School of Education Works

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    An application and evaluation of a model of student attrition using freshmen at a public urban commuter university
    (1983-08) Metzner, Barbara Stone; Butler, Raymond S.; McKenzie, Leon; Bean, John
    Although college student attrition has been investigated for many decades, this phenomenon has recently assumed greater importance to faculty, administrators, and statewide planners who are concerned with the future of their higher education institutions in the remainder of this century. Because of a decrease in the size of the traditional student age cohort, college enrollments are predicted to decline until at least 1997 (Carnegie Council, 1980). Institutions, currently experiencing a difficult economic situation resulting from a decade of high inflation and decreased federal funding, may also incur a loss of income from a reduction in student enrollment (Mortimer & Tierney, 1978). This additional decrement in revenue may seriously erode the quality and breadth of academic programs and even threaten the survival of many institutions.
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    Introduction: Shifting Perspectives from Universalism to Cross-Culturalism
    (Wiley, 2001-01-01) Lewis, Bradford F.; Aikenhead, Glen; School of Education
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    Characteristics of Effective Teaching in Higher Education: Between Definitional Despair and Certainty
    (Access to the original article may require subscription and authorized logon ID/password. Please check University Library resources before purchasing an article via the publisher. Questions on finding the original article via our databases? Ask a librarian:[BREAK][LINK]http://www.ulib.iupui.edu/research/askalibrarian[/LINK], 2004) Chism, Nancy Van Note
    Conflicting claims about the definition of teaching effectiveness in higher education abound. While some argue that the characteristics of effective teaching are well known and supported by a large body of research, others argue that teaching cannot be readily defined, and attempts to do so are doomed. The author reviews the ways in which the topic of college teaching effectiveness has been explored, detailing findings and discussion ways in which this literature can inform decision making in higher education.
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    Evaluating Approaches to Faculty Development in the Use of Learning Technologies
    (2004) Chism, Nancy Van Note
    As campus developers attempt to engage faculty members in the use of learning technologies, they often use change strategies that rest on unexamined assumptions about their appropriateness. These different approaches can be successful under specific conditions and with specific faculty, yet in order to maximize the effectiveness of development work in the arena of instructional technology, developers will benefit from exploring how their approaches fit with what is known about faculty change in teaching.
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    Personal narratives and constructivism in teacher education
    (Indiana University, 2005) Gill, Lonni Anne
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    Teaching Awards: What Do They Award?
    (The magazine publisher is the copyright holder of this article and it is reproduced with permission. Further reproduction of this article in violation of the copyright is prohibited. To contact the publisher: [LINK] http://www.ohiostatepress.org[/LINK]. [BREAK]Copyright © 2006 by the Ohio State University, 2006) Chism, Nancy Van Note
    The article examines selection criteria for teaching awards at various colleges and universities. The study finds that most teaching awards committees use qualitative measures and personal testimonies to evaluate teaching. The criteria for a good teacher is seldom explicitly stated. Materials used in the classroom and examples of student work are seldom used. The article argues that teaching awards can be best used as merely a part of the teaching evaluation system. Working with a concrete list of teaching criteria would make awards valuable tools rather than popularity contests. Revising teaching awards to adhere to a universal set of criteria, relating evidence to criteria, and defining standards would make the awards more valuable and spark conversation within the institution.
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    A Comparative Study of New Faculty Socialization in Tertiary Education in Taiwan and the U.S.
    (2010-11-07) Lin, Ching-Hui
    Although the practice of new faculty socialization may differ by variations across institutional types across the board, experienced faculty members of today have a significant responsibility to prepare and support new faculty members in academies. The various pressures and demands on the professoriate in academies may encourage us to reconsideration of the nature of faculty work and the question of how to prepare new faculty members for integrating the academy. The paper begins with an overview of the faculty career and the socialization process, particularly for new faculty and early faculty members (junior faculty) in higher education. Next, I discuss variations of socialization and strategies for new faculty and junior faculty in the academic workplace. Then I illustrate the research method used for this study, and finally comparing Taiwan and the U.S. in terms of socialization for new faculty and early faculty members.
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    A Comparison of Academic Freedom Between Greece and the U.S.
    (2010-11-16)
    Faculty in both the U.S. and Greece are currently experiencing a time when the future protections afforded academic freedom are somewhat unknown. Although laws exist in both countries to help safeguard faculty, questions remain. This article examines the current state of academic freedom in both countries to better understand where the future path may lead.
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    Scientists in the Making: Promoting African American Students’ Interest in Science through Inquiry-based, Culturally Relevant Instruction
    (Clute Institute, 2011) Mutegi, Jomo W.; School of Education
    The low number of African Americans pursuing careers in the natural sciences has been (and continues to be) a concern for science educators. While science educators have sought to explain the science-career decisions of African Americans through research (Hager & Elton, 1971; Lewis, 2003; Lewis & Collins, 2001; Lewis & Connell, 2005; Lewis, Pitts, & Collins, 2002; Maple & Stage, 1991), we have also worked to increase African American representation in science through various intervention programs (Barisa & Holland, 1993; Carmichael & Sevenair, 1991; Hrabowski, 1999; Maton, Hrabowski, & Schmitt, 2000; Tobias, 1992). Unfortunately, the problem has been a resilient one and African Americans (comprising fewer than 2% of practicing, Ph.D.-holding scientists since 1977) continue to be underrepresented in science and science-related careers (National Science Board, 2000).
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    Academic Freedom and University Autonomy: A comparative analysis of the Turkish higher education system
    (2011-03-10) Norris, Kristin E.
    The article provides an overview of the faculty profession in less developed countries including academic appointments and the tenure system, discusses issues related to academic freedom and autonomy of work, then discusses the influence of these factors in the Turkish higher education system.