«INNOVATION ANGE CH d n a ST 2N1VERSITY IN RIVING TH THE I URY U CENT 16-17 APRIL 15 A Summit Focused on Black Faculty, Staff and Graduate Students in ...»
Scholarly and research intensive education sessions were planned. Evaluations were completed by mentees and mentors at various times. A pre-post test design was used in this study. Results: The first year was completed May, 2009 and three faculty members received tenure and promotion. The second cohort was completed August, 2011 and participating faculty completed applications for promotion and tenure. Discussion & Conclusions: Leaders in universities must endeavor to determine strategies to recruit and retain faculty. Results of this mentorship program indicate that a program of this magnitude may serve as one of the solutions for recruiting or retaining faculty. This presentation will address strategies that one school in a university implemented to prepare junior faculty for tenure and promotion. The presentation will discuss the planning, implementation and evaluation of the Research Mentorship Program.
TITLE Exploring the Leadership Experiences and Challenges Faced by African-American Women Scholars in Higher Education
ABSTRACTThe purpose of this phenomenological case study was to explore the leadership experiences and challenges faced by African-American women scholars in higher education. The major goals of the study were to 1) determine the experiences of African-American female scholars during their leadership transitions in higher education, 2) determine the leadership challenges faced during their transition in higher education, and, 3) determine whether their experiences and challenges vary by school type. Criterion sampling technique was used to select five individual case studies of women that fit the criteria for the study. The study was grounded in constructivist world view with the utilization of multiple data collection methods. Data from interview, document analysis, observation, and surveys were analyzed using interpretive paradigm to understand the experiences and challenges faced by the participants.
The results from the data showed that the participants experiences varied by school type. The participants faced multiple challenges which also varied by school type.
TITLE Still Teaching to Transgress: The Unique Challenges of Black Scholars and Women and Gender Studies at Historically Black Colleges and Universities
ABSTRACTAt Historically Black Colleges and Universities (HBCUs), curricula that deeply address women and gender studies and diversity of sexual and gender identity among Black populations is limited. Thus, for Black scholars in the academy whose teaching and scholarship prioritizes these issues, it can be a challenge for this work to gain recognition and appreciation as valid academic achievement. As well, the journals which are more likely to prioritize publishing such work may not have the same “top tier” readership. However, given that teaching and scholarship in these areas are examples of doing social justice work, these topics align with the historic missions of HBCUs. This presentation will highlight the significance of integrating these issues into the curriculum to benefit HBCU students, and to benefit the perceived validity of the professional dossiers of tenure-track Black faculty who teach and research women, gender, and sexuality among Black populations.
TITLE Extending the Reach: Embedding Librarian Instruction
ABSTRACTThe advent of technology has redefined how academia offers online education and has shifted the way librarians approach teaching library instruction to distance learners. Online teaching has been an integral part of the educational landscape since the beginning of the 21st century and has experienced unprecedented growth within the last 10 years, (Allen & Seaman, 2013). Because of this trend, librarians are always thinking of creative ways to connect distance students to library services, resources and research assistance. More librarians are becoming embedded librarians, hoping to engage distance learners through technology.
As the distance services librarian, the largest distance program I serve is the RN/BSN program, which offers face-to-face and online classes. In an effort to better serve our distance students I am embedded into two core nursing classes where I get an opportunity to directly connect with online students by providing point of need services.
Research indicates that when librarians are embedded into a university’s LMS (learning management system), librarians serve as catalysts for connecting library resources and research expertise to academic disciplines within the university community. Collaborating directly with RN-BSN nursing faculty has given me the opportunity to better serve our RN-BSN students. I have been practicing embedded librarianship for the last two years and assessment data gleaned from my experiences have been very positive.
During this panel discussion we will explain why this topic is so relevant and highlight areas where students have benefited the most from the librarian’s presence in the learning management system.
We will also touch upon the beginning processes for becoming embedded and the required collaborative efforts between the librarian, faculty members, and the learning management coordinators.
TITLE 21st Century Comm-Uni-Versity Model: Critical Issues for Faculty and Administrators Professional Development in Higher Education
ABSTRACTTraditional culture of education (K-20) has created “Critical risk factors”, those students bring to college that are challenging faculty and administrators in the academy today. Faculty Professional Development and leadership in the academy tend to ignore these risk factors students bring to college. Failure to address these factors and barriers has resulted in student failure and inertia that impacts student’s recruitment and retention. Also, the faculty and Administrators have created Critical Barriers in the way they perceive policies, design and develop programs, and by neglecting the critical role of the faculty and leadership professional development. A major aspect that affects the teaching and learning effectiveness is negating critical role of experiential learning. Experiential learning in addressing these factors and barriers are critical in faculty and administrators Professional Development in order to create a culture of success in the academy. The discussion in this session will focus on Critical Barriers, Student Risk factors, and Strategies that faculty and Administrators need to incorporate in Faculty Professional Development in order to make effective shifts in future direction of Higher Education Culture that transforms the academy into a Comm-Uni-Versity to prepare 21st century culture of success and lifelong learners.
TITLE The Impact of Peer Assisted Study Scholars (PASS) on Doctoral Student Persistence: A Qualitative Study
ABSTRACTThe purpose of this study was to explore the impact of Peer Assisted Study Scholars (PASS) on doctoral students persistent with a focus on one historically Black university. PASS workshop sessions are facilitated by students and graduates from the same doctoral program. Doctoral students are the most educationally advanced students in the higher education, but, unfortunately, they are the least likely to achieve their goal of completing a doctoral degree (Golde, 2000). According to the Council of Graduate Schools (CGS, 2008), about 41% of students enrolled in doctoral programs successfully complete their degrees within 7 years, while 57% complete it within a 10-year period. Previous studies have shown that different factors influence degree completion (Lovitts, 2001), but none focused on the impact of PASS on persistence of doctoral students. UsingTinto’s (1993) doctoral education persistence theory as a theoretical framework, data from multiple sources was analyzed to examine the impact of PASS on doctoral students’ persistence. PASS, an example of the single most important environmental impact of student development and support (Astin, 1993), seeks to foster and further develop the learning community among peers. The preliminary results from focus group interviews, observations, document analysis, and surveys show that students have benefited from the PASS program. The themes that emerged from the analysis will be shared at the conference.
TITLE Dynamic & Rapid Entrepreneurial Statistical Measurement & Assessment Using Tri-Squared Analysis
ABSTRACTThis presentation provides an active discourse and overview on a new and innovative research methodology that incorporates, infuses, and integrates the best of qualitative and quantitative data analysis. It combines, compares, and analyzes data to determine the validity of the research hypothesis through a dynamic and investigative strategy. This strategy can be used as a practical model for in–depth investigations in education and the social behavioral sciences.
Keywords: Trichotomy, Tri–Squared, Education Science, Eduscience, Statistics, Data Analysis.
TITLE Transformative Teaching: Empowerment for Social Justice Sensibility
ABSTRACTAmidst much national upheaval, social injustice and unrest, is the consistently growing need to graduate students who are committed to engaging in social justice advocacy work in order to effect the much needed change in urban school systems and communities. However, empowering students with a “social justice sensibility” (Patterson & Swartz, 2014) is not easy. There are unique challenges and opportunities that come with the work of empowering students with the tools to depart from the university with a social justice disposition armed and willing to do the work necessary for meaningful change to occur. This panel gives a vision of transformative teaching from an interdisciplinary perspective on social justice. This presentation is designed to fill a void of that authentic experience of truly understanding how to work within schools and communities to effect change for a more inclusive society. The panelists’ goal is to spark a conversation about what faculty can do to facilitate the transformation necessary for students to become change agents. This panel is also designed to investigate strategies for cultivating undergraduate students’ understanding of what social justice means, how it looks, and how it feels to sincerely be a social justice-minded advocate. This panel presentation concludes with a discussion of the centrality of what one panelist calls a “social justice sensibility”.
TITLE Faculty Reading Groups: Nourishing Scholarly Teaching and the Scholarship of Teaching and Learning