Shared Governance among the new Majority: Non-Tenure Track Faculty Eligibility for Election to University Faculty Senates

Non-tenure track faculty members (NTTF) constitute what has been referred to by scholars as the new faculty majority. The growing numbers of NTTF have led to debates about the role they should play in shared governance. Currently, however, an overall lack of empirical knowledge exists regarding the status of their involvement in institutional governance. Using data from highest research activity doctoral universities, this study investigated current standards related to NTTF eligibility for election to institution-wide faculty senates. We also explored what these faculty governance standards and criteria reveal about the status and position of NTTF within the professoriate.     

Barriers to the Success of Affirmative Consent Initiatives: An Application of the Social Ecological Model

ABSTRACT

In response to evidence that one in five college women are sexually assaulted, institutions of higher education have started adopting affirmative consent policies. Affirmative consent must be voluntarily and explicitly communicated—verbally or nonverbally. A recently published article highlighted barriers to the success of affirmative consent initiatives at the intrapersonal level. To extend this discussion, we identified barriers at each level of the Social Ecological Model. In our commentary, we discuss social determinants that are particularly relevant for campus sexual assault. There are elements in young people's micro-, meso-, exo-, and macrosystems that hinder their adoption of affirmative consent practices. We focus on gender as an aspect of the macrosystem that is a formidable barrier to the success of affirmative consent initiatives, influencing each of the other levels. Finally, we discuss how sexuality education might begin to address the social determinants of sexual assault.     

Crossing borders: Learning to count

For over a decade I have been involved in state and national Level curriculum and professional development projects that have required of me that I ‘act’. During the same period my research has focused on educational reforms within a social justice framework and on the development of informed numeracy in children and adolescents. In this paper I consider how children, different children learn and understand counting. In doing so, I reflect upon my experiences as a curriculum developer who is constantly uneasy, often frustrated and occasionally made anxious by the disjunction between what she understands and what she does and perhaps more importantly what she doesn't understand but nevertheless does.     

Library services for persons with disabilities: twentieth anniversary update

In recognition of the twentieth anniversary of the Americans with Disabilities Act (ADA), this survey updates the progress and reflects on the status of academic health sciences library services for people with disabilities since the Nelson study in 1996. The results of this survey extend beyond academic libraries to hospital libraries and include areas where all libraries can improve disability access. Based on a 24% response rate, libraries have addressed accessibility of technology in cost-effective and relatively easy ways. Libraries are reactively rather than proactively making changes to services for persons with disabilities.     

Flip This Classroom: A Comparative Study

Abstract

The purpose of this research was to compare the beliefs and attitudes of teachers using the flipped versus the traditional class model. Survey and interview data were collected from a matched sample of in-service teachers representing both models from a large suburban southeastern Texas school district. The Attitude Towards Technology Scale, the Frequency of Involvement in Technology Scale, the Technology Comfort Scale, and the Technology and Teaching Efficacy Scale were administered to compare the beliefs and attitudes of teachers. Additionally, one-on-one interviews further explored the teacher beliefs and attitudes associated with the impact of technology on student engagement. Findings suggest that flipped classroom teachers have higher technology and teaching efficacy, greater comfort levels using technology, higher frequency of involvement in technology, more positive attitudes toward technology, and greater levels of student engagement.     

Differences between residential and non-residential fathers on sexual socialisation of African American youth

This study investigated differences between residential and non-residential fathers on topics discussed during father–child sex communication and factors associated with child sexual socialisation. Young people (N = 159, 53% female) provided self-reports using computer surveys on the role of their fathers on father–child sex communication, general communication, parental monitoring, father social support and topics discussed during father–child sex communication. The analysis revealed differences in topics discussed between young people with residential vs. non-residential fathers. Independent group t-tests revealed significant differences between young people with residential vs. non-residential fathers on social support and parental monitoring for sons and parental monitoring for daughters. Sons and daughters with residential fathers had higher scores on these variables. Discriminant function analyses, chi-square tests and hierarchical linear regression analyses were carried out to determine whether there were meaningful distinctions between young people with residential vs. non-residential fathers. The analysis revealed social support and parental monitoring provided the most meaningful distinction between young people with residential vs. non-residential fathers. These results highlight the importance of non-residential fathers in the sexual socialisation of their young people through parent–child sex communication. Discussion focuses on the need for development of interventions to promote the inclusion of non-residential fathers in the sexual socialisation of African American youth.     

The Four Directions

This article presents the Native American cultural symbol, the Four Directions, as a sign that is culturally evident and inter‐tribally significant. Through understanding the significance of the symbol, a deeper understanding is possible for non‐Natives, especially an understanding of the Native Americans' relationship between their artwork and their culture. It will be argued that through a deeper understanding and cultural saturation by non‐Natives that cultural misinformation can be reduced. Even though the article makes no attempt to define a culture, community, or person, cultural groups are presented through image and story.     

Directors

Donald C. Willis' The Films of Frank Capra (Metuchen, N.J.: Scarecrow Press, 1974---$7.50)

Mervyn LeRoy (as told to Dick Kleiner) Mervyn LeRoy: Take One (New York: Hawthorn, 1974---$10.00)

Willi Frischauer's Behind the Scenes of Otto Preminger: An Unauthorized Biography (New York: Morrow, 1974---$7.95)

Raymond Durgnat's The Strange Case of Alfred Hitchcock. or the Plain Man's Hitchock (Cambridge, Mass.: MIT Press, 1974---$15.00)

Stig Bjorkman, Torsten banns, and Jonas Sima's Bergman on Bergman" Interviews with Ingmar Bergman (New York: Simon and Schuster, 1974---$9.95)

Jean Renoir's My Life and My Films (New York: Atheneum, 1974---$10.00)

Alfred Appel's Nabokov's Dark Cinema (New York: Oxford University Press, 1974)