scholarly journals Learning to Swim

2021 ◽  
Vol 2 (2) ◽  
Author(s):  
Beth Ritter-Conn
Keyword(s):  
Experiential Learning ◽  
Real Life ◽  
Higher Learning ◽  
Faculty Members ◽  
Learning Goals ◽  
Contingent Faculty ◽  
Institutions Of Higher Learning ◽  
New Material ◽  
Power Of Story ◽  
Required Courses

As institutions of higher learning increasingly rely on contingent faculty members to carry the load of required courses, more and more new contingent faculty find themselves thrown into the “deep end” of teaching in areas outside of their fields. By focusing on broader learning goals, appealing to the power of story, and emphasizing real-life application by incorporating experiential learning, these faculty members can make almost any course feel like a course they are qualified to teach. Furthermore, they can allow their wonder at learning new material inspire students to embrace unfamiliar topics as well.

Institutional Repositories as Impetus for Curbing Plagiarism in Nigerian Universities

2018 ◽  
pp. 205-224
Author(s):  
Doosuur Dianne Ashaver
Keyword(s):  
Higher Learning ◽  
Faculty Members ◽  
Institutional Repositories ◽  
Institutions Of Higher Learning ◽  
Academic Plagiarism

This chapter is an exposition on the Institutional Repositories as impetus to curbing plagiarism in Nigerian universities. The chapter analyses the nature of academic plagiarism and its prevalence in institutions of higher learning in Nigeria especially among students and faculty members. The chapter also proffers strategies which universities can employ to minimise and or eventually curb plagiarism.

MASLOW'S HIERARCHY AND STUDENT RETENTION

1989 ◽  
Vol 9 (1) ◽  
pp. 69-74 ◽  
Author(s):  
David M. Brookman
Keyword(s):  
College Students ◽  
Student Affairs ◽  
Student Retention ◽  
Higher Learning ◽  
Faculty Members ◽  
Hierarchy Of Needs ◽  
Mentor Program ◽  
Sense Of Purpose ◽  
Institutions Of Higher Learning ◽  
Teaching Faculty

Abraham Maslow's hierarchy of needs offers a perspective on the motivation of college students and provides a rationale for retention programming in institutions of higher learning. The interventions of student affairs staff and faculty members which address the safety needs of students and engage students' sense of purpose tend to reinforce persistence. The result is improved rates of retention. The possible role faculty might play in a “mentor program” is discussed as a model of cooperative endeavor between the teaching faculty and the student affairs staff.

scholarly journals Teachers’ Conflict-Inducing Attitudes and Their Repercussions on Students’ Psychological Health and Learning Outcomes

2019 ◽  
Vol 16 (14) ◽  
pp. 2534
Author(s):  
Muhammad Rashid Ali ◽  
Badar Nadeem Ashraf ◽  
Chuanmin Shuai
Keyword(s):  
Psychological Health ◽  
Educational Outcomes ◽  
Higher Learning ◽  
Faculty Members ◽  
Educational Institutions ◽  
Student Relationships ◽  
Teacher Interactions ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Institutions Of Higher Learning

This paper studied the causes and effects of negative teacher–student relationships on students’ psychological health and educational outcomes, primarily due to negative teacher–teacher interactions. Survey data were collected from 130 faculty members and 746 students of 10 higher educational institutions located in different cities of the Punjab province of Pakistan. Path analysis was used to estimate results. The findings revealed that incivility among faculty members and higher discontent with university resources generates a conflict-inducing attitude in faculty members, which subsequently creates negative behavior in teachers towards students. It was further observed that hostile attitudes of faculty members towards students adversely affects the psychological health and educational outcomes of students at universities. These findings suggest that students’ learning processes can be improved by controlling negative teacher–teacher interactions, which has important implications for institutions of higher learning.

scholarly journals Planning and Implementing a Graduate Online Team-Taught Marketing Course

2018 ◽  
Vol 42 (2) ◽  
pp. 108-122
Author(s):  
Rajasree K. Rajamma ◽  
Michael R. Sciandra
Keyword(s):  
Team Teaching ◽  
Online Teaching ◽  
Online Courses ◽  
Higher Learning ◽  
Faculty Members ◽  
Potential Solution ◽  
Institutions Of Higher Learning ◽  
The World ◽  
Teaching Team ◽  
Educational Delivery

Online courses have become an important educational delivery tool for institutions of higher learning throughout the world. While popular among students and administrators, many faculty members have expressed concerns with online courses. Therefore, this article highlights online team teaching as a potential solution to many of the concerns harbored by faculty members. In particular, we discuss the potential challenges that can be faced by an online teaching team during the various stages from conceptualization to implementation, and offer prescriptive guidelines that would help future teams in navigating those challenges. Importantly, this article explores online team teaching from the perspective of marketing faculty and outlines positive educator outcomes associated with the development of a team-taught marketing course.

Notes on Chinese Higher Education: 1974

1975 ◽  
Vol 62 ◽  
pp. 271-296 ◽  
Author(s):  
Jan S. Prybyla
Keyword(s):  
Higher Learning ◽  
Faculty Members ◽  
Chinese Higher Education ◽  
University President ◽  
State University ◽  
Teachers College ◽  
Medical College ◽  
Institutions Of Higher Learning ◽  
Peking University ◽  
The University

I travelled in China in February 1974 as member of an academic group from the Pennsylvania State University, led by the university president, John W. Oswald. I visited the following institutions of higher learning: Canton Medical College, Chungshan University in Canton, Futan University in Shanghai, Nanking University, Nanking Normal (Teachers') College, Peking University, and the Central Institute of Nationalities in Peking. A member of our group (an engineer) visited Tsinghua University in Peking. In each of these institutions our group held lengthy conversations with personnel of the Revolutionary Committees, faculty members, and some students. In Shanghai I gave a lecture on the U.S. economy to faculty members from the departments of economics and international politics of Futan University.

Embodying Solidarity on Catholic Campuses: The Case of Worker Justice

2021 ◽  
pp. 47-89
Author(s):  
Gerald J. Beyer
Keyword(s):  
Adjunct Faculty ◽  
Common Good ◽  
Higher Learning ◽  
Social Teaching ◽  
Contingent Faculty ◽  
Catholic Colleges ◽  
University Employees ◽  
Institutions Of Higher Learning ◽  
Catholic Colleges And Universities ◽  
The Common

This chapter focuses on the situation of adjunct faculty, the largest group of contingent faculty. The chapter presents what the author perceives to be the unjust, dire circumstances of these faculty members. The author appeals to the ideals of solidarity, justice, the option for the poor, the common good, and the workers’ rights tradition of Catholic social teaching to evaluate the adjunct situation. The situation of adjunct faculty is presented vis-à-vis expenditures on athletics and salaries of the highest paid university employees to raise the question of mission-oriented priorities. After describing the situation on the ground, the author argues that complicity in the unjust treatment of adjuncts at Catholic universities glaringly violates CST. Moreover, perpetuating this situation by appealing to its purported inevitability, budgetary constraints, or the excuse that “everybody else is doing it” seriously undercuts the mission of Catholic institutions of higher learning. After critiquing the efforts to prevent adjunct faculty from forming unions, which exacerbates an already unjust situation and runs the risk of causing scandal, the author turns to some of the positive steps taken at Catholic colleges and universities to improve the situation of adjunct faculty.

The May Seventh Cadre School for Eastern Peking

1975 ◽  
Vol 63 ◽  
pp. 522-527 ◽  
Author(s):  
James C. F. Wang
Keyword(s):  
Graduate Students ◽  
Higher Learning ◽  
Faculty Members ◽  
Political Education ◽  
Public Disclosure ◽  
The Public ◽  
Institutions Of Higher Learning ◽  
The University

From 26 December 1972 to 24 January 1973, I was a member of a group from the University of Hawaii visiting various institutions of higher learning in China. The group consisted of five Chinese-speaking faculty members and five graduate students with varied interests and specializations. Since my own particular subject is the training and political education of cadres, I requested permission to visit a May Seventh cadre school. This report examines the May Seventh Cadre School for Eastern Peking and is based upon information gathered on a visit there in January 1973. Officials of the school told us that from its establishment, on 7 November 1968, to January 1973, approximately 3,300 cadres from eastern Peking graduated from the school. The extent of this particular school's involvement in training cadres for eastern Peking is best illustrated by the public disclosure that over half of the cadres in eastern Peking have attended it.

Globalizing and Localizing

2011 ◽  
pp. 335-355
Author(s):  
Shalin Hai-Jew ◽  
Beth A. Montelone ◽  
Lisa C. Freeman
Keyword(s):  
Public Health ◽  
Research Policy ◽  
Opportunity To Learn ◽  
Diverse Learners ◽  
Higher Learning ◽  
Faculty Members ◽  
Online Course ◽  
Local Resources ◽  
Institutions Of Higher Learning ◽  
Research And Design

Public health is a demanding field that draws from a number of disciplines: medicine, veterinary medicine, nutrition, nursing, law enforcement, research, policy-making, engineering, and public outreach and education. The nature of this field requires multi-media educational resources that can introduce diverse learners to this curricular and real-world complexity. This chapter describes how a virtual team of faculty members from four Kansas institutions of higher learning collaborated to create an online course titled “Introduction to Public Health”. Drawing from the larger environment, the online course uses global and culturally sensitive techniques to reach a wide learner base and to make use of local resources for its geographically diverse learners. The online learning environment constructed is tied in a deliberate fashion to the values and practices of public health. The online course is built to be more widely adoptable by a range of faculty members from different related fields. As a result, students from rural, urban, and suburban backgrounds will have an opportunity to learn public health and related careers early in their undergraduate education. Public universities and community colleges will have access to a new collaborative model for course development and delivery. This course build involved a consistent tactic of building learning adaptable to local and culturally variant conditions for global transferability, with some of these practices transferable to other online course builds. This chapter explores the uses of research and design in a specific case to enhance the global inheritability of the shared course.

scholarly journals Compensation Practices on Job Satisfaction of Faculty Members in Private HEI in Saudi Arabia: Mediating Role of Talent Management

2020 ◽  
Vol 10 (4) ◽  
pp. 37
Author(s):  
Zainab Bello ◽  
Waleed Alhyasat
Keyword(s):  
Job Satisfaction ◽  
Saudi Arabia ◽  
Talent Management ◽  
Higher Learning ◽  
Faculty Members ◽  
Private Institutions ◽  
Online Data ◽  
Mediating Role ◽  
Institutions Of Higher Learning

Purpose- The paper examined the role of compensation practices on job satisfaction of faculty members in private institutions of higher learning in Saudi Arabia. The paper also examined the mediating role of talent management in the relationship between compensation practices and job performance.Methodology/Approach- A descriptive research design method was applied in the study. The paper is focused on review of previous studies from online data bases and periodicals on the paper variables and resultant relationships. Literature acknowledged the effect of compensation practices on job satisfaction. The paper explained the importance of compensation practices on job satisfaction and the mediating role of talent management. Equity theory was used as the underpinning theory of this paper.Findings- The paper found that compensation practice mediated by talent management is important to increase job satisfaction of faculty members of newly established private institutions of higher learning particularly in Saudi Arabia.Implication/Contribution- The paper provides opportunity for scholars to test the proposed framework empirically. The paper can serve as guide for human resource personnel in newly established private institutions of learning in increasing faculty member’s job satisfactions. The paper adds to body of existing literature on compensation practices, job satisfaction and talent management with focus on newly established private institution of learning in Saudi Arabia.

scholarly journals Developing a supervisor identity through experiential learning: Narratives of three novice academics working in a South African University

2021 ◽  
Author(s):  
Sibonelo Blose ◽  
Vusi Msiza ◽  
Freedom Chiororo
Keyword(s):  
Experiential Learning ◽  
Narrative Inquiry ◽  
South African ◽  
Lived Experiences ◽  
Role Identity ◽  
Higher Learning ◽  
Significant Other ◽  
Postgraduate Students ◽  
Institutions Of Higher Learning

One of the critical tasks of academics in any research-intensive university is the supervision of postgraduate students. Given the central role of this activity, how novice academics learn to supervise is significant. In this paper, we present our narratives as novice academics, and we focus on our learning of the supervision role. We drew from experiential learning and role identity theories to frame our understanding of this process. Using a narrative inquiry methodology, we shared and examined our narratives of lived experiences as novice supervisors. Upon examining our narratives, we identified four sources of learning that were significant in developing our supervisor identity: our current or previous supervisors; senior colleagues; meaningful corridor talks; and the practice of reflexivity. We recommend that institutions of higher learning pay added attention to the development of novice supervisors. Although structured programmes are significant, other learning avenues need to be explored to assist novice supervisors to develop a supervisor identity.

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