Perceptions of tutoring roles and psychological distance among instructors,tutors and students at a Korean university

This study explores issues related to the tutor’s role when initiating tutoring as an institutional strategy at a conventional university. Based on a pilot tutoring program implemented in four college courses, we investigated the perceptions of instructors, tutors and students regarding the role of tutoring and whether it affected the psychological distance between the different types of participants. The results indicated that instructors’ perceptions of the tutor’s primary role and the psychological distance from the students and the tutors differed from the perceptions of the tutors and the students, perhaps because the instructors perceived tutors as a source of instructor support rather than student support. Implications and suggestions are discussed.     

高校教师绩效评价体系研究

高等教育事业的发展关键在于教师,构建科学的高校教师绩效评价系是高校进一步深化内部管理体制改革,充分发挥绩效评价的导向和激励作用的基础。高校教师绩效评价体系由教学业绩评价、科研业绩评价及教师业绩评价结果的计算与使用三部分构成。     

The “good professor” as perceived by university instructors

The purpose of this study is to answer the question: What is the Israeli instructor's conception of a “good university professor?” The study deals with the instructor's conception of the characteristics of the “good professor” with regard to the department in which he is teaching. A sample of 51 instructors from two departments were asked to select the three most important characteristics of a “good university professor” from a list of fifteen. It was shown that instructors attached primary importance to the professor's ability to spark intellectual growth. Of secondary importance was his method of instruction. The professor's traits connected to his academic status and his personality were of relatively little concern. There was unanimity among instructors from the two departments in their conception of what a “good professor” should be. They singled out characteristics that fall under the heading of delivery. A disparity exists between the instructor's conception of the “good professor” and the students' conception.     

Evaluation of university instructors in the United States: The context

This paper provides an overview of the context within which the teaching function in U.S. universities is carried out. It includes a conceptual scheme for the evaluation of instruction and suggests ways of analyzing evaluation in terms of (a) those components of the scheme which pertain to the instructor and his institutional context, and of (b) those which pertain to the institution and its societal context. The paper ends with advice for university administrators wishing to devise and implement evaluation for instructional improvement.Currently on leave as Visiting Senior Researcher, Ministry of Education, Jerusalem, Israel.     

北京高校大学生对授课教师满意度的实证研究

中国高等教育由精英教育向大众教育转变的过程中,提高学生对授课教师满意度,并将满意度作为评估、调整授课教师相关行为表现的标准这一问题显得尤为重要。本研究以北京大学生为主要研究对象,利用SPSS软件对数据进行统计分析,通过相关性及回归分析等构建出学生高满意度的授课教师素质模型。希望为各高校评估授课教师、授课教师进行自我调整提供一些参考,以建立一种新的良好的教学关系,从而更加有效地推动教学、教育的发展。     

Staff responsiveness to transformation initiatives and diversity at a South African university

Abstract

South African organisations and particularly institutions of higher learning have been confronted with workforces that increasingly reflect the diversity of the South African population. This changing workforce composition implies that the multitude of individual and cultural differences and similarities become increasingly apparent among employees. These differences and similarities can be disruptive and may lead to disharmony, but if managed appropriately, they can also result in increased vigour, stimulation and energy. The importance of workforce diversity in especially a university environment cannot be over-emphasised, as these positive consequences are conducive and sustain universities in their role to expand knowledge that benefits the communities within which they operate. Various transformative initiatives to address diversity, have been devised and implemented, but the impact needs to be measured and assessed to enable leaders to manage diverse workforces more effectively. This article therefore aims to firstly, statistically identify the underlying dimensions of diversity within the largest university in Africa, namely the University of South Africa (Unisa). The responsiveness of university staff members who attended transformative diversity-training workshops are secondly investigated by comparing their responses to that of a matched sample of non-participating staff members. These workshops aimed to sensitise academic, administrative and professional staff at middle-management level to the new realities of an increasing diverse workforce. It is evident that the workshops had a positive impact and that they could be described as successful. The importance of noting that diversity interventions not only entail creating awareness of diversity issues, but also applying the principles of diversity management on a continuous basis, is underscored in this article.     

Social citizenship formation at university: a South African case study

The paper considers citizenship formation at universities, drawing on the example of a student leadership project at the University of the Free State, a formerly White South African university, in a higher education context and society where racialised difference continues to influence peer relationships. The paper proposes a multi-dimensional conceptualisation of social citizenship, as described by T.H. Marshall, enriched by the capabilities approach, which adds specific citizenship dimensions of deliberation, acknowledgment of heterogeneity, and agency goals and activities as core elements of being able to be and to do as citizens. This is operationalised by investigating the student development intervention, based on biographical interview data from 50 of the 71 students who participated in the first iteration of the programme. The data is analysed for the three capability dimensions and for student criticisms of the programme, before an overall judgment is made of the programme’s contribution to democratic values and citizenship formation.     

Process evaluation of a teaching and learning centre at a research university

This paper describes the evaluation of a teaching and learning centre (TLC) five?years after its inception at a mid-sized, midwestern state university. The mixed methods process evaluation gathered data from 209 attendees and non-attendees of the TLC from the full-time, benefit-eligible teaching faculty. Focus groups noted feelings of inclusiveness because of the sole concentration on teaching. The survey found that attendees felt more positive about the value and effectiveness of the TLC than non-attendees, and no one on campus expressed negative feelings about its effectiveness. We discuss implications for future evaluation research.     

Leadership of anglophone tropical African universities, 1948–1986

This paper examines comparatively the background and turnover of vice-chancellors and professors at universities in 13 countries: where they studied, how long it took to get promotion and how many high-level academics are leaving for other careers. These factors vary between disciplines as well as between countries. The results have implications for university planning in the less expansive, resource-short 1980s.     

对地方普通高校辅导员的角色定位及发展对策的探讨

2006年9月1日开始施行的我国《普通高等学校辅导员队伍建设规定》辅导员是高等学校教师队伍和管理队伍的重要组成部分,具有教师和干部的双重身份。而地方普通高校有关领导由于受到教育大环境的影响,致使学校领导的工作重点和经费均放在那些关系提升学校层次与地位的问题上,放在这些硬性指标的建设上以后已经捉襟见肘,对于地方普通高校的辅导员工作常常出现的是心有余而力不足。随着社会、教育的发展,辅导员的角色内涵也在不断地丰富和发展,对于地方普通高校的辅导员的角色定位及发展有了新的内涵。     

Development of PCK for novice and experienced university physics instructors: a case study

The current study assessed and compared university students' perceptions' of a novice and an experienced physics instructor's Pedagogical Content Knowledge (PCK). Two college physics instructors and 116 students voluntarily participated in this study. The research model comprised three workshops, mid-term and final evaluations and instructor interviews. The results showed that each instructor's PCK performance in four categories was slightly improved, though the difference was not statistically significant and only the category of Instructional Representation and Strategies (IRS) was found to be statistically different by students' evaluations of their instructor's PCK. The experienced instructor emphasized life examples and experiments, whereas, the novice instructor emphasized explanations and quizzes. Furthermore, the PCK questionnaire provided university instructors with adequate information so the instructors could receive students' feedback as available sources to reflect on their teaching to improve their quality of teaching. Research implications of this study are provided along with suggestions for future research.     

The effects of feedback from students to university instructors: An experimental study

This article reports the results of an experimental study of the effects of students' evaluative feedback to university instructors. Data obtained indicated that feedback from students did not have any significant effects on the instructors' teaching performance and their perception of teaching. Some limitations of the study are discussed with suggestions for further exploration of the problem.     

Students' evaluations of university instructors: The applicability of American instruments in a Spanish setting

Items from two American instruments designed to measure students' evaluations of teaching effectiveness were translated into Spanish and administered to a sample of Spanish university students. Most of the items were judged by the students to be appropriate, every item was chosen by at least a few as being a most important item, and all but the Workload/Difficulty items clearly differentiated between lecturers whom students indicated to be “good,” “average,” and “poor.” A series of factor analyses clearly identified the factors that the instruments were designed to measure and that have been identified in previous research. Finally, a multitrait-multimethod analysis demonstrated that there was good agreement between factors from the two instruments which were hypothesized to measure the same components of effective teaching, and provided support for both the convergent and discriminant validity of the ratings. The findings illustrate the feasibility of evaluating effective teaching in a Spanish university and the appropriateness of the two American instruments.     

An in-depth study of misconceptions in stoichiometry and chemical equilibrium at a South African university

An investigation into the attempts of Chemistry I students at the University of the Witwatersrand, Johannesburg, South Africa, to answer questions in an examination involving stoichiometry and chemical equilibrium revealed that the majority of the students do not fully understand either concept. These results are in line with studies carried out in other countries and it seems that the main difficulty with these topics is that they are highly abstract and first taught to students before they have reached the stage of formal operational thought. Concrete examples (not open to misinterpretation) need to be used when these topics are first introduced to students, and cooperative learning in small groups should be encouraged to give students an opportunity to identify and remediate their misconceptions in a nonthreatening environment. © 1996 John Wiley & Sons, Inc.     

儒家人本思想及其对高校辅导员工作的启示

儒家的人本思想主要体现在为人、待人、治人之道三大方面,强调实际管理中关心人、爱护人,展现"仁政德治"、"和为贵"等思想,有不少可资高校思想政治辅导员借鉴之处,如"为政以德",充分发挥管理职能;重视人,"仁者爱人"、"宽以待人;"充分发挥每一个人的作用,"举直错枉""用人之长、人尽其材"和施行"仁政"等方面。高校辅导员可以在儒家人本思想这些原则性的教导中得到启示,并结合实践,以达到教书育人的真正目的。     

针对当代大学生群体的高校辅导员素质要求的探讨

高校辅导员肩负着大学生思想政治教育的使命,对于我国高校人才培养有着至关重要的作用。但随着社会的发展,大学生的生活环境也在发生变化,不同时期大学生的特征也不一样。这种情况就使得当前高校辅导员的素质跟不上大学生群体的变化,出现了各类问题。本文也从这方面入手,详细的分析针对当代大学生群体的高校辅导员素质要求。     

沿赤道切线向东和向西发射近地卫星耗能的计算

1引言众所周知,由于地球自西向东自转,从而向东发射卫星比向西发射节省能量.但是,两种情况下所需的发射能量究竟应如何算?向西发射究竟多消耗多少能量?却有2种不同算法和结果,且差异极大.下面我们以在赤道表面发射近地卫星为例来讨论.已知赤道上各点自西向东的线速度为v0=2πTR