Research on University Teaching and Faculty Development


Olga M. Alegre de la Rosa (Editor)
University of La Laguna, Spain

Luis M. Villar-Angulo (Editor)
Department of Didactics and School Organization, University of Seville, Spain

Series: Professions – Training, Education and Demographics
BISAC: EDU029000

This book builds on the tradition of concern for university innovation that has characterized higher education throughout the world. It recognizes the university needs for continuous development of students and faculty. It involves recommendations applicable to classroom teaching, thus providing a bridge between research and practice. It helps readers meet some university challenges and build effective universities for present times. For all those reasons, we believe that this book is right.

The need for renewed focus on innovation in higher education stems from several sources. First, some social and educational agencies are expressing dissatisfaction with the performance of the general higher education system. Although we do not agree with the criticism, many universities around the world assume their responsibility for launching research projects, and programs for promoting quality in teaching and learning within their faculty and community. Second, the world in which universities operate is changing noticeably. Colleges and universities are experiencing basic changes in student admission and placement. In the nearest future the student body will be over 25 years of age. Students will need methodologies to access learning materials and participate in online actions and communications over the Internet at their own convenience.

The third reason for a special attention on university innovations comprises market competition in society. Students are annually evaluating the value of any university degree based upon their perceptions on quality in flexible teaching, resources and new educational technologies, campus and classroom learning environments, services and fees. Students are demanding more than a piece of paper as a premium placed on a college degree. They envisage universities must provide the major guide and best way for finding jobs and career progress. Fourth, colleges and universities are encouraging the development of long-distance education and massive open online courses.

Government agencies foster competition among institutions, in order to provide powerful mental tools to help students to master tough subjects. Besides, private higher education institutions are emerging and competing for students with those of the public sector. Finally, some books outline improvement processes needed by faculty members to undertake curriculum and teaching innovations. However, very few claim to describe the teaching competencies needed by university faculty who work in higher education classroom settings. Furthermore, universities offering innovation programs and courses use those competencies to identify learning change and teacher and student progress toward curriculum development. (Imprint: Nova)

Table of Contents

Table of Contents


Part 1. Academic programs essential to the university´s mission

1. Strategic Restructuring of a Centre for Teaching and Learning in a Research-Intensive University: Institutional Engagement in Scholarly Approaches to Curriculum Renewal and Pedagogical Practices
Harry Hubball, Michelle Lamberson, and Anna Kindler

2. Application, Admission, Assessment and Evaluation: The Broader University Experience and Pedagogical Rigour
Gary Forster

3. Examining Faculty Motivation to Participate in Faculty Development
Patrick R. Lowenthal, Michael L. Wray, Barbara Bates, Teri Switzer, and Ellen Stevens

4. Distributed Learning and Rapid Technological Change: An Exploration of Faculty Development Needs
Louise Racine, Rusla Anne Springer, and Sonia Udod

5. Examining the Use of the Content Knowledge for Teaching Mathematics Items for Teacher Education Program Assessment
Javarro Russell, Robin Anderson, and LouAnn Lovin

6. Faculty Engagement Differences among Holland Academic Environments
Derek Lester and Mario Martinez

7. Human capital flight: Why are the Ethiopian higher education faculties studying in Norwegian universities remain in exile?
Aytaged Sisay Zeleke

Part 2. Assist students to achieve their full potential and increase opportunities for minorities, and disabled

1. Transition and Access to Higher Education in Students with Specific Educational Needs: A Diagnosis of the Difficulties in Adaptation
Pedro R. Álvarez Pérez, Olga María Alegre de la Rosa, and David López Aguilar

2. The Assessment and Evaluation of Group Work: A Case Study of Graduate Student Experiences and Perceptions of Positive Group Work Outcomes
Patricia D. Rafferty

3. Oral Argumentation in University Contexts: A Forgotten Gem
Juan Rodríguez, Nieves Correa, and Esperanza Ceballos

4. Impact of Pedagogy Training on Student Perception of Learning and Academic Achievement in a College Biology Laboratory Classroom
Robin Lindbeck, Robert W. Lion, and Tiffany M. Roby

5. The Advanced Placement Program and Hispanic Students: A Critique of the Literature
Bevan Koch, John R. Slate and George W. Moore

6. The Role of Statistics Anxiety in Cooperative Learning Groups in Graduate-Level Research Methodology Courses
Qun G. Jiao and Anthony J. Onwuegbuzie

Part 3. Enlarge research, expand artistic creativity and strengthen

1. Improving Teaching and Learning Relationships in Higher Education with the Judicious Professor
Paul Gathercoal and Forrest Gathercoal

2. Exploring the Relationship between Academic Entitlement and Epistemological Beliefs
Karen Frederick, Lucy Barnard-Brak, and Gregory Frederick

3. Experience is the Best Teacher: Designing Immersion Projects for Multicultural Education
Modesto Jesus Hevia

4. Agricultural Faculty Members’ Psychological Empowerment: Dimensions, Measurement, and Validation
Ehsan Gholifar and Hesamedin Gholami

5. Graduate Teaching Assistants’ Knowledge and Use of Course Management Tools
Timothy D. Lewis, Margaret L. Rice, and Geoff Price

6. Connecting the Personal and Professional in Teacher Education: The Unintended Consequences of Self-Study
Monica McGlynn-Stewart

7. Understanding Frameworks of Education Practitioner Inquiry towards Postsecondary Science Education Improvement
Jana Bouwma-Gearhart


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