Browsing by Author "Berlin, Kathryn"

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    Impact of Working Conditions on Faculty Teaching: Analysis of Full-Time Tenure Track and Part Time Non-Tenure Track Faculty
    (FACET, 2021-10) Berlin, Kathryn; Brock, DoMonique; Health Sciences, School of Health and Human Sciences
    The following exploration examined the impact of working conditions on faculty teaching for full-time faculty and non-tenure track faculty within an academic department at a large Midwestern university to determine whether employment status and working conditions potentially impacted student learning outcomes. Questions asked of participating faculty focused on factors related to, or influencing, teaching that may improve or hinder student learning. Factors such as available resources, interaction with department administrators and other faculty, job satisfaction, work-life integration, and mentorship were explored through written surveys and one-on-one interviews. Twelve faculty, out of a target population of 33, provided insight as to concerns or issues they felt impeded or supported teaching efforts. Although the exploration contained a small sample size, department administrators implemented changes to address faculty concerns to reduce “disconnects” and issues mentioned by faculty members. Primary changes occurred around part time faculty input on curriculum development and interactions with department administrators and full time faculty. While still ongoing, initial feedback is positive and indicates faculty are adapting to the changes. Further work is necessary to examine individual feelings of worth and value, as well as exploring actual student learning outcomes across courses.
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    Teaching Strategies Students Find Helpful in Online Learning Courses
    (Taylor & Francis, 2022) Berlin, Kathryn; Visovatti Weavera, Kathleen; Health Sciences, School of Health and Human Sciences
    This paper explores results of an online course revision to enhance student learning strategies and interactions. Data was collected from 125 of 167 students enrolled in an entry-level course at a large Midwestern university. Mid-term and end-of-semester surveys indicate that students found strategies such as mini-lectures, Quick Checks, and social media (i.e., CourseNetworking) helpful for engaging with, learning, and understanding course material. Furthermore, interaction with the instructor was found to contribute to overall satisfaction with the course. Results from this course revision provide practical strategies for student learning, as well as introducing CourseNetworking as a viable online social media platform to engage students.
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    When Faculty Downsizing and Student Success Collide
    (Wiley, 2018) Everly, Marcee; Berlin, Kathryn; Weber, Peggy; Peterson, Yasenka; Nelson, Jessica; Health Sciences, School of Health and Rehabilitation Sciences