distribution of grades earned. The author expected full-time faculty to exhibit higher teaching evaluations and less lenient grade distributions, yet neither hypothesis was supported. However, substantial differences exist in the support mechanisms provided to part-time and full-time faculty. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Access when and where They Want It: Using EZproxy to Serve Our Remote Users (EJ824912)
Lawrence, Peg
Computers in Libraries, v29 n1 p6, 41-43 Jan 2009
Journal Articles; Reports - Descriptive
No
Descriptors: Electronic Publishing; Electronic Equipment; Electronic Libraries; Information Technology; Educational Technology; Internet; Faculty; Distance Education; Electronic Journals; Client Server Architecture; Information Networks; Computer Networks; Vendors
Abstract: In these days of distance learners, virtual libraries, and electronic information, no library can be without some way of providing remote access to affiliated users, whether they are distance students, online students, or local students and faculty members working from home. Libraries subscribe to any number of electronic resources and journals, which are by and large limited by license agreement to use on campus or to campus-affiliated users. Campus users are generally served by registering the campus network addresses with the vendors who, in turn, allow access from any computer with a valid address within the registered IP range. However, for off-campus users, a question emerged on how to provide access to a legitimate user who could be coming from anywhere in the world. Libraries, with the assistance of their campus information technology services (ITS) departments, have used a variety of ways to identify or authenticate affiliated users and to provide them with off-campus access to electronic resources. In this article, the author talks about EZproxy, a URL rewriting proxy server which offers a simple means to provide off-campus access to licensed electronic resources. (Contains 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. The Profs They Are A-Changin' (EJ806468)
Goldstein, Evan R.
Chronicle of Higher Education, v54 n46 pB4 Jul 2008
2008-07-25
Descriptors: Baby Boomers; Faculty; Retirement; Political Attitudes; Politics of Education; Teacher Attitudes; Aging (Individuals)
Abstract: According to a recent article in The New York Times, the political makeup of academe may be changing. In 2005 more than 54 percent of full-time faculty members in the United States were older than 50, compared with just 22.5 percent in 1969. Patricia Cohen, a reporter for the "Times," couples that with another intriguing fact: Recent studies suggest that younger faculty members tend to hold more moderate political views than their liberal elder colleagues. So will the impending retirement of aging baby boomers bring about less-left-leaning campuses? Cohen writes that there are already signs that partisanship is declining. The sort of polemical exuberance that has long characterized political debate on campus--and about campus politics--is being replaced with civil dialogue. This article presents some of the views of various individuals on the impact of the aging of faculty. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. "A Chimera of Sorts": Rethinking Educational Technology Grant Programs, Courseware Innovation, and the Language of Educational Change (EJ798871)
Wolff, William I.
Computers & Education, v51 n3 p1184-1197 Nov 2008
2008-11-00
Descriptors: Research Universities; Innovation; Courseware; Educational Change; Educational Technology; Grants; Faculty
Abstract: How do we know when an educational organization, process, or courseware tool is "innovative"? How do we define the processes that encourage change or the ways in which faculty "develop" new courseware "innovations"? The terms "innovation", "change", and "development" have been overused in so many contexts that they now seem to have lost their meanings. A review of the literature on innovation and educational change offered no agreed up definitions or models. Prior studies that have considered innovations in educational technology have focused on the innovations themselves or the potential barriers to faculty adoptions of externally developed innovations. In this study of an educational technology services program that provides competitive grants for faculty-developed technology courseware projects at a large state research university, I shifted the focus to consider: what current and future higher education faculty consider to be an innovative courseware project, and how they conceive of processes for developing such innovations. Results suggested that when it is not reduced to a rhetorical device in a marketing campaign or department instructional technology vision plan, "innovation" that is defined locally by a community of practice can effectively transform teaching, learning, and the organizations that support these activities. (Contains 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Exploring the Types and Reasons of Internet-Triggered Academic Dishonesty among Turkish Undergraduate Students: Development of Internet-Triggered Academic Dishonesty Scale (ITADS) (EJ794647)
Akbulut, Yavuz; Sendag, Serkan; Birinci, Gurkay; Kilicer, Kerem; Sahin, Mehmet C.; Odabasi, Hatice F.
Computers & Education, v51 n1 p463-473 Aug 2008
2008-08-00
Descriptors: Undergraduate Students; Student Attitudes; Measures (Individuals); Factor Analysis; Foreign Countries; Peer Influence; Internet; Faculty; Computer Uses in Education; Ethics; Cheating; Test Construction; Plagiarism
Abstract: Internet contributes to the development of science and facilitates scientific demeanors while it also serves as a ground for academic misdemeanors. Recent studies indicate that Internet facilitates and spreads academic dishonesty. The purpose of the current study is to investigate the extent of involvement of Turkish university students in academic dishonesty practices facilitated through Internet (i.e. e-dishonesty) and to question the conditions which lead to e-dishonesty. Three hundred and forty nine education faculty students from the most populated state university in Turkey were administered two Likert-Scale questionnaires developed by the researchers. After the reliability and validity conditions were met, two exploratory factor analyses were conducted. The first one revealed the factors constituting common types of e-dishonesty among undergraduate students which were fraudulence, plagiarism, falsification, delinquency, and unauthorized help. The second factor analysis exhibited individual and contextual factors triggering e-dishonesty which were named as individual factors, institutional policies and peer pressure. Results of both analyses are discussed and suggestions for further research are provided. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Ecological Strategies to Promote Healthy Body Image among Children (EJ812021)
Evans, Retta R.; Roy, Jane; Geiger, Brian F.; Werner, Karen A.; Burnett, Donna
Journal of School Health, v78 n7 p359-367 Jul 2008
2008-07-00
Descriptors: Physical Education; Health Education; Self Concept; Health Programs; Caregivers; Health Behavior; Adolescents; Dietetics; Ecology; Elementary Secondary Education; Comprehensive School Health Education; Faculty
Abstract: Background: Personal habits of children and adolescents related to healthy body image (BI) are influenced by various determinants in the micro- and macroenvironment. These include attitudes and behaviors about eating; exercise and physical appearance modeled by parents, teachers, and peers; as well as opportunities to learn new habits and social praise for healthy choices. The coordinated school health program (CSHP) is compatible with the 5 levels of an ecological approach to developing new health behaviors. Methods: Authors systematically applied the ecological model to all 8 components of coordinated school health. Next, strategies for each of the components were developed using the professional literature as well as author expertise in the areas of health education, exercise science, and dietetics. Results: For each strategy, applicable health and physical education standards, as well as goals for each strategy and additional Web resources, were provided to assist educators and administrators in supporting healthy BI among students. Conclusions: Educators may effectively use a coordinated approach to guide multiple intervention activities aimed at increasing healthy habits among adolescents and their families. The strength of the CSHP is its collaborative nature with active participation by students, faculty members, family caregivers, agency professionals, community residents, and health care providers. (Contains 1 figure and 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Want Tenure? Sign on the Dotted Line... (EJ819591)
Trachtenberg, Stephen Joel
Chronicle of Higher Education, v55 n9 pA112 Oct 2008
2008-10-24
Journal Articles; Opinion Papers
Descriptors: Tenure; Academic Freedom; Faculty; College Faculty; Teacher Retirement; Teacher Recruitment; Contracts
Abstract: Something is wrong with tenure, and one needs to make it right. Abolishing it is not feasible, but it doesn't mean that one shouldn't at least consider changing some of the ways that tenure works. In this article, the author proposes that a better way to change tenure is to offer an implied contract of about 30 years. A 30-year contract would protect the academic freedom of faculty members but allow a predictable rate of retirement and replacement. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. How the Story Unfolds: Exploring Ways Faculty Develop Open-Ended and Closed-Ended Case Designs (EJ821502)
Nesbitt, Leslie M.; Cliff, William H.
Advances in Physiology Education, v32 n4 p279-285 Dec 2008
2008-12-00
Descriptors: Educational Improvement; Physiology; Workshops; Anatomy; Thinking Skills; Faculty; Questioning Techniques; Behavioral Objectives; Case Method (Teaching Technique); College Faculty; Case Studies
Abstract: Open-ended or closed-ended case study design schemes offer different educational advantages. Anatomy and physiology faculty members who participated in a conference workshop were given an identical case about blood doping and asked to build either an open-ended study or a closed-ended study. The workshop participants created a rich array of case questions. Participant-written learning objectives and case questions were compared, and the questions were examined to determine whether they satisfied criteria for open or closed endedness. Many of the participant-written learning objectives were not well matched with the case questions, and participants had differing success writing suitable case questions. Workshop participants were more successful in creating closed-ended questions than open-ended ones. Eighty-eight percent of the questions produced by participants assigned to write closed-ended questions were considered closed ended, whereas only 43% of the questions produced by participants assigned to write open-ended questions were deemed open ended. Our findings indicate that, despite the fact that instructors of anatomy and physiology recognize the value of open-ended questions, they have greater difficulty in creating them. We conclude that faculty should pay careful attention to learning outcomes as they craft open-ended case questions if they wish to ensure that students are prompted to use and improve their higher-order thinking skills. (Contains 1 figure and 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. The International Max Planck Research Schools for Molecular Biology and Neurosciences in Gttingen (Germany) as Examples for Joint Doctoral Training by a German University and Its Non-University Partners (EJ805378)
Burkhardt, Steffen; Neher, Erwin
Higher Education in Europe, v33 n1 p27-34 Apr 2008
2008-04-00
Descriptors: Foreign Students; Molecular Biology; Foreign Countries; Faculty; Higher Education
Abstract: New concepts of higher education have recently been implemented through the MSc/PhD programmes in Molecular Biology and Neurosciences in the International Max Planck Research Schools, due to close cooperation between the University of Gttingen, three Max Planck Institutes and the German Primate Centre. The novel measures include a three stage selection of applicants, structured PhD training in English, doctoral thesis committees, and comprehensive services and support for the international student community. All university and non-university faculty members are equally involved in training, supervision, and examinations. The close cooperation significantly improved synergies between the participating institutions and led to new collaborations within the Gttingen science community. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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