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1 – 10 of 162Russell Carpenter, Jonathan Gore, Shirley O’Brien, Jennifer Fairchild and Matthew Winslow
Research models and practices change rapidly. While evidence of such changes includes cross-campus collaborations and multi-authored scholarship, faculty development opportunities…
Abstract
Research models and practices change rapidly. While evidence of such changes includes cross-campus collaborations and multi-authored scholarship, faculty development opportunities also signal what is to come. In this case study, authors representing diverse disciplines examine what faculty development programs reveal about the future of academic research. The authors offer an analysis of faculty support programs across the country as a foundation, and then provide an examination of initiatives in place at their four-year regional comprehensive institution in the United States. The authors then report on the outcomes of these programs for research productivity, with a focus on opportunities that were available to all faculty across the university. Finally, the authors offer perspective on the future of academic research based on findings from examining these programs. The authors suggest that the future of research will focus on (1) collaborative design(s) of research-related support, (2) support structures and programs that encourage and facilitate cross-campus and interdisciplinary research collaborations and sharing, (3) incentive for integrating areas of research with teaching and service, and relatedly (4) programs that encourage faculty to span academic research with industry or community partnerships and collaborations, especially ones that can generate revenue or produce future research, development, or funding streams.
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Keywords
- Academic ranking of world universities
- collaboration
- collaborative functional teams
- Eastern Kentucky University
- faculty advancement
- faculty development
- faculty productivity
- Faculty Scholars Institute
- faculty support programs
- faculty recognition
- innovation research grants
- innovative research universities
- paper sprint
- National Taiwan University
- regional comprehensive university
- research
- scholarship of teaching and learning
- scholarship of teaching and learning awards
- teacher-scholar
- University of Florida
- University of Hawai‘i at Manoa
- University of Michigan
- University of Washington
- University of Waterloo
Patrick Primeaux's life was one of exemplary service in a wide range of fields. The Marists can point to years of productive service in their order. Generations of students know…
Abstract
Patrick Primeaux's life was one of exemplary service in a wide range of fields. The Marists can point to years of productive service in their order. Generations of students know the impact he had on their lives. The St. John's University community can testify regarding his contributions to their institution, and organizational ethics researchers can point to his influence on research and pedagogy.
Many academics have careers with achievements in research, teaching, and service. What made Father Primeaux truly remarkable, however, was that he also expanded the business ethics field itself. Business ethics has traditionally been a difficult area in which to establish a research niche. Pat's contributions to research and pedagogy, and particularly his efforts regarding the Vincentian Ethics Conferences opened doors for young business ethicists, which was enormously beneficial to those academics and increased the quality and quantity of business ethics research.
This chapter examines Patrick Premeaux's groundbreaking contributions to business ethics teaching and research, and to demonstrate the impact those contributions have had on his fellow academicians. The first section outlines the significance of Primeaux's efforts. The second section examines Pat's contributions to business ethics research and education. The third section discusses the role the Vincentian Ethics Conferences (VEC) have played in improving the quantity and quality of business ethics research, while the fourth section illustrates the impact Pat's efforts had on my own career. The fifth section summarizes and concludes the paper.
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This piece is a performative keynote address delivered at the 2016 International Congress of Qualitative Inquiry, University of Illinois Champaign-Urbana.1 The keynote showed…
Abstract
This piece is a performative keynote address delivered at the 2016 International Congress of Qualitative Inquiry, University of Illinois Champaign-Urbana. 1 The keynote showed clips from films on education that triggered critical memories of the author’s own educational experience as teacher/scholar/administrator. The keynote was thus a performative film autocritography. The title “Black Man/White Tower” serves as a trope of tensiveness and transgression at the nexus of thick intersectionalities in higher education.
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Elisabeth Lowenstein and Darolyn “Lyn” Jones
In this study, two mother-scholars describe their lived experiences working in higher education in the USA while parenting children with disabilities. They situate their…
Abstract
Purpose
In this study, two mother-scholars describe their lived experiences working in higher education in the USA while parenting children with disabilities. They situate their narratives within the context of institutionalized motherhood, courtesy stigma and the career plateau experienced by many working mothers of children with disabilities.
Design/methodology/approach
Within this collaborative autoethnography, the authors employ autoethnographic narrative and poetic inquiry.
Findings
The authors reveal unique work-life tensions that they have experienced as mothers, teachers and scholars, reflecting on the experiences that led them to become advocates for people and families with disabilities.
Practical implications
The authors aim to reduce stigma and to disrupt the career plateau by offering suggestions to help coworkers and supervisors be more supportive of working parents of children with disabilities.
Originality/value
The authors enumerate the advantages of collaborative autoethnography in uncovering how stigma against mothers of children with disabilities is manifested within an academic community.
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This article examines the use of alternative texts to represent the Holocaust and to teach secondary students about this event. An alternative text is anything other than a…
Abstract
This article examines the use of alternative texts to represent the Holocaust and to teach secondary students about this event. An alternative text is anything other than a traditional textbook. Alternate texts may include poetry, novels, graphic novels, films, or plays. By using alternative texts, teachers can engage students in multiple perspectives to stimulate critical thinking in their classrooms. Alternative texts, furthermore, can shift the paradigm of how teachers and students think about morally and ethically complex subjects. In order to facilitate such a shift, teachers, scholars, and students should view different ways of representing difficult subjects in the classroom. The Holocaust is a difficult subject to teach due to the scale of moral issues and scope of this crime against humanity. Traditional means of teaching the Holocaust, using maps, textbooks, and primary source documents are important but fail to create changes in students perspectives because there is little space for students to become more empathetic and apply history to current world events. Providing students with texts including narratives, poetry, and first-person accounts can add humanity into what some view as one of the most inhumane events in history and thus shift the paradigm for high school students.
The author describes the continuous development of federal education policy from the Bush Administration’s No Child Left Behind Act through the Obama Administration’s Race to the…
Abstract
Purpose
The author describes the continuous development of federal education policy from the Bush Administration’s No Child Left Behind Act through the Obama Administration’s Race to the Top state competition, noting critical similarities and results. Scholars of education and society agree that socioeconomic status of a school’s population is the most reliable indicator of a school’s success. Ravitch (2013) has emphasized the correlation of both racial isolation and poverty of communities with the standardized test scores of the communities’ students.
Design/methodology/approach
The author explores the main components of the Race to the Top competition, including its emphasis on measuring both student and teacher success at least partially in the form of standardized test scores, alongside the similarly standardized test-centric No Child Left Behind Act of 2001.
Findings
Through a critical comparison of the two administrations’ policies, the author demonstrates that federal education policy since 2001 has supported an increasingly powerful “educational reform” movement whose actions have been harmful to American public schools. Existing research in education overwhelmingly rejects the actions represented by federal education policy.
Originality/value
Both major American political parties have enthusiastically embraced an increasingly powerful “educational reform” movement whose actions have been harmful to American public schools. Teachers, scholars of education, students, parents, and other stakeholders must continue to demonstrate in the public sphere their dissatisfaction with standardized test-centric policies; school closings euphemistically titled “turnarounds”; and other hallmarks of the “educational reformers.”
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Amy Serafini, Shannon Calderone, Maritza Lozano and Melissa A. Martinez
The study examines the benefits and potential challenges of the mentoring circle as an innovative approach to mentoring among four cisgendered women faculty situated at 4-year…
Abstract
Purpose
The study examines the benefits and potential challenges of the mentoring circle as an innovative approach to mentoring among four cisgendered women faculty situated at 4-year universities in various geographic locations in the United States.
Design/methodology/approach
Utilizing collaborative autoethnography, we ask: How can mentoring circles be beneficial for diverse early- and mid-career faculty women in higher education? Given our varying positionalities and the development of our sustained mentoring relationships, we drew on the concepts of intersectionality and sisterhood as a framework to understand our individual and collective experiences in the circle. Through a collaborative autoethnographic design, we examined data from four 3-h online video reflective discussions as well as relevant documents and communication, such as emails and texts.
Findings
The power dynamics within the circle, fluidity of its borders and how it provided us with a unique ability to read the world contributed to a sense of community and empowerment that were key factors to the circle's success. We created an inclusive space with a defined purpose where trust, authenticity, reciprocity and the expectation for vulnerability served as the solid foundation for relationships. We became sources of holistic support, sharing advice and resources to support our growth as teachers, scholars and community members within our field and beyond.
Originality/value
Our mentoring circle disrupts conventional mentoring structures and highlights the power of a sustainable circle among diverse women faculty rooted in adaptive, flexible and responsive relationships.
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States that companies are under increased pressure in today′seconomic climate to boost the productivity of their marketingoperations, since this is often a crucial factor in…
Abstract
States that companies are under increased pressure in today′s economic climate to boost the productivity of their marketing operations, since this is often a crucial factor in shareholder wealth and continued market presence. Explains that managing marketing for productivity entails the management of four key areas: strategy management, cost management, asset management and organization management. Concludes that marketers must be more concerned with productivity in order to sustain customer satisfaction, healthy margins and market share in the competitive 1990s.
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Kristen McIntyre and Ryan Fuller
The chapter focuses on how engaging undergraduate and graduate students at a metropolitan university through community-based experiential learning can help them make a difference…
Abstract
Purpose
The chapter focuses on how engaging undergraduate and graduate students at a metropolitan university through community-based experiential learning can help them make a difference in their personal relationships, in their workplaces and in their communities.
Methodology/approach
The chapter explores the University of Arkansas at Little Rock Department of Speech Communication’s integrated approach to undergraduate and graduate curriculum that focuses on four types of casing complex problems and making positive, ethical recommendations to make a difference. Specifically, the chapter explores how problem-based learning; service-learning; narrative ethnography; and research projects can be used as meaningful ways to case complex communication issues and to make ethical, theory-informed recommendations to not only do no harm but also affect positive change and promote social justice in students’ personal relationships, organizations, and communities.
Practical implications
Lessons learned from the programmatic approach are shared that include building a theoretical base for students to draw from, integrating case approaches into the curriculum, and engaging resistance and failure. Chapter recommendations promote using theory as a lever for learning, building meaningful relationships with stakeholders, and adopting a process orientation that embraces failure.
Originality/value
The chapter offers a review of four undergraduate courses and four graduate courses, with explicit applications of the four case approaches. Additionally, learning objectives, major assignment descriptions, and assessment approaches are detailed for each course.
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Kelly C. Margot, Melissa Pierczynski and Kelly Lormand
The paper aims to address the increasing issue of teacher shortages and the lack of diversity in America’s educators. Highly diverse communities need ways to support community…
Abstract
Purpose
The paper aims to address the increasing issue of teacher shortages and the lack of diversity in America’s educators. Highly diverse communities need ways to support community members interested in careers as teachers. This article explores one promising approach to reach and inspire high school students considering the teaching profession. Camp ExCEL (Exploring Careers in Education and Leadership) provided a pathway allowing rising high school seniors an opportunity to explore the teaching profession. This pathway utilized the Grow Your Own framework, recruiting students from a diverse community and providing them resources and information that would further efforts to become an educator within their community.
Design/methodology/approach
The current study examined outcomes from an education summer camp, using qualitative thematic analysis to reflexively interpret participants’ (n = 29) feelings and beliefs about effective teaching, culturally responsive teaching (CRT), project-based learning (PBL) and their camp experience. Data were collected using Google documents and surveys. The four connected themes that emerged were obstacles and barriers to teaching, qualities of an effective teacher, the impact of culturally responsive teaching and project-based learning on classrooms, and the importance of mentorships within education.
Findings
The paper provides insight about how an education camp can support high school students as they explore a career in education. Results suggest that focus on high-quality pedagogy can support student understanding of the career. Students also suggested their perception of effective teaching that includes acknowledging the needs of the whole student, modeling high-quality teaching practices and displaying positive professional dispositions.
Research limitations/implications
Because of the chosen research approach, the research results may lack generalizability. Therefore, researchers are encouraged to conduct and examine education camps further.
Practical implications
The paper includes implications for the development of other education camps, especially in areas with highly diverse populations.
Originality/value
This paper fulfills an identified need to increase the number of persons pursuing a career in education. The focus on a highly diverse community is also an area of need in education. This article details the description of an education camp and the curriculum used, along with findings from data collected during the first year.
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