scholarly journals A Case Study on Faculty and Professional Advisor Perceptions on Academic Advising

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Agatha O'Brien-Gayes ◽  
Kerry Spitze
Keyword(s):  
Academic Advising ◽  
Liberal Arts ◽  
Quantitative Difference ◽  
Full Time ◽  
Promotion And Tenure ◽  
Policies And Procedures ◽  
Liberal Arts Institution ◽  
Time Faculty ◽  
Tenure Process

This case study addressed the attitudes and perceptions of faculty and professional advisors at a public comprehensive liberal arts institution. Based on a survey administered to full-time faculty and professional advisors in Fall 2009, the results showed a quantitative difference in levels of satisfaction with advising between the groups. Faculty resported a desire to function more in a mentoring capacity as well as increased recognition for advising during the promotion and tenure process, and identified a systemic need for better communication of policies and procedures. Professional advisors also raised these concerns but reported a higher level of overall satisfaction with advising. Concrete strategies to improve advising delivery were identified. Some preliminary best practices were addressed.

Evaluating Teaching in Adult Education

2010 ◽  
pp. 824-837
Author(s):  
James B. Martin ◽  
Royce Ann Collins
Keyword(s):  
Adult Education ◽  
Faculty Development ◽  
Liberal Arts ◽  
Evaluation System ◽  
Faculty Evaluation ◽  
Full Time ◽  
Development Programs ◽  
Formal Instruction ◽  
Time Faculty

Teaching is the bedrock of the learning environment; however, few instructors receive formal instruction on how to teach. While the quality of teaching adults can be assessed in numerous ways, these authors used their experience of creating faculty development programs at small, liberal arts universities to discuss instructor selection, student ratings, mentorship, and peer review. Looking through the lens of formative assessment (evaluation for improvement rather than judgment) and faculty development, this chapter looks at creating a faculty evaluation system which will grow instructors. While many of the items discussed in this chapter could be used with full-time faculty, the focus for these authors is the adjunct community who teach in many adult education programs.

The Hays Creek Watershed: A Case Study of Collaborative Watershed Restoration Planning and Place-Based Learning

2011 ◽  
Vol 33 (4) ◽  
pp. 19-23
Author(s):  
Laura Henry-Stone
Keyword(s):  
Liberal Arts ◽  
Anthropogenic Sources ◽  
Watershed Restoration ◽  
Restoration Planning ◽  
Chesapeake Bay Watershed ◽  
Learning Contexts ◽  
Creek Watershed ◽  
Liberal Arts Institution ◽  
Real World Learning

The goal of many environmental studies programs is to immerse students in real-world learning contexts while also contributing to the improvement of environmental conditions in local regions. Watersheds provide an excellent integrating context in which to pursue these complementary goals. For instance, the Chesapeake Bay watershed is a well-known national treasure that is experiencing many of the environmental problems facing watersheds everywhere, primarily centered on water pollution from anthropogenic sources. This paper describes the approach used in one particular course at a small liberal arts institution to facilitate student learning about and contribution to local watershed issues.

Is the ACRL Framework a teaching tool? Undergraduates’ interpretations of its language and concepts

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jennifer Jarson ◽  
Rachel Hamelers
Keyword(s):  
General Education ◽  
Liberal Arts ◽  
Literacy Learning ◽  
Pedagogical Tool ◽  
Content Type ◽  
Liberal Arts Institution ◽  
General Education Courses ◽  
Education Courses ◽  
Insight Into

Purpose While many librarians have celebrated the pedagogical inspiration offered by the ACRL Framework, some have raised concerns about the comprehensibility and accessibility of its language, particularly for students. The authors sought to understand if introducing the language of the frames explicitly – in addition to using them as the implicit foundation of our teaching – resonated with these undergraduates. This case study investigates how undergraduates at a liberal arts institution interpreted the Framework’s language and concepts in relation to their independent research.Design/methodology/approach In this case study, the authors analyzed 25 undergraduates’ reflections on their information literacy learning guided by recommendations for thematic analysis of qualitative data from Braun and Clarke (2006) and Castleberry and Nolen (2018). These steps included closely reading the reflections, disassembling and reassembling by frame, coding for themes, and finding trends and patterns.Findings The authors’ analysis of students’ reflections offers insight into how these students interpreted the Framework’s language and related it to their own experience. By noting language that seemed to resonate in this instance, the authors suggest ways in which educators could effectively use the Framework’s language with undergraduates.Originality/value Other studies in this area have generally been conducted with semester-long general education courses. This case study explores if explicit use of the Framework’s language outside of the classroom setting can resonate with undergraduates. Expanding research into different academic contexts enhances our understanding of how librarians may use the Framework as an explicit pedagogical tool.

scholarly journals Decolonize this art history: Imagining a decolonial art history programme at Kalamazoo College

2021 ◽  
Vol 19 (1) ◽  
Author(s):  
Anne Marie Butler ◽  
Christine Hahn
Keyword(s):  
Curriculum Development ◽  
Art History ◽  
Liberal Arts ◽  
Knowledge Systems ◽  
Learning Assessment ◽  
Ongoing Process ◽  
History Curriculum ◽  
Liberal Arts Institution ◽  
Potential Applications

This article presents a case study of a decolonized curriculum development in the Art History programme at the small liberal arts institution Kalamazoo College (Michigan, USA). It discusses the curriculum plan, methods for learning, assessment and potential applications for this approach beyond the case study. Paying attention to questions about the origins of art history, and its long-established methods and canon within the Western academy, this article proposes that any approach to decolonizing an art history curriculum must take into account the frameworks and methods of the knowledge systems it employs, must continually assess, reflect and hold accountable those who participate in its implementation and maintenance, and, importantly, must recognize that decolonization work is a necessarily messy and ongoing process.

Faculty Socialization and Gaining Tenure

2020 ◽  
pp. 51-71
Author(s):  
Carol A. Olszewski ◽  
Catherine A. Hansman
Keyword(s):  
Higher Education ◽  
Ethical Issues ◽  
Faculty Members ◽  
Full Time ◽  
Tenure Track ◽  
Faculty Socialization ◽  
Acculturation Process ◽  
Policies And Procedures ◽  
And Gender ◽  
Tenure Process

In higher education, ethical principles should guide administrators to develop policies and procedures that are just and fair to faculty, administrators, staff, and students and, as well, consider the needs of the various stakeholders affected by them. One example of a process that should be planned and carried out in an ethical way is the tenure-track process for faculty members. The purpose of this chapter is to discuss ethical issues and challenges institutions of higher education face in the tenure process and in socializing new full-time tenure track faculty members into academe. The authors discuss the acculturation process into the academy, then focus on interpersonal interactions and relationships, including mentoring and other supportive relationships and gender and minority issues that may affect the tenure process and acculturation into the academy. They conclude with future concerns and discussion of the ethical considerations for socializing faculty members into academe.

scholarly journals Improving the Tenure Committee's Review Efficiency with Embedded Dossier Functionality

2015 ◽  
Vol 6 (3) ◽  
Author(s):  
Brian Henriksen ◽  
David F. Kisor
Keyword(s):  
Journal Article ◽  
Promotion And Tenure ◽  
Tenure Process

Numerous manuscripts have been published addressing perceptions of the promotion and tenure process. Very little has been published on mechanism to improve the efficiency of dossier review or tools to assist the reviewer in understanding the comprehensive scope of the applicant’s experiences. An innovative dossier format was utilized to assess the hyperlinks and pop-up tool tips would enhance the reviewer efficiency when reviewing the applicant’s materials. Super scripted numbers at the end of the narrative’s sentences, in the same manner as a journal article, contained the embedded hyperlinks and pop-up tool tips. A majority of the reviewers found the embedded functionality in the dossier did enhance their efficiency in completing the review.   Type: Case Study

Enhancing Student Learning and Retention through the Merger of the Academic and Student Affairs Unit: The Olivet Plan

2003 ◽  
Vol 5 (1) ◽  
pp. 23-36 ◽  
Author(s):  
Evon Walters
Keyword(s):  
Student Affairs ◽  
Student Learning ◽  
Liberal Arts ◽  
Student Learning Outcomes ◽  
Transformation Process ◽  
Institutional Transformation ◽  
Liberal Arts Institution ◽  
Societal Context ◽  
Enhance Student Learning

This article is based upon a case study that highlights one private liberal arts institution, Olivet College, which embarked upon an institutional transformation process that merged both the academic and student affairs units into one. The objective of such an undertaking was to enhance student learning, strengthen the connection between the curriculum and the co-curriculum, and expand upon assessing student-learning outcomes. The article presents the societal context and guiding assumptions as they relate to the complex tasks of merging both divisions. It introduces the conceptual framework behind the Olivet Plan, highlighting the basic theoretical tenets on student learning that guided its process of institutional change. The case study will highlight the objectives, process, challenges, and successes of this model.

scholarly journals Home as Workplace: A Qualitative Case Study of Online Faculty Using Photovoice

2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Lee Stadtlander ◽  
Amy Sickel ◽  
Lori LaCivita ◽  
Martha Giles
Keyword(s):  
Home Environment ◽  
Time Management ◽  
Faculty Members ◽  
Full Time ◽  
Online Faculty ◽  
Research Gap ◽  
The Individual ◽  
Separate Room ◽  
Time Faculty

The present study examined how online faculty members structure their workspace in their homes and how their work situation affects their home environment. The case study’s goal, guided by an extension of Vischer's user-centered model of the work environment, was to address this research gap through interviews and using PhotoVoice, a technique in which participants take photos and are interviewed about them. Eighteen faculty members from a large online university were recruited through ads in the faculty newsletter. The inclusion criterion was that the individual must only work online. Interested individuals completed an email interview and emailed a photo of the area they considered <em>work</em>. Each participant was interviewed about his or her responses and photos for 15–20 min on the telephone. Many participants consciously separated their home and workplace through either utilizing a separate room/area or maintaining a work schedule that separated work and home through time management. However, the technology required for conducting their work (e.g., computer, printer, etc.) also played a strong role in the choice of maintaining a separate workspace; especially for full-time faculty. The use of PhotoVoice offered insights into how participants perceived and thought about their workspace. Of concern, for some faculty members was the surroundings within their defined workspace; having their books available and a beautiful view from their window were mentioned.

Government Policies and Rural Entrepreneurship- Case Study of an Horticulture Entrepreneur

2016 ◽  
Vol 5 (2) ◽  
Author(s):  
Vinod N. Sambrani
Keyword(s):  
Rural Development ◽  
Rural Areas ◽  
Process Development ◽  
Full Time ◽  
Rural Entrepreneurship ◽  
Development Institutions ◽  
Startup Time ◽  
Nursery Management ◽  
The Government

India is a country which is in forefront of being called a developed nation. To be a developed nation, India has to first look at its rural development, because 70 percent of the population live in rural areas, which means more than 700 million people are spread across 6,27,000 villages. Rural development is more than ever before linked to entrepreneurship. Establishments and agencies promoting rural development now look at entrepreneurship as a strategic development medium that could speed up the rural development process. Development institutions believe that rural entrepreneurship offers a huge potential for employment. In this paper a case study of a young entrepreneur who has taken up horticulture (vegetable plants nursery) as his full time profession, with a mission to help the neighbouring farmers is studied, the purpose of this paper is to understand the government role (policies and schemes), the difficulties faced by the entrepreneur during the startup time and knowledge transfer from the horticulture department, nursery management. The methodology followed is in-depth interaction with the entrepreneur. The outcome of paper will be to understand how rural entrepreneurship is helping improve the quality of life for families, communities and individuals leading to sustainable economy and environment.

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