scholarly journals A case study of classroom faculty experiences with racial dialogue in one rural Missouri university

2018 ◽  
Author(s):  
◽  
Steven Bryant
Keyword(s):  
Professional Development ◽  
Faculty Members ◽  
Faculty Experiences ◽  
White Faculty ◽  
Background Factors ◽  
Qualitative Survey ◽  
Just Society ◽  
Racial Dialogue ◽  
Equity And Inclusion

The divide of America and the racial injustices occurring support the need for ensuring faculty development to confront race and racial inequities in the classroom (Hughey, 2012). This study explored the experiences of White faculty members who incorporate racial dialogue in their courses. Based on ten interviews, one focus group, and a qualitative survey, this study explored the experiences and background factors of White faculty members who incorporate racial dialogue in their courses. This qualitative study (Creswell, 2014) worked to fill this gap in knowledge present in understanding these background factors. Findings inform developers of diversity, equity and inclusion trainings on how White faculty members have arrived at incorporating racial dialogue within the classroom. It is important in future professional development opportunities to increase White faculty member's engagement with racial dialogue within the classroom to foster inclusion and create a more just society.

Professional Development Programme in the Use of Educational Technology to Implement Technology-Enhanced Courses Successfully

2010 ◽  
pp. 91-110
Author(s):  
Sibongile Simelane
Keyword(s):  
Professional Development ◽  
Educational Technology ◽  
Teaching And Learning ◽  
Development Programme ◽  
Faculty Members ◽  
Successful Implementation ◽  
Integrate Technology ◽  
Professional Development Programme

Universities globally have realised that they need to educate instructors, lecturers and teachers in how to integrate technology into education. Some higher education institutions have already introduced professional development programmes in educational technology to ensure that technology will be effectively utilised, which in turn will enhance the quality of their educational practices. In this chapter, a case study of the implementation component of the e-TUTO programme will be discussed in depth with the findings from the participants who participated in the programme during June 2005 to June 2006. An overview of professional development programme in the use of educational technology to assist lecturers to implement technology-enhanced courses successfully is presented, as well as an overly demanding e-TUTO programme, which might hinder the successful implementation of a technology-enhanced course. The professional development programme should empower faculty members to utilise and integrate technology to enhance the quality of teaching and learning.

scholarly journals The Determination of Faculty Members’ Perceptions and Knowledge of the Teacher-Scholar Model at a Primarily Teaching Institution

2019 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Louis S. Nadelson ◽  
Carlos Baldo ◽  
Nancy Banman ◽  
Ed Bonan-Hamada ◽  
Robin Calland ◽  
...  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Faculty Member ◽  
Faculty Members ◽  
High Quality ◽  
Teaching Institution ◽  
Exploratory Case Study

The teacher-scholar model was created in recognition of the expectations that university faculty members will engage in both high-quality teaching and scholarship. The adoption of the teacher-scholar model at universities has been mixed. Our exploratory case study investigation took place at a primarily teaching university in which the model was recently embraced. We wanted to empirically document the faculty members’ knowledge, perceptions, preparation, and engagement in the teacher-scholar model. Our results indicate that the faculty members held constrained levels of knowledge of the model, were neutral in their perceptions of model, had a range of preparation to productively engage in the model, and they tended to take an array of approaches for engaging in the model. We also found positive relationships among perceptions of the teacher-scholar model, knowledge of the model, faculty member engagement in scholarship, and the duration of employment in higher education. Our findings suggest that there is a need for long-term professional development focused on the teacher-scholar model at universities where the model is being adopted.

scholarly journals Perceptions of Maritime Faculty of the University of Saint Anthony on the Shift of Traditional to Online Instruction

2021 ◽  
Vol 19 (2) ◽  
pp. 151-167
Author(s):  
Estrella Arroyo ◽  
Christopher A Britanico
Keyword(s):  
Qualitative Study ◽  
Faculty Development ◽  
Online Instruction ◽  
Faculty Members ◽  
Online Interaction ◽  
Faculty Experiences ◽  
Materials Development ◽  
New Policies ◽  
The University

This study focused on the perceptions of Maritime faculty of the University of Saint Anthony, Iriga City Philippines, on the shift of traditional to online instruction since the pandemic in March 2020 to the present.It is a purely qualitative study, a case study to specific, that used coding as its method to interpret and analyze the data gathered from unstructured interviews of the selected faculty of the Maritime department. Further, the study identified the experiences and challenges that confronted the faculty members; thus, enabled the researchers to arrive at conclusions and render recommendations. The findings of the study showed that Maritime faculty experiences on online instruction were deeply rooted on practicality and accessibility. It is both refreshing and difficult to do accordingly. The challenges were mostly tied to resources and investments used by the faculty during online interaction. This study shall become a basis for the implementation of new policies in the department in terms of faculty development, materials development and formulation of teaching strategies.

Ties to the outside: An exploration of faculty interactions with external organizations

2018 ◽  
Vol 4 (1) ◽  
pp. 295-313 ◽  
Author(s):  
Karley A Riffe
Keyword(s):  
Study Design ◽  
Financial Constraints ◽  
Academic Discipline ◽  
Faculty Members ◽  
Faculty Work ◽  
Case Study Design ◽  
Low Resource ◽  
Faculty Interactions ◽  
Embedded Case Study

Faculty work now includes market-like behaviors that create research, teaching, and service opportunities. This study employs an embedded case study design to evaluate the extent to which faculty members interact with external organizations to mitigate financial constraints and how those relationships vary by academic discipline. The findings show a similar number of ties among faculty members in high- and low-resource disciplines, reciprocity between faculty members and external organizations, and an expanded conceptualization of faculty work.

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