“Putting in your time”: Faculty Experiences in the Process of Promotion to Professor

The rank of professor or “full” professor represents the highest status possible for faculty members, and it is generally gained by attaining professional expertise and a national or international reputation. Beyond this, however, little is known about these individuals or the promotion process at this level. In this qualitative study of 10 faculty members at one research university in the United States, we sought to understand the experiences of individuals who had sought promotion to full professor. Through a socialization lens, we found that issues of time, a lack of clarity, and gender disparity were concerns for these faculty members.     

An Education Grounded in Biology: Interdisciplinary and Ethical Considerations

ABSTRACT—Work in the new area of Mind, Brain, and Education (MBE) raises epistemological and ethical issues. With respect to epistemology, the norms of the component disciplines must be honored and the resulting amalgam must be more than a mere sum of the parts. With respect to ethics, the roles of scientist, educator, and practitioner each raise ethical dilemmas and the MBE worker must be cognizant of each set of dilemmas and the possible strains among them. Only if both of these spheres are confronted can good work be achieved in MBE.     

Student and faculty attributions of attrition in high and low-completing doctoral programs in the United States

Sixty doctoral students and 34 faculty members were interviewed in departments identified as having high and low doctoral student completion rates at one institution in the United States in order to examine the cultural contexts and structures that facilitate or hinder doctoral student completion. This paper outlines the differences in understandings of doctoral student attrition by role and by department using attribution theory. Implications for policy, practice, and further research are included.     

A Review of “Kids Online: Opportunities and Risks for Children”

While there is no question that the commercial development of the World Wide Web is still in its infancy and growing rapidly, this development faces a serious barrier to ultimate commercialization. In this article we develop the argument that the primary barrier to the successful commercial development of the Web is the current lack of consumer trust in this new commercial medium. This lack of trust is engendered primarily by the industry's documented failure to respond satisfactorily to mounting consumer concerns over information privacy in electronic, networked environments. We examine how such concerns are affecting the growth and development of consumer-oriented commercial activity on the World Wide Web and investigate the implications of these concerns for potential industry response. In the short run, the commercial development of the Web depends on giving consumers the opportunity to be anonymous when engaging in information exchanges and online transactions. Ultimately, however, commercial Web providers must come to realize that the Internet dramatically shifts the balance of power between a business and its customers, and therefore, radical new business strategies will be required for long-term success. Because the Web offers unprecedented opportunities for interacting with customers, strategies that take advantage of the medium's unique features are likely to reap important rewards in customer satisfaction, loyalty, and retention. Therefore, in the long run, the most effective way for commercial Web providers to develop profitable exchange relationships with online customers is to gain consumer trust by allowing the balance of power to shift toward more cooperative interactions between firms and their customers.     

Faculty Learning and Professional Growth in the Sabbatical Leave

Innovative Higher Education - The faculty sabbatical leave has been present in many institutions of higher education since its inception at Harvard University in 1880 but is relatively...     

Making death,compassion and partnership ‘part of life’ in school communities

Death can be considered a social taboo, a common source of fear and public avoidance. School communities are not immune to this, as the topic of death is constantly avoided. It is vital to understand how we can socially and culturally cultivate a positive regard for death, dying and bereavement in our school communities. Community members need to discuss these difficult issues and use strategies to enhance compassion, connectedness and support. In this literature review we reason that death is specifically not ‘part of life’ in school communities. Due to the dearth of school community-based literature on this issue and the progressive literature residing in palliative care, we aim to coalesce palliative care and school-based research, evaluate it and highlight compassion and partnership as a way forward for school communities. Essentially, our societal attitudes about death and dying have been profoundly altered and our community ownership of these normal life events has largely disappeared. This is demonstrated for example, by palliative care moving from the social grass roots ‘modern hospice movement’ formed in the 1960s and being reintegrated into the mainstream health care system by the end of the 1990s, resulting in an overall medicalised morphing of death, dying and bereavement issues. Therefore, we recommend that further research be conducted in how to develop compassionate schools to inform us how death may be continually made ‘part of life’ in school communities, for the benefit of students, teachers and families alike.     

Hand's Academy Challenge: Some Starter Questions

Michael Hand has recently challenged certain religious organisations that run Academies in the United Kingdom to devise and pursue their own faith‐based curricula in their schools. In this short article I examine some of the problems Hand's challenge might encounter, including whether religious conceptions of worthwhile activities and of human flourishing can be as devoid of religious beliefs as Hand would seem to wish and whether his challenge can be met.     

The technology-science relationship: Some curriculum implications

Technology encompasses the goods and services which people make and provide to meet human needs, and the processes and systems used for their development and delivery. Although technology and science are related, a distinction can be made between their purposes and outcomes. This paper considers four possible approaches to teaching students about the relationship between technology and science. Atechnology-as-illustration approach treats technology as if it were applied science; artefacts are presented to illustrate scientific principles. Acognitive-motivational approach also treats technology as applied science, but presents technology early in the instructional sequence in order to promote student interest and understanding. In anartefact approach, learners study artefacts as systems in order to understand the scientific principles which explain their workings. Finally, atechnology-as-process approach emphasises the role of technological capability; in this approach, scientific concepts do not have privileged status as a basis for selecting curriculum content. Specializations: science and technology education, educational evaluation, measurement of attitudes and interests.     

Science Instructors’ Perceptions of the Risks of Biotechnology: Implications for Science Education

Developing scientifically literate students who understand the socially contextualized nature of science and technology is a national focus of science education reform. Science educators’ perceptions of risks and benefits of new technologies (such as biotechnology) may shape their instructional approaches. This study examined the perceived risk of biotechnology of four groups of science educators: pre-service science teachers, in-service science teachers, biology graduate teaching assistants, and biology professors (n = 91). Data sources included a survey instrument and card sort task designed to determine the respondents’ structure of risk perception and factors contributing to this structure. The perceptions of the four educator groups were compared and contrasted along these dimensions. Results showed that the teacher groups were similar along many aspects of risk perception, but university professors were more likely to view the more subtle “gray areas” between biotechnology risks. The results are discussed in the context of understanding teacher risk perception on science pedagogical practice as well as the role of content knowledge and teaching experience on risk perception formation.