This book is a step-by-step guide for improving student learning in higher education. The authors argue that a fundamental obstacle to improvement is that higher educators, administrators, and ...assessment professionals do not know how to improve student learning at scale. By this they mean improvement efforts that span an entire program, affecting all affiliated students. The authors found that faculty and administrators particularly struggle to conceptualize and implement multi-section, multi-course improvement efforts. It is unsurprising that ambitious, wide-reaching improvement efforts like these would pose difficulty in their organization and implementation. This is precisely the problem the authors address. The book provides practical strategies for learning improvement, enabling faculty to collaborate, and integrating leadership, social dynamics, curriculum, pedagogy, assessment, and faculty development. In Chapter 2, the authors tell a program-level improvement story from the perspective of a faculty member. Chapter 3 inverts Chapter 2. Beginning from the re-assess stage, the authors work their way back to the individual faculty member first pondering whether she can do something to impact students' skills. They peel back each layer of the process and imagine how learning improvement efforts might be thwarted at each stage. Chapters 4 through 9 dig deeper into the learning improvement steps introduced in Chapters 2 and 3. Each chapter provides strategies to help higher educators climb each step successfully. Chapter 10 paints a picture of what higher education could look like in 2041 if learning improvement were embraced. And, finally, Chapter 11 describes what you can do to support the movement.
Faculty MENTORING Phillips, Susan L.; Dennison, Susan T.
2015, 2023-07-03, 2015-08-13
eBook
Faculty mentoring programs greatly benefit the institutions that have instituted them, and are effective in attracting and retaining good faculty. Prospective faculty members commonly ask about ...mentoring at on-campus interviews, and indicate that it is a consideration when choosing a position. Mentoring programs also increase the retention rate of junior faculty, greatly reducing recruitment costs, and particularly help integrate women, minority and international faculty members into the institution, while providing all new hires with an orientation to the culture, mission and identity of the college or university. The book provides step-by-step guidelines for setting up, planning, and facilitating mentoring programs for new faculty members, whether one-on-one, or using a successful group model developed and refined over twenty-five years by the authors. While it offers detailed guidance on instituting such programs at the departmental level, it also makes the case for establishing school or institutional level programs, and delineates the considerable benefits and economies of scale these can achieve. The authors provide guidance for mentors and mentees on developing group mentoring and individual mentor / protégé relationships - the corresponding chapters being available online for separate purchase; as well as detailed outlines and advice to department chairs, administrators and facilitators on how to establish and conduct institution-wide group mentoring programs, and apply or modify the material to meet their specific needs. For training and faculty development purposes, we also offer two chapters as individual e-booklets. Each respectively provides a succinct summary of the roles and expectations of the roles of Mentor and Mentee. Faculty Mentoring / Mentor GuideFaculty Mentoring / Mentee GuideThe booklets are affordably priced, and intended for individual purchase by mentors and mentees, and are only available through our Web site.
This research is motivated by the perception of Andalas University academics towards veiled female students who disagree with the use of the veil. This study aims to determine the perception of the ...academics of Andalas University towards veiled female students from the aspects of knowledge, attitudes and actions. The study was conducted using a quantitative approach with descriptive analysis design. The population in the study were students and lecturers at Andalas University from five faculties. The sample taken amounted to 380 people consisting of lecturers and students, using the proportionate random sampling technique and in collecting data using a questionnaire. The theory used is Functional Structure pioneered by Emile Durkheim, which is classified as a social fact. In analyzing this functionalist theory, society is a system consisting of interconnected, related and balanced parts, then all social structures are integrated into a unity and have a function that different but still creates order and the whole elements will adapt to each other's changes in society both internal and external. This social fact is a way of thinking, a way of feeling, a way of acting, a way of being that is outside the individual (external), general, and coercive that can explain the perception of the academics of Andalas University towards veiled female students who are social facts. The average score (mean) is 3.72 where this score shows the perception of Andalas University academic community towards veiled students on a positive or good interval scale, which is seen from the level of knowledge, attitudes and actions.
The first decade of the 21st century brought major challenges to higher education, all of which have implications for and impact the future of faculty professional development. This volume provides ...the field with an important snapshot of faculty development structures, priorities and practices in a period of change, and uses the collective wisdom of those engaged with teaching, learning, and faculty development centers and programs to identify important new directions for practice. Building on their previous study of a decade ago, published under the title of Creating the Future of Faculty Development, the authors explore questions of professional preparation and pathways, programmatic priorities, collaboration, and assessment. Since the publication of this earlier study, the pressures on faculty development have only escalated-demands for greater accountability from regional and disciplinary accreditors, fiscal constraints, increasing diversity in types of faculty appointments, and expansion of new technologies for research and teaching. Centers have been asked to address a wider range of institutional issues and priorities based on these challenges. How have they responded and what strategies should centers be considering? These are the questions this book addresses.For this new study the authors re-surveyed faculty developers on perceived priorities for the field as well as practices and services offered. They also examined more deeply than the earlier study the organization of faculty development, including characteristics of directors; operating budgets and staffing levels of centers; and patterns of collaboration, re-organization and consolidation. In doing so they elicited information on centers' "signature programs," and the ways that they assess the impact of their programs on teaching and learning and other key outcomes. What emerges from the findings are what the authors term a new Age of Evidence, influenced by heightened stakeholder interest in the o
This book is intended for faculty and faculty developers, as well as for deans, chairs, and directors responsible for promoting teaching and learning in higher education. Intentionally non-technical, ...it engages readers reflectively with a process for developing teaching and details the planning necessary to apply this process to teaching within disciplines. The book centers on McGill University's week-long Course Design and Teaching Workshop that the contributors have offered together for more than ten years. It follows the five day format of the workshop-covering the analysis of course content, conceptions of learning, the selection of appropriate teaching strategies, the evaluation of student learning, and evaluation of teaching-in a way that reflects the spontaneity of the debates it has engendered and the workshop's evolutionary changes. The structure shows faculty members conceptualizing new courses or re-examining their teaching of existing courses, and translating the insights gained from the workshop to specific disciplinary content and learning outcomes. In addition four previous participants of the workshop write about its influence on their personal thinking about the practice of teaching. The final two chapters describe the structure and evolving role of McGill's Centre for University Teaching and Learning. The authors describe its objectives in fostering an evidence-based teaching culture and providing a practical support structure with limited resources. They highlight achievements in disseminating teaching expertise across their campus, and their vision for the future role of faculty development. This book provides faculty developers and administrators with valuable non-prescriptive models and challenging ideas that promote faculty development in general and university teaching in particular. It engages faculty members in the process of course design in a way that is learning centered and can lead to deep student learning.
Colleges and universities across the US have created special initiatives to promote faculty development, but to date there has been little research to determine whether such programs have an impact ...on students' learning. Faculty Development and Student Learning reports the results of a multi-year study undertaken by faculty at Carleton College and Washington State University to assess how students' learning is affected by faculty members' efforts to become better teachers. Extending recent research in the Scholarship of Teaching and Learning (SoTL) to assessment of faculty development and its effectiveness, the authors show that faculty participation in professional development activities positively affects classroom pedagogy, student learning, and the overall culture of teaching and learning in a college or university.
Academicians are commonly associated with academic tasks of teaching and research. However, recent scenario reveals that academicians’ workloads are not restricted to merely academic tasks. ...Academicians also hold administrative positions, involved with students’ development activities, community services and professional development. Shouldering with numerous responsibilities, academicians may be stressful to prioritize the assigned tasks and meeting deadlines. This necessitates serious attention to ensure that academicians can focus on the assigned responsibilities and perform their best. Thus, this study attempts to establish a relationship between academic and non-academic responsibilities with job-related stress among academicians. Through survey method, 120 usable responses received out of 391 questionnaires distributed to academicians in a public university. Using SPSS, a preliminary analysis indicates that the respondents were moderately stressful with their job. However, multiple regressions test demonstrates that job-related stress is not influenced by academic responsibilities but marginally contributed by non-academic responsibilities. The findings give insights to the university management on academicians’ reaction to their present job tasks and useful as guidance in any efforts or policy towards academicians’ workload setting. However, this study is confined to only one public university in the East coast region of Malaysia. Thus, future research may be expanded to the public universities in the West region of Malaysia with different working environment and lifestyle.
Keywords Academicians, Academic Responsibilities, Non-academic responsibilities, Job-related Stress, Teaching workloads
Taxation is the key source of revenue for most developing countries in the world. Despite their reliance on taxes, most governments confront comparable revenue collection issues. For instance, ...Malaysia had the fourth lowest tax ratio among Asian and Pacific nations. This is quite surprising because a self-assessment system (SAS) has been in place for over two decades, yet voluntary compliance is still missing. Despite this, past research has revealed that Malaysian taxpayers appear to be tax illiterate. Thus, the purpose of the study was (i) to analyze the need for introducing tax subjects in non-accounting curriculums among academicians from non-accounting fields, (ii) to measure tax knowledge among non-accounting academicians, and (iii) to determine the preferences of non-accounting academicians on taxation topics if tax subjects are integrated into non-accounting curriculums. In September 2021, an online questionnaire was sent to all non-accounting academicians within the Universiti Teknologi MARA (UiTM) system over a three-week period. There were 358 responses in all, with 349 questionnaires usable for data analysis. According to the findings, (i) most respondents probably agreed that tax subjects should be taught in all faculties, (ii) 50.4% of respondents demonstrated tax literacy, and (iii) real property and gains tax, tax planning for small businesses, and small company tax were the three most preferred tax topics. Despite the fact that Malaysia’s self-assessment system has been in place for over two decades, 41.8% of respondents had just a moderate understanding of taxes. The findings offer insight into how the Malaysian Ministry of Higher Education and the Malaysian Inland Revenue Board may work together to deliver tax education to non-accounting students at the tertiary level. As a result, because the sample was confined to all UiTM academicians from non-accounting fields, the findings should be interpreted and generalized with caution.
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