The characteristics and utility of national faculty surveys

1991 ◽  
Vol 1991 (69) ◽  
pp. 41-59
Author(s):  
John W. Creswell ◽  
Jay L. Chronister ◽  
Martha L. Brown
Keyword(s):  
Faculty Surveys

scholarly journals Faculty Use of Author Identifiers and Researcher Networking Tools

2017 ◽  
Vol 78 (2) ◽  
Author(s):  
Clara Y. Tran ◽  
Jennifer A. Lyon
Keyword(s):  
Social Media ◽  
Research Impact ◽  
State University ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Social Media Platforms ◽  
Low Levels ◽  
Use Of Social Media ◽  
Research Networking ◽  
Faculty Surveys

This cross-sectional survey focused on faculty use and knowledge of author identifiers and researcher networking systems, and professional use of social media, at a large state university. Results from 296 completed faculty surveys representing all disciplines (9.3% response rate) show low levels of awareness and variable resource preferences. The most utilized author identifier was ORCID while ResearchGate, LinkedIn, and Google Scholar were the top profiling systems. Faculty also reported some professional use of social media platforms. The survey data will be utilized to improve library services and develop intra-institutional collaborations in scholarly communication, research networking, and research impact.

scholarly journals If Mobilizing Educational Research Is the Answer, Who Can Afford to Ask the Question? An Analysis of Faculty Perspectives on Knowledge Mobilization for Scholarship in Education

AERA Open ◽  
2018 ◽  
Vol 4 (1) ◽  
pp. 233285841775013 ◽  
Author(s):  
Gustavo E. Fischman ◽  
Kate T. Anderson ◽  
Adai A. Tefera ◽  
Steven J. Zuiker
Keyword(s):  
Educational Research ◽  
Colleges Of Education ◽  
Knowledge Mobilization ◽  
Faculty Perspectives ◽  
Faculty Careers ◽  
Faculty Surveys

This article explores faculty perspectives at three colleges of education regarding strategies of knowledge mobilization for scholarship in education (KMSE), with consideration for the opportunities and challenges that accompany individual and organizational capacities for change. Faculty surveys ( n = 66) and follow-up interviews ( n = 22) suggest two important trends: First, KMSE presents both a complementary agenda and a competing demand; second, barriers and uncertainties characterize the relevance of knowledge mobilization for faculty careers in colleges of education. This study empirically illuminates the persistence of long-standing challenges regarding the relevance, accessibility, and usability of research in colleges of education housed in research-intensive universities. While KMSE holds promise for expanding the reach and impact of educational research, scholarly tensions underlying these trends suggest that individual and organizational efforts will suffice only with modifications to university procedures for identifying what counts as recognizable, assessable, and rewardable scholarly products and activities for faculty careers.

Integrating problem- and project-based learning into sustainability programs

2014 ◽  
Vol 15 (4) ◽  
pp. 431-449 ◽  
Author(s):  
Arnim Wiek ◽  
Angela Xiong ◽  
Katja Brundiers ◽  
Sander van der Leeuw
Keyword(s):  
Project Based Learning ◽  
Content Type ◽  
Implementation Challenges ◽  
Institutional Structures ◽  
The World ◽  
The Usa ◽  
Ultimate Objective ◽  
Sustainability Problems ◽  
Faculty Surveys

Purpose – The article aims to describe the problem- and project-based learning (PPBL) program and the institutional context at Arizona State University’s School of Sustainability (SOS), with the goal of offering experience-based guidance for similar initiatives in sustainability programs around the world. Design/methodology/approach – This case study presents the diverse PPBL activities that SOS offers on the undergraduate and the graduate levels and examines the institutional structures in place that support these activities. Data were collected through literature and document reviews, observations, interviews, student evaluations and faculty surveys. Findings – The review of the PPBL program at SOS illustrates a case of successfully inaugurating a PPBL program in sustainability at a major university in the USA. Yet, a key challenge for this program and similar programs around the world is how to maintain the institutional momentum and make advances after the initial takeoff. SOS is attempting to address this issue by developing greater program cohesion and coordination, synthesizing past products and learning, monitoring and evaluating impacts, and developing PPBL training programs for faculty and graduate students. Practical implications – The experiences and findings presented can help other programs to articulate the benefits of a PPBL initiative, anticipate implementation challenges and successfully support their own PPBL initiatives through adequate institutional structures. The review points to the fact that the major impact on both student learning and outcomes for partner organizations is achieved through a concerted effort by the organization as a whole. Successful PPBL programs require both top-down commitments from the administration and bottom-up drive from interested faculty and students. Originality/value – This case study discusses the PPBL program at SOS. The findings can inform and support the ongoing transformation in sustainability education with the ultimate objective to build students’ capacities to address and solve wicked sustainability problems in the real world, competently collaborating with partners from government, business and civil society.

scholarly journals Understanding students’ satisfaction with OERs as course materials

2018 ◽  
Vol 19 (1) ◽  
pp. 66-74 ◽  
Author(s):  
Shanna Smith Jaggars ◽  
Amanda L. Folk ◽  
David Mullins
Keyword(s):  
Predictive Validity ◽  
Undergraduate Students ◽  
Online Survey ◽  
Student Survey ◽  
Content Type ◽  
Course Materials ◽  
Interview Survey ◽  
Faculty Surveys ◽  
Students Satisfaction ◽  
Item Reliability

Purpose The purpose of this paper is to introduce a survey instrument to measure three components of students’ perceptions of open and affordable course materials – quality, integration, and experience – and discuss its reliability and predictive validity. Design/methodology/approach The authors distributed an end-of-semester online survey to students enrolled in sections of 12 courses that adopted OER in Fall 2016, as well as conducting a within-interview survey with the instructors of those courses. The authors calculated the descriptive statistics from the responses to the student survey, as well as examining the inter-item and inter-rater reliability of the instrument. Finally, explored correlations in the data gathered through both the student and faculty surveys were explored. Findings The authors found that both students and faculty were generally pleased with the quality and experience of using open and affordable digital materials. The authors also found that our three survey subscales had strong inter-item reliability, and that the quality and experience subscales had predictive validity in terms of whether students would choose a traditional or digital text in future courses. Originality/value In addition to providing evidence in terms of the full survey instrument’s reliability and predictive validity, factor analysis indicates that a short scale of quality and experience Likert scale items could be used by practitioners to effectively assess satisfaction of digital materials among traditionally aged undergraduate students.

Test-Retest Coefficients and the National Faculty Surveys

1992 ◽  
Vol 16 (1) ◽  
pp. 19-39 ◽  
Author(s):  
Robert T. Blackburn ◽  
Christopher J. Mackie
Keyword(s):  
Faculty Surveys

eStout: a digital learning environment program case study

2017 ◽  
Vol 25 (4) ◽  
pp. 242-249
Author(s):  
Phillip Stoeklen ◽  
Justin J. Sullivan ◽  
M. Justin Miller ◽  
Meridith Drzakowski ◽  
Sasha King
Keyword(s):  
Data Collection ◽  
Learning Environment ◽  
Lessons Learned ◽  
Digital Learning ◽  
Content Type ◽  
Digital Learning Environment ◽  
University Of Wisconsin ◽  
Faculty Concerns ◽  
Faculty Surveys ◽  
The University

Purpose This paper aims to discuss the evolution of a digital learning environment in higher education as a result of ongoing data collection and evaluation. Design/methodology/approach The manuscript is based on a digital learning environment intervention at the University of Wisconsin-Stout and is informed by evaluation data collected from student and faculty surveys annually between 2002 and 2016. Survey themes changed annually based on student/faculty concerns and interests, and program management used this feedback to make modifications to program scope and offerings. Findings The digital learning environment at the University of Wisconsin-Stout has been effective in providing faculty and students with the tools they need to be successful. This success is largely due to the ongoing commitment to data collection and evaluation at the University of Wisconsin-Stout and has ensured that the digital learning environment stays modern and adaptive. Originality/value This manuscript is the culmination of 15 years of ongoing evaluation practice and thus provides valuable best practices and lessons learned for educators/educational institutions hoping to improve or create their own digital learning environment.

scholarly journals Can Tablet Computers Enhance Faculty Teaching?

2015 ◽  
Vol 7 (2) ◽  
pp. 242-246 ◽  
Author(s):  
Aditee P. Narayan ◽  
Shari A. Whicker ◽  
Robert W. Benjamin ◽  
Jeffrey Hawley ◽  
Kathleen A. McGann
Keyword(s):  
Teaching Methods ◽  
Peer Mentoring ◽  
Added Value ◽  
Tablet Computers ◽  
Bedside Teaching ◽  
Faculty Teaching ◽  
Teaching Faculty ◽  
Faculty Surveys ◽  
Teaching Modality ◽  
Teaching Rounds

Abstract Background Learner benefits of tablet computer use have been demonstrated, yet there is little evidence regarding faculty tablet use for teaching. Objective Our study sought to determine if supplying faculty with tablet computers and peer mentoring provided benefits to learners and faculty beyond that of non–tablet-based teaching modalities. Methods We provided faculty with tablet computers and three 2-hour peer-mentoring workshops on tablet-based teaching. Faculty used tablets to teach, in addition to their current, non–tablet-based methods. Presurveys, postsurveys, and monthly faculty surveys assessed feasibility, utilization, and comparisons to current modalities. Learner surveys assessed perceived effectiveness and comparisons to current modalities. All feedback received from open-ended questions was reviewed by the authors and organized into categories. Results Of 15 eligible faculty, 14 participated. Each participant attended at least 2 of the 3 workshops, with 10 to 12 participants at each workshop. All participants found the workshops useful, and reported that the new tablet-based teaching modality added value beyond that of current teaching methods. Respondents developed the following tablet-based outputs: presentations, photo galleries, evaluation tools, and online modules. Of the outputs, 60% were used in the ambulatory clinics, 33% in intensive care unit bedside teaching rounds, and 7% in inpatient medical unit bedside teaching rounds. Learners reported that common benefits of tablet computers were: improved access/convenience (41%), improved interactive learning (38%), and improved bedside teaching and patient care (13%). A common barrier faculty identified was inconsistent wireless access (14%), while no barriers were identified by the majority of learners. Conclusions Providing faculty with tablet computers and having peer-mentoring workshops to discuss their use was feasible and added value.

scholarly journals Mid-Career Faculty and High Levels of Community Engagement: Intentional Reshaping of Meaningful Careers

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Anna M. DeFelippo ◽  
◽  
Dwight E. Giles ◽  
Keyword(s):  
New England ◽  
Community Engagement ◽  
Social Problems ◽  
Descriptive Statistics ◽  
Comprehensive Universities ◽  
Positive Correlation ◽  
Face To Face ◽  
Faculty Surveys ◽  
The Relationship

This study examined the relationship between vital mid-career faculty and rates of participation in community engagement at three public comprehensive universities in New England. Specifically, midcareer faculty successfully taught, rendered service within their setting, and conducted some research, but in interviews they described additional meaning and career fulfillment derived from creating and maintaining niches of community engagement focusing on social problems and change. Data from 102 faculty surveys were analyzed in the form of descriptive statistics, correlations, and t-tests. Data from 30 face-to-face interviews with faculty—all of whom were selected for their high self-vitality ratings as well as gender, rank, and discipline—were coded and assigned themes. There appeared to be a positive correlation between mid-career faculty who chose to participate in community engagement and high levels of vitality that may be influenced and enhanced by the engagement itself.

scholarly journals Changing the landscape of professional learning : a practitioner inquiry study of technology integration within literacy

2015 ◽  
Author(s):  
◽  
Tami Ensor
Keyword(s):  
Professional Development ◽  
Technology Integration ◽  
Teacher Perceptions ◽  
Professional Learning ◽  
Practitioner Inquiry ◽  
Traditional Methods ◽  
Audio Recordings ◽  
Teacher Researcher ◽  
Faculty Surveys

Practitioner inquiry provided the framework for teachers (participants) and the teacher researcher to work collaboratively to discover how teachers learn about literacy technology integration, how they apply this in their classroom instruction, and how they share their ideas about literacy and technology integration with other teachers. Data was gathered from faculty surveys, lesson plans, blog posts, videotaped collaboration, audio recordings, researcher's field journal and final reflections of the faculty. Data was analyzed using in vivo coding, looking at each data source independently and then creating larger categories that led to a descriptive view of the data. Key findings that positively impacted teacher learning were acknowledging teacher perceptions, providing time for collaboration with colleagues, application of practice, scaffolding learning, and job embedded reflection. Implications include re-envisioning the roles of educators as well as traditional methods of professional development. Collaborative Inquiry Circles were suggested as an alternative to the traditional methods of professional development.

scholarly journals Scientific Teaching: Defining a Taxonomy of Observable Practices

2015 ◽  
Vol 14 (1) ◽  
pp. ar9 ◽  
Author(s):  
Brian A. Couch ◽  
Tanya L. Brown ◽  
Tyler J. Schelpat ◽  
Mark J. Graham ◽  
Jennifer K. Knight
Keyword(s):  
Teaching Methods ◽  
Scientific Discovery ◽  
Faculty Members ◽  
Science Courses ◽  
Scientific Teaching ◽  
Core Elements ◽  
Undergraduate Science ◽  
Faculty Surveys ◽  
Concise Guide ◽  
Pedagogical Goals

Over the past several decades, numerous reports have been published advocating for changes to undergraduate science education. These national calls inspired the formation of the National Academies Summer Institutes on Undergraduate Education in Biology (SI), a group of regional workshops to help faculty members learn and implement interactive teaching methods. The SI curriculum promotes a pedagogical framework called Scientific Teaching (ST), which aims to bring the vitality of modern research into the classroom by engaging students in the scientific discovery process and using student data to inform the ongoing development of teaching methods. With the spread of ST, the need emerges to systematically define its components in order to establish a common description for education researchers and practitioners. We describe the development of a taxonomy detailing ST’s core elements and provide data from classroom observations and faculty surveys in support of its applicability within undergraduate science courses. The final taxonomy consists of 15 pedagogical goals and 37 supporting practices, specifying observable behaviors, artifacts, and features associated with ST. This taxonomy will support future educational efforts by providing a framework for researchers studying the processes and outcomes of ST-based course transformations as well as a concise guide for faculty members developing classes.

Sign in / Sign up

Export Citation Format

Share Document