Nurturing faculty vitality by matching institutional interventions with career-stage needs

A questionnaire study, modeled after Baldwin's 1979 research on faculty at a liberal arts college, was conducted with 42 Lilly Teaching Fellows and Lilly Mentors at a large, public, research-oriented university in the Southeast U.S.A. Results from the study support the notion that one of the keys to a successful instructional and faculty development program is to target activities to the academic career stage of the faculty member.Patricia Kalivoda works in the Office of Instructional Development at The University of Georgia. She holds an MBA and an Ed.D. from The University of Georgia. Her research focuses on faculty career development and faculty vitality. Geraldine Rogers Sorrell is Special Populations Coordinator at Middle Georgia Technical Institute. She holds an M.Ed.and an Ed.D. from The University of Georgia. She specializes in faculty and staff development, and career counseling. Ronald D. Simpson is Director of the Office of Instructional Development at The University of Georgia, where he also is professor of Higher Education and Science Education. He holds degrees from The University of Tennessee and The University of Georgia.     

Validating teaching competencies for faculty members in higher education: A national study using the Delphi method

In this study the Delphi Method was used to validate teaching competencies of faculty members in higher education. Through the use of expert opinion, a panel of national leaders in college-level teaching validated twenty seven competencies as important or very important for faculty members who teach. Seven other competencies were rated slightly below a mean score of 4.0 suggesting, based on additional feedback by the panel, that the importance of some competencies may depend on specific variables found within a given context.Kathleen S. Smith is Coordinator of Teaching Assistant Support at The University of Georgia, Office of Instructional Development. She holds graduate degrees from The University of Georgia and has served as Administrative Coordinator and Acting Head of The University of Georgia's intensive English program. Her research and teaching focus on the development and administrative support of teaching assistants with emphasis on International Teaching Assistants. Ronald D. Simpson is Director of the Office of Instructional Development at The University of Georgia, where he also is professor of Higher Education and Science Education. He holds degrees from The University of Tennessee and The University of Georgia.     

African American female faculty at large research universities: Their need for information

African American female faculty at large research universities are given the same responsibilities as other faculty. They must teach, conduct research, engage in worthwhile service to the university community, and regularly disseminate the results of their work in scholarly publications. Rewards from the university are directly tied to the level of success that the faculty member experiences. The minority label is often a barrier to the African American female faculty member's search for full standing in the university's community of scholars. To overcome this barrier, African American women must find and use the best information available to help them. This includes finding a good mentor, mastering a variety of information sources, and building a strong personal and professional network.Melvin M. Bowie is an associate professor and graduate coordinator in the Department of Instructional Technology at the University of Georgia. She received her A.B. degree in history and French from Tougaloo College; an M.S. in library science from the University of Illinois; and, a Ph.D. in Curriculum and Instructional Media from Iowa State University. Her current research interests, including studies carried out for the National Reading Research Center, focus on collection development and resource-based teaching. Her teaching areas include technical services in school media centers, collection development, and administration of school media programs.     

Faculty development in the United States

This report gives an overview of faculty development in the United States during the past 30 years and suggests what remains to be done before this movement becomes fully institutionalized in American higher education.Jerry G. Gaff is Vice President at the Association of American Colleges. His degrees are at DePauw University (A.B.) and Syracuse University (Ph.D.) with specialization in psychology. He helped pioneer the establishment of campus-based faculty development programs in the 1970s, has worked on improving undergraduate general education programs, and currently directs a new project to prepare future faculty members for their roles in teaching and service, as well as research. Ronald D. Simpson is Director of the Office of Instructional Development at The University of Georgia, where he also is professor of Higher Education and Science Education. He holds degrees from The University of Tennessee and The University of Georgia.     

Total quality and adult education: A natural partnership in the classroom

This article highlights the philosophies of adult education and total quality and shows how they are combined to create a powerful educational tool. The article scans the literature, shares a case study at a community college, and offers examples and strategies for making learning a more collaborative, adult, high quality process.Laura L. Bierema obtained a Bachelor's degree in Liberal Arts from Michigan State University, a Master's degree in Labor & Industrial Relations from Michigan State University, and an Ed.D. in Adult Education from the University of Georgia. Dr. Bierema is currently a faculty member at Washtenaw Community College in Ann Arbor, Michigan. Her interests include teaching effectiveness, women's development, organizational learning, qualitative research, and total quality management.     

Investing in junior faculty: The teaching improvement program (TIPs)

One way in which institutions can assist junior faculty members is to facilitate appropriate nurturing through senior faculty. The Teaching Improvement Program (TIPs) at The University of Georgia was designed and implemented with this aspect in mind. This paper describes the philosophical base as well as the design, administration, and evaluation of this unique program that matches new junior faculty with senior faculty mentors. Despite some problems in scheduling, participants in the program received valuable suggestions on how to improve their classroom performance.He is a former Lilly Teaching Fellow.His office provides a wide range of instructional and professional services for faculty and academic administrators in the university's thirteen schools and colleges.The authors would like to thank Gina Dress for all her assistance in the TIPs program and three anonymous reviewers for their useful comments and suggestions.     

General education in research universities: Training programs for teaching assistants

Suggestions for general education reforms have advocated smaller classes and greater participation by senior faculty. This is not feasible given the reward structure and extensive use of teaching assistants at research universities. Realistic reform efforts must account for the reward structure and focus on training programs for teaching assistants.She obtained her Ph.D. (1987) in Higher Education Administration, and her M.S. (1982) in Counseling and Human Development, both from the University of Iowa.     

Student interviews: A vital role in the scholarship of teaching

Participation in a national study, sponsored by the American Association of Higher Education, on the use of Peer Review of Teaching Effectiveness, allowed us to engage in several nontraditional methods of peer collaboration. The method having the greatest value for us involved a faculty peer interviewing the students in another faculty member's classes. Through these student interviews, we obtained in-sights into how to enhance the learning environment created inside and outside the classroom. In this article, we present a summary of how we conducted student interviews, why such interactions with students are worthwhile, and what the implications of these interviews are.Jere W. Morehead received his Juris Doctorate from the University of Georgia in 1980. After serving as an Assistant United States Attorney for six years, Professor Morehead returned to the University of Georgia's Terry College of Business as a faculty member. Professor Morehead has been an active member in the Academy of Legal Services in Business. Currently, he serves as Senior Articles Editor of theAmerican Business Law Journal. Throughout his academic career, Professor Morehead has been recognized for his excellence in teaching. He is a coauthor ofThe Legal and Regulatory Environment of Business, the leading textbook in his field, and he has received a University teaching award. During the past two years, he has been an active participant in the AAHE's national project on the peer review of teaching. Peter J. Shedd earned both an undergraduate B.B.A. and a Juris Doctorate from the University of Georgia. After graduating from law school, he clerked for Anthony Alaimo, who was then the Chief Judge of the United States District Court for the Southern District of Georgia. In 1978, Professor Shedd returned to the University of Georgia as a faculty member where he is currently a Professor of Legal Studies in the Terry College of Business. In recognition for outstanding teaching, he was one of the recipients of the Meigs Award last year and was named the Georgia Professor of the Year in 1993 by the Council for the Advancement and Support of Education. Professor Shedd has served as the Associate Dean of the College of Business, as Executive Assistant to the University President, and been active in numerous University committees. In 1994, Professor Shedd was elected to the Executive Committee of the Academy of Legal Studies in Business. A certified mediator and arbitrator, Professor Shedd is a member of the State Bar of Georgia and the American Arbitration Association.     

Senior Leaders and Teaching Environments: Faculty Perceptions of Administrators’ Support of Innovation

We used data from the 2012 administration of the Faculty Survey of Student Engagement to measure faculty perceptions of senior leaders’ (e.g., deans, provosts, presidents) support for innovation in teaching. Specifically, this study explored what faculty characteristics predict faculty perceptions of leaders’ support for innovation in teaching and how those perceptions relate to several teaching practices (e.g., active classroom practice). The goal for this study was to gain additional insight into how faculty members approach teaching. The implications of these findings are presented along with some considerations for future research.     

Validating teaching competencies for graduate teaching assistants: A national study using the Delphi method

In this study the Delphi Method was used to validate teaching competencies of graduate teaching assistants (TAs). Through the use of expert opinion, a panel of national leaders in teaching assistant support and training validated twenty six competencies as important in the preparation of teaching assistants. Feedback from panelists suggested that some instructional competencies depend on the specific responsibilities that are assigned to an individual TA.Ronald D. Simpson is Director of the Office of Instructional Development at The University of Georgia, where he also is professor of Higher Education and Science Education. He holds degrees from The University of Tennessee and The University of Georgia. Kathleen S. Smith is Coordinator of Teaching Assistant Support at The University of Georgia, Office of Instructional Development. She holds graduate degrees from The University of Georgia and has served as Administrative Coordinator and Acting Head of The University of Georgia's intensive English program. Her research and teaching focuses on the development and administrative support of teaching assistants with emphasis on International Teaching Assistants.     

The student-centered research university

After definition and explanation of the concept of the student-centered research university, the idea of the student-centered course is explained. Finally, faculty concerns about this model are discussed.These remarks were first presented at the Academic Affairs Faculty Symposium at the University of Georgia in 1994.Gershon Vincow is the Vice Chancellor for Academic Affairs at Syracuse University. He received the Ph.D. from Columbia University in Chemistry, also the field of his M.A. and A.B. degrees. He has taught and conducted research in physical chemistry, and his current particular interest is issues of renewal in higher education with emphasis on student-centered and learning-centered approaches.     

Administrative support in initiating transformations: A perspective of an African American female

African American females need to develop alliances with White administrators to transform policies and practices to assist these female faculty members in becoming successful and productive professors at predominantly White research universities. Strategies for White administrators and other powerful White faculty members, and African American females are delineated in this article. In addition, illustrations of courses, activities, and programmatic changes in one college are included.Mary M. Atwater is an associate professor in the Department of Science Education at the University of Georgia. She holds a B.S. in chemistry from Methodist College in Fayetteville, North Carolina; an M.A. (M.S.) in organic chemistry from the University of North Carolina; and, a Ph.D. in science education from North Carolina State University, Raleigh. Her research interests include African American learning and involvement in the sciences, multicultural science teacher education, and urban education. Her teaching experiences include science education, multicultural education, and chemistry.     

Reflections on Teaching and Learning Online: Quality program design,delivery and support issues from a cross‐global perspective

This reflective paper began with a discussion of the online program design and delivery experiences of three senior faculty members at the University of Calgary (Canada) and Deakin University (Australia), which was recorded at Deakin University. After drawing on this recording in their research and practice, one faculty member from each institution decided to review and expanded upon their intervening experiences in terms of issues of quality program design, delivery, and support issues when teaching, and learning in different cultural contexts. The authors discovered that these issues are as important today as they were when they met to record the interview, and have concluded their discussion here with thoughts about the teaching, student, and administrative supports that institutions engaged in online program delivery cross‐culturally must address in order to successfully deliver quality online programs worldwide.     

The ally within: An innovatory approach to networking and staff development

This paper reports on an innovative approach to faculty development where the centralized unit has established a network of locally-based faculty developers. In contrast to the more conventional model of faculty development where centralized units are vested with the responsibility for devising programs for faculty development for the University at large, this model draws on the expertise of faculty already at work in a particular area. Once appointed, the locally-based faculty developer provides support to colleagues in their shared work place and also contributes to the program offered by the centralized unit. This alliance between the centralized unit and the locally-based faculty developer has led to positive outcomes for both parties, and for the University community.Philip Candy, professor and Director of the Academic Staff Development Unit at the Queensland University of Technology, received his Ed.D. from the University of British Columbia. His research interests are mainly in the theoretical and conceptual aspects of adult education, and constructivist approaches to research and teaching. His book,Self-Direction for Lifelong Learning, won the 1991 Cyril Houle World Award for Literature in Adult Education. Jill Borthwick, a senior lecturer in the Academic Staff Development Unit at QUT, is coordinator of the Unit's Teaching Development Program. Her Ph.D. on developmental approaches to teacher education is from the University of Queensland, and her research interests are predominantly in the areas of gender studies, and language and literacy.     

Practical Considerations When Using Benchmarking for Accountability in Higher Education

The qualitative study on which this article is based examined key individuals’ perceptions, both within a research university community and beyond in its external governing board, of how to improve benchmarking as an accountability method in higher education. Differing understanding of benchmarking revealed practical implications for using it as an accountability tool. A change model is presented for enhancing the effectiveness of benchmarking in higher education communities.Sue D. Achtemeier received the B.A. in mathematics and computer science with High Honors and the M.S. in mathematics from Florida State University and the Ph.D. in Higher Education from the University of Georgia. She has held teaching positions in Illinois and Georgia and is now Assistant Director for Institutional Effectiveness for the University of Georgia with particular interest in accreditation and accountability. Ronald D. Simpson is Professor Emeritus of Higher Education and Science Education and Director Emeritus of the Office of Instructional Support and Development at the University of Georgia. He holds degrees in the biological sciences and in science education from the University of Tennessee and the University of Georgia and continues to teach and advise doctoral students in UGA’s Institute of Higher Education.     

Research and teaching at a research university

This paper examines tensions between the research and teachingcomponents of the faculty role. It does so by reporting resultsfrom a case study of committed undergraduate teachers at aresearch university. Having agreed that research was the dominantelement in the university's academic reward system, samplemembers were cross-classified along two dimensions: First, theirown adaptation to the reward structure, as indicated by theirfive-year records of involvement in funded research; second,individuals' stated attitudes and beliefs toward the teaching andresearch roles. Although the 11 active researchers (ARs) withinthe sample reported somewhat more positive attitudes towardsresearch than did the 18 less-active researchers (LAs), we foundconsiderable overlap across, and variation within, the twosubsamples. Particularly noteworthy were the presence of a strongallegiance to the historic teaching mission of publicuniversities among both groups and, among the LAs, anoppositional cadre of politically adept senior faculty who hadachieved some success in preserving or expanding the place ofundergraduate teaching in the reward systems of their departmentsand colleges. The paper concludes by considering the case studyfindings in light of both recent theoretical work on intrinsicmotivation and the future of the teaching role.     

The Influences of Faculty on Undergraduate Student Participation in Research and Creative Activities

Using data collected from surveys of college juniors and seniors and faculty members in related academic departments, this study examined whether faculty teaching and research orientations, as well as faculty external funding, had any impact on undergraduate student participation in research and creative activities. The results of the study indicated that faculty research orientation and external funding were indeed positively related to student participation in research activities. However, faculty members’ teaching orientation was not significant. Further analyses indicated that faculty teaching and research orientations had different impacts on a range of research and creative activities by undergraduate students. The findings from this study provide insight on ways of improving college teaching and learning as well as informing the development of institutional academic policies related to faculty and undergraduate education. Shouping Hu is Associate Professor of Higher Education at Florida State University. He received his M.S. degree in Economics and Ph.D. in Higher Education from Indiana University. His research and scholarship focus on college access and success, student engagement, and higher education policy. Kathyrine Scheuch is the Deputy Director of Research and Evaluation in the Division of Community Colleges, Florida Department of Education. She received her Ed.D. in Higher Education from Florida State University. Her research interests include undergraduate research activities and minority student issues. Joy Gaston Gayles is Associate Professor of Higher Education at North Carolina State University. She received her Ph.D. in Higher Education from Ohio State University. Her research interests include the college student experience and its impact on student development and learning.     

Transition from a teaching institution to a research institution: An African American female perspective

According to Mooney (1993), the proportion of tenured faculty has shrunk as the overall size of the professoriate has expanded. However, this expansion has not included African American and other faculty of color. Professional and personal isolation, lack of supportive collegiality, and unique challenges in establishing research records are among factors contributing to the shortage of African Americans initiated and accepted into the professoriate (Bowen & Schuster, 1986; Lopez, 1991; Sorcinelli & Billings, 1992). Consequently, the revolving door syndrome experienced by many faculty of color (Blackwell, 1988) is sustained by such factors. Additionally, according to Lagowski (1992) the requirements of a research culture are basically incompatible with the demands of undergraduate teaching (p. 42). This paper provides a review of the status of African American females in academe, describes career success at teaching and research institutions, presents dynamics of transition from teaching to research institutions, and offers coping strategies useful during transition.Myra Womble is an assistant professor of business education in the Department of Occupational Studies at the University of Georgia. She received her B.S. in Business Education; her M.A. in Vocational Education; and her Ed.D. in Training and Development. Dr. Womble's most recent research activities include examining career development and school-to-work transition issues relative to students economically, socially, and academically at-risk.     

A Study of Faculty Perceptions of Summer Compressed Course Teaching

Students take summer and compressed courses for a variety of reasons and research indicates that learning outcomes in these courses are similar to those gained in traditional semester or quarter courses. This quantitative study was an attempt to clarify faculty perceptions about summer compressed courses. One hundred and fifty-one faculty members teaching at a large, multicampus institution completed a survey addressing teaching methodology, approaches to student assessment, and other pedagogical issues relating to such courses. It was determined that many faculty did make adjustments in teaching methods and approaches to student assessment. In addition, perceptions were different between experienced/tenured faculty and inexperienced/nontenured faculty.Mark Kretovics is an Assistant Professor of Higher Education Administration and Student Personnel at Kent State University. He received his Ph.D. from Colorado State University and his research interests include the assessment of student learning, business practices in higher education, distance education, and pedagogical issues in compressed courses. Mark had over 20 years of administrative experience within higher education before transitioning into his current faculty role. Alicia R. Crowe, Ph.D. is an Assistant Professor in the Department of Teaching, Leadership, and Curriculum Studies at Kent State University. Her areas of interest and research include teacher education, social studies education, teacher learning, and technology integration. Eunsook Hyun, Ph.D. is Associate Professor in the Department of Teaching, Leadership, and Curriculum Studies at Kent State University. Her area of research interests include teacher education, critical pedagogy, curriculum theorizing, and higher education curriculum