Browsing by Subject "Faculty Learning"

Now showing 1 - 2 of 2
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    Investigating faculty learning in the context of community-engaged scholarship
    (2012) Jameson, J.K.; Clayton, P.H.; Jaeger, A.J.; Bringle, Robert G.
    This study investigates faculty learning resulting from a faculty development program implemented at North Carolina State University to build capacity for community-engaged scholarship (CES). Previous work done under the auspices of Community Campus Partnerships for Health is extended by modifying an extant scale used to assess CES competencies and adding a retrospective pre-test to account for response-shift bias. This study also builds upon earlier work on assessment of student learning through the use of reflection by examining reflection products written by faculty at three points during the 12-month program. Quantitative analysis of responses to the CES competencies scale indicated a significant response-shift bias (participants overestimated their knowledge about CES at the start of the program). Qualitative investigation of participants’ reflection products suggests they learned new language for CES, achieved new discoveries about their community-engaged work, and often redefined their scholarly identities through the lens of engaged scholarship. Implications of this study include the value-added by examining faculty learning through reflection products as well as self-report scales, the need to build faculty capacity for learning through reflection, and the proposal of new strategies for documenting faculty learning from faculty development programs.
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    The prevalence and nature of unrequited love
    (2013) Bringle, Robert G.; Winnick, Terri A.; Rydell, Robert J.
    Unrequited love (UL) is unreciprocated love that causes yearning for more complete love. Five types of UL are delineated and conceptualized on a continuum from lower to greater levels of interdependence: crush on someone unavailable, crush on someone nearby, pursuing a love object, longing for a past lover, and an unequal love relationship. Study 1a found all types of UL relationships to be less emotionally intense than equal love and 4 times more frequent than equal love during a 2-year period. Study 1b found little evidence for limerent qualities of UL. Study 2 found all types of UL to be less intense than equal love on passion, sacrifice, dependency, commitment, and practical love, but more intense than equal love on turmoil. These results suggest that UL is not a good simulation of true romantic love, but an inferior approximation of that ideal.