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Search Results for 'Faculty' (Keyword)
38 items found 1 / 4
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1   |   From section Mentoring & Supervision
Examining the Benefits of a Faculty Technology Mentoring Program on Graduate Students' Professional Development
This study investigated the impact of a university-wide faculty technology mentoring (FTM) program on participating graduate students' professional development. The results reveal both how graduate students are rewarded by participating in such activities and valuable mentoring methods to develop graduate students' technical, academic, pedagogical, and professional skills.
Publication Year: 2016    |    Updated in ITEC: August 9, 2017
2   |   From section Mentoring & Supervision
Comparing Alternative Voices in the Academy: Navigating the Complexity of Mentoring Relationships from Divergent Ethnic Backgrounds
The authors explored the mentoring experiences of two women in higher education who are working at different levels within a research institution. Traditional mentoring relationships which pair graduate students or junior faculty with a single mentor matched by gender, race, research interest have not produced unilateral success for dedicated protégés. Alternatives to traditional mentoring have produced positive results for participants through supports which better match the needs of women and minority graduate students and junior faculty. Yet, few organized efforts to develop successful alternative approaches to traditional mentoring exist.
Publication Year: 2014    |    Updated in ITEC: March 23, 2017
3   |   From section Mentoring & Supervision
Leadership Development through Mentoring in Higher Education: A Collaborative Autoethnography of Leaders of Color
In this collaborative autoethnography, the authors explored how 14 faculty and administrators of color, identified as emerging leaders within their campus context, experienced mentoring and how these experiences have impacted their leadership development and sense of well-being in the higher education context. In this study, the authors provided evidence of the importance of supportive, developmental professional relationships in the lives of emerging leaders in higher education, especially among people of color. Leaders of color in faith-based higher education identified such relationships, involving psychosocial and career development functions, as fairly limited within their institutional settings.
Publication Year: 2014    |    Updated in ITEC: March 19, 2017
4   |   From section ICT & Teaching
YouTube Acceptance by University Educators and Students: A Cross-Cultural Perspective
This study aims to establish how university students’ and educators’ perceptions of YouTube in two different cultures, Japan and USA, affect their intentions to use this technology. This study attempts to predict and compare factors influencing YouTube acceptance among university students and educators in two very different cultures, Japan and the USA, applying the Unified Theory of Acceptance and Use of Technology (UTAUT). The authors conclude that even though UTAUT’s four predictors can explain YouTube acceptance to a high degree, the influence of each predictor on YouTube acceptance varies significantly according to the cultural environment and the role of the teachers and the learners.
Publication Year: 2015    |    Updated in ITEC: January 30, 2017
5   |   From section Mentoring & Supervision
Anchoring a Mentoring Network in a New Faculty Development Program
The author argues that the traditional model of one-on-one mentoring is insufficient given the changing demographics of next-generation faculty members, their particular expectations, the limited professional training they receive in graduate school, and the rapidly changing landscape in higher education. Building a mentoring network with different levels and types of mentoring can help new faculty meet these challenges.
Publication Year: 2014    |    Updated in ITEC: December 7, 2016
6   |   From section Mentoring & Supervision
Nurturing Independent Learning in the Undergraduate Student in History: A Faculty–Student Mentoring Experience
In this article, undergraduates and a history professor planned for and carried out research in the Belgian State Archives in an attempt to answer the call from the Boyer Commission’s seminal report that identified the need for meaningful undergraduate research opportunities in the American higher education system. The authors identified two sets of goals for this project; one set for the students and one set for the professor. The authors conclude that the experience was mutually beneficial to the students and the faculty member, and it acknowledges mentoring as a meaningful pedagogy for higher education and undergraduate archival research.
Publication Year: 2012    |    Updated in ITEC: December 6, 2016
7   |   From section Teacher Educators
Constructing the Academic Category of Teacher Educator in Universities’ Recruitment Processes in Aotearoa, New Zealand
This study examined the recruitment and appointment of university-based teacher educators in Aotearoa New Zealand. The findings revealed three institutionally reified and identifiable constructions of the teacher educator type of academic worker: the professional expert, the dually qualified teacher educator and the ‘traditional academic’ type of teacher educator. This study argues that the present recruitment and appointment processes are taking a bifurcated approach in the employment of education faculty, recruiting mostly professional experts or traditional academics to positions within university-based ITE. By taking such an approach, these institutional constructions are supporting several persistent and arguably troubling binaries shaping understandings of ITE in the university setting including theory/practice, research/teaching and academic/professional.
Publication Year: 2015    |    Updated in ITEC: June 3, 2016
8   |   From section Mentoring & Supervision
Collaborative Application of the Adaptive Mentorship© Model: The Professional and Personal Growth within a Research Triad
This article aims to describe a qualitative action research study into the collective experiences of establishing a mentoring culture within a research triad consisting of a university professor together with a doctoral student and a master’s level student who served as research assistants (RA). The authors believe the establishment of the mentoring culture facilitated the identification of individual needs within the triad, which in turn allowed for increased confidence, adaptive support, and appropriate skills development necessary for all members to contribute to the successful completion of the project. The authors concluded that the application of the model to graduate RAships with multiple participants might lead to enhancement of working environments and professional growth due to multiple contact-points and exposures to specific tasks or skill-sets around which the work is organized.
Publication Year: 2014    |    Updated in ITEC: December 6, 2015
9   |   From section ICT & Teaching
CSU Digital Ambassadors: An Empowering and Impactful Faculty Learning Community
This article chronicles the work of the California State University Digital Ambassador Program (DA), a Faculty Learning Community (FLC). This program brought together 13 faculty members across the state to create ongoing, targeted spaces of support for colleagues and educational partners to learn about innovative technological and pedagogical practices on their respective campuses. Three different faculty development activities within teacher education are analyzed: (a) a faculty study hall model, (b) preservice classroom activities, and (c) large-scale professional development activities.
Publication Year: 2015    |    Updated in ITEC: November 3, 2015
10   |   From section Teacher Education Programs
An Investigation of Co-Created Curricula within Higher Education in the UK, Ireland and the USA
This study examines student participation in curriculum design at course and programme levels at three higher education institutes at UK, Ireland and USA. Case study methodology and critical theory provided the framework for the research study. This research has outlined a range of different approaches to co-creating curricula. In these examples, student participation has been reported to increase levels of individual and collective student responsibility for their learning, and enhance student performance and teachers’ satisfaction.
Publication Year: 2014    |    Updated in ITEC: October 21, 2015
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