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Direct linkHarlow, Ashley N.; Buswell, Natascha T.; Lo, Stanley M.; Sato, Brian K. – International Journal of STEM Education, 2022
Background: Teaching-focused faculty positions have grown in popularity in higher education and provide novel opportunities to transform undergraduate science, technology, engineering, and mathematics (STEM) education. The University of California (UC) system employs a unique teaching-focused faculty position, officially called the Lecturer with…
Descriptors: Undergraduate Study, STEM Education, Research Universities, College Faculty
Bruce D. McDonald III; William Hatcher; Hunter Bacot; Michelle D. Evans; Sean A. McCandless; Lindsey M. McDougle; Sarah L. Young; Ian C. Elliott; Rachel Emas; Elaine Yi Lu; Michaela E. Abbott; Domonic A. Bearfield; RaJade M. Berry-James; Brandi Blessett; Erin L. Borry; John Diamond; Amiee L. Franklin; Tia Sheree Gaynor; Ting Gong; Doug Goodman; Mary E. Guy; Jeremy L. Hall; Megan Hatch; Myung H. Jin; Meagan M. Jordan; Jamie Levine Daniel; Jeannine M. Love; Craig S. Maher; Charles Menifield; Janine O'Flynn; Rosemary O'Leary; Peng Liu; Cristian Pliscoff; Gabriel Puron-Cid; Sara R. Rinfret; Jessica E. Sowa; Edmund C. Stazyk; Kendra Stewart; Ador R. Torneo; Kimberly K. Wiley; Yahong Zhang – Journal of Public Affairs Education, 2024
Two essential questions for those leading the field of public administration are: What do we teach our students, and how do we train them? As scholars, we pay significant attention to our research, often to the detriment of recognizing the potential for merging our research with teaching through the Scholarship of Teaching and Learning (SoTL).…
Descriptors: Public Administration, Scholarship, College Faculty, Educational Research
Christa Saldaris – ProQuest LLC, 2024
Nursing educators have been asked to incorporate teaching and learning strategies that prepare nursing graduates to work in healthcare environments that require higher levels of thinking and clinical judgment. It is imperative that nurse educators use evidence-based teaching strategies that reflect the actualities of nursing practice. The flipped…
Descriptors: Nursing Education, College Faculty, Teaching Methods, Thinking Skills
Cassaundra Victoria Guzman – ProQuest LLC, 2024
Within the last decade, scholars of color have researched and advocated for better support for first-generation, Latine students, in particular through the critical analysis of the impact of the campus racial climate (Franklin et al., 2014; Huerta & Fishman, 2014; Hurtado & Alvarado, 2015; Kouyoumdijan et al., 2017). These reimagined…
Descriptors: Undergraduate Students, Undergraduate Study, Holistic Approach, Hispanic American Students
Download full textNathan Millar; Bria Scarff; Patricia Kostouros – International Journal for Students as Partners, 2024
This article offers a case study of a student-faculty partnership. Focusing on the perspectives of two student research assistants and a faculty member, the authors utilize current literature on student-faculty partnerships to support their perspectives. This case study adds to the body of research suggesting student-faculty partnerships enrich…
Descriptors: Partnerships in Education, Undergraduate Students, Undergraduate Study, College Faculty
Mutchler, Brenda C. – ProQuest LLC, 2022
Americans diagnosed with serious illnesses tend to have significantly poorer quality of life due to limited access to reliable palliative and end-of-life care. Individuals living with these conditions continue to experience health care that does not meet their needs, experience undue suffering, require increased care visits, and have limited or…
Descriptors: Nursing Education, Undergraduate Study, Pain, Quality of Life
Patricia J. Boland – ProQuest LLC, 2024
Required gateway courses in higher education present ongoing challenges to student persistence, retention, and degree completion. Adaptive learning technology (ALT) offers personalized support and generates learning analytics that can inform faculty teaching and course design practices. This qualitative case study examined faculty experiences with…
Descriptors: Learning Analytics, Educational Technology, Undergraduate Study, Teaching Methods
Alexandra W. Logue; Kerstin Gentsch; Yoshiko Oka; David Wutchiett; Stephanie Abbeyquaye – Grantee Submission, 2023
Staff and faculty have influential roles in the success of students transferring from associate's- to bachelor's-degree programs (vertical transfer students). Our survey compared the reported views on transfer of 607 staff and faculty with transfer responsibilities in associate's or bachelor's programs at 19 City University of New York colleges.…
Descriptors: College Transfer Students, Community College Students, Undergraduate Study, College Faculty
Sengul, Ozden – Journal of College Science Teaching, 2022
This article aims to explore the experiences of science instructors who are active participants in the design and enactment of an interdisciplinary science course with student-centered pedagogy in a large-enrollment class. The data were collected through interviews with instructors and analyzed using the inductive thematic approach. Results show…
Descriptors: Science Instruction, College Faculty, Interdisciplinary Approach, Large Group Instruction
Lei, Simon A.; Lei, Stacey Y. – Education, 2019
Hybrid courses at the college level have become increasingly popular for over two decades. Traditional, face-to-face and distance learning (online) have satisfied a large number of students in terms of effectively learning new course materials and retaining these materials long after college graduation. Hybrid courses attempt to end the sharp…
Descriptors: Affordances, Barriers, Blended Learning, College Faculty
Alice Lesnick; Sabea Evans; Margo Schall; Alison Cook-Sather – International Journal for Students as Partners, 2024
Although assessment of student learning remains a thorny area for co-creation in education, a growing number of researchers and practitioners advocate and enact partnership in formative and summative assessment as part of equity work. In this case study, we join these efforts in reflecting on students' and our own experiences of the midterm…
Descriptors: Interpersonal Communication, Equal Education, Inclusion, Formative Evaluation
Mollee Shultz; Eleanor Close; Jayson Nissen; Ben Van Dusen – International Journal of Research in Undergraduate Mathematics Education, 2024
Culturally relevant pedagogy (CRP) seeks to improve equity in instruction and leverage students' experiences by promoting academic success, cultural competence, and sociopolitical consciousness. We examine instructors' perceptions of student identity to understand the ways undergraduate mathematics instructors are enacting or experiencing barriers…
Descriptors: Culturally Relevant Education, Mathematics Instruction, Equal Education, Teacher Attitudes
Riihimaki, Catherine A.; Viskupic, Karen – Journal of Geoscience Education, 2020
The call to improve undergraduate science, technology, engineering, and mathematics (STEM) education can be answered by undergraduate faculty modifying their course content and teaching methods to generate better student outcomes. The National Geoscience Faculty Survey--administered in 2004, 2009, 2012, and 2016--provides evidence that the vast…
Descriptors: College Faculty, Science Teachers, Earth Science, College Science
Shilan Dargahi; Jessica Horne; Susan Smith – International Journal for Students as Partners, 2024
To engage students with academic research is recognised as a high-impact activity that supports the development of valuable critical thinking skills. Various approaches have been developed to promote student research both in and outside the curriculum. By incorporating the perspectives of both students and academics, this qualitative study…
Descriptors: Partnerships in Education, Undergraduate Students, Undergraduate Study, Student Research
Cho, Kit W.; Visbal, Adriana P.; Moosally, Michelle; Jackson, Jeffrey; Logan, Lucas – International Journal of Teaching and Learning in Higher Education, 2021
The increasing costs of college have led higher education institutions to place greater emphasis on the implementation of curricula changes that facilitate timely degree completion. Institutional barriers to timely degree completion may be found in course registration processes and course availability, program design, and university-wide resources…
Descriptors: Curriculum Implementation, Time to Degree, Barriers, Curriculum Design
