Search results for: Faculty
Page 2/5 45 items
This study aims to establish how university students’ and educators’ perceptions of YouTube in two different cultures, Japan and USA, affect their intentions to use this technology. This study attempts to predict and compare factors influencing YouTube acceptance among university students and educators in two very different cultures, Japan and the USA, applying the Unified Theory of Acceptance and Use of Technology (UTAUT). The authors conclude that even though UTAUT’s four predictors can explain YouTube acceptance to a high degree, the influence of each predictor on YouTube acceptance varies significantly according to the cultural environment and the role of the teachers and the learners.
Updated: Jan. 24, 2017
The author argues that the traditional model of one-on-one mentoring is insufficient given the changing demographics of next-generation faculty members, their particular expectations, the limited professional training they receive in graduate school, and the rapidly changing landscape in higher education. Building a mentoring network with different levels and types of mentoring can help new faculty meet these challenges.
Updated: Dec. 04, 2016
Nurturing Independent Learning in the Undergraduate Student in History: A Faculty–Student Mentoring Experience
In this article, undergraduates and a history professor planned for and carried out research in the Belgian State Archives in an attempt to answer the call from the Boyer Commission’s seminal report that identified the need for meaningful undergraduate research opportunities in the American higher education system. The authors identified two sets of goals for this project; one set for the students and one set for the professor. The authors conclude that the experience was mutually beneficial to the students and the faculty member, and it acknowledges mentoring as a meaningful pedagogy for higher education and undergraduate archival research.
Updated: Nov. 30, 2016
Constructing the Academic Category of Teacher Educator in Universities’ Recruitment Processes in Aotearoa, New Zealand
This study examined the recruitment and appointment of university-based teacher educators in Aotearoa New Zealand. The findings revealed three institutionally reified and identifiable constructions of the teacher educator type of academic worker: the professional expert, the dually qualified teacher educator and the ‘traditional academic’ type of teacher educator. This study argues that the present recruitment and appointment processes are taking a bifurcated approach in the employment of education faculty, recruiting mostly professional experts or traditional academics to positions within university-based ITE. By taking such an approach, these institutional constructions are supporting several persistent and arguably troubling binaries shaping understandings of ITE in the university setting including theory/practice, research/teaching and academic/professional.
Updated: Jun. 01, 2016
Collaborative Application of the Adaptive Mentorship© Model: The Professional and Personal Growth within a Research Triad
This article aims to describe a qualitative action research study into the collective experiences of establishing a mentoring culture within a research triad consisting of a university professor together with a doctoral student and a master’s level student who served as research assistants (RA). The authors believe the establishment of the mentoring culture facilitated the identification of individual needs within the triad, which in turn allowed for increased confidence, adaptive support, and appropriate skills development necessary for all members to contribute to the successful completion of the project. The authors concluded that the application of the model to graduate RAships with multiple participants might lead to enhancement of working environments and professional growth due to multiple contact-points and exposures to specific tasks or skill-sets around which the work is organized.
Updated: Dec. 06, 2015
This article chronicles the work of the California State University Digital Ambassador Program (DA), a Faculty Learning Community (FLC). This program brought together 13 faculty members across the state to create ongoing, targeted spaces of support for colleagues and educational partners to learn about innovative technological and pedagogical practices on their respective campuses. Three different faculty development activities within teacher education are analyzed: (a) a faculty study hall model, (b) preservice classroom activities, and (c) large-scale professional development activities.
Updated: Nov. 02, 2015
This study examines student participation in curriculum design at course and programme levels at three higher education institutes at UK, Ireland and USA. Case study methodology and critical theory provided the framework for the research study. This research has outlined a range of different approaches to co-creating curricula. In these examples, student participation has been reported to increase levels of individual and collective student responsibility for their learning, and enhance student performance and teachers’ satisfaction.
Updated: Oct. 21, 2015
The goal of this article is to examine diversified mentoring relationships (DMRs) at a mid-sized Midwestern state university (MMSU) in the USA. The author conducted semi-structured interviews with 14 MMSU faculty members and professional personnel who comprised seven diversified mentoring dyads. The author used a thematic analysis of the data, grounded in the literature on developmental relationships and relational dialectics theory (RDT). The findings reveal tensions that diversified mentoring dyads experienced, as well as communication strategies that dyad members used to manage these tensions.
Updated: Sep. 21, 2015
Response to Intervention Preparation for Preservice Teachers: What Is the Status for Midwest Institutions of Higher Education
This study presents an exploratory investigation of current preparation of preservice teachers related to response to intervention (RTI) in institutions of higher education (IHEs) in the Office of Special Education Program (OSEP) Regional Resource and Federal Centers (RRFCs) North Central Region and Pennsylvania. The authors found special education faculty indicating high agreement on many items related to preservice preparation to implement RTI.
Updated: Aug. 02, 2015
This article describes a multiyear collaboration between two faculty members. that began with a training relationship and expanded into co-teaching. From this experience, the authors widened their knowledge of resources, added to their teaching repertoire, and created new projects and assignments. Over time, this professional experience has grown into an exchange of roles and responsibilities. The authors conclude with a list of specific lessons learned or tips for other faculty considering such collaboration.
Updated: Jun. 21, 2015