Artykuły w czasopismach: „Faculty of Design”

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Bowers, Shawn, Yu-Ling Chen, Yvette Clifton, Melissa Gamez, Heidi Hubbard Giffin, Meg Stanley Johnson, Laura Lohman i Linda Pastryk. "Reflective Design in Action: A Collaborative Autoethnography of Faculty Learning Design". TechTrends 66, nr 1 (16.11.2021): 17–28. http://dx.doi.org/10.1007/s11528-021-00679-5.

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AbstractResearch on how university faculty design courses has been limited and marked by modest detail on faculty design processes. Addressing this gap, seven faculty members supported by an educational developer at a teaching-intensive university used collaborative autoethnography (CAE) to explain how university faculty engage in reflective, iterative approaches to learning design. Collaborative analysis and interpretation of systematically collected data drawn from individual experiences in learning design reveal how faculty use reflection as a tool in learning design to recognize problems, devise solutions and constructively process emotions. Through reflection, faculty identify design solutions that are responsive to circumstances during course delivery, capture reasoning that informs design solutions for future course iterations and accurately gauge the appropriate timing of design changes based on factors such as scale and feasibility. This article offers detailed ethnographic evidence and new findings that enrich our understanding of claims made in previous interview-based studies of faculty design.

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Goldberg, Jay. "Updating Design Faculty Industry Experience". IEEE Pulse 12, nr 5 (wrzesień 2021): 24–26. http://dx.doi.org/10.1109/mpuls.2021.3115874.

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Zappe, Sarah E., Kirsten Susan Hochstedt i Elizabeth C. Kisenwether. "Faculty Beliefs of Entrepreneurship and Design Education: An Exploratory Study Comparing Entrepreneurship and Design Faculty". Journal of Engineering Entrepreneurship 4, nr 1 (7.06.2013): 55–79. http://dx.doi.org/10.7814/jeen5v4p5zhk.

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Ouellett, Mathew L. "Faculty Development and Universal Instructional Design". Equity & Excellence in Education 37, nr 2 (czerwiec 2004): 135–44. http://dx.doi.org/10.1080/10665680490453977.

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Walvoord, Barbara E., i John R. Breihan. "Helping Faculty Design Assignment-Centered Courses". To Improve the Academy 16, nr 1 (czerwiec 1997): 349–71. http://dx.doi.org/10.1002/j.2334-4822.1997.tb00334.x.

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Goldberg, Jay. "Faculty Intellectual Property in Capstone Design Projects [Senior Design]". IEEE Pulse 7, nr 2 (marzec 2016): 54–55. http://dx.doi.org/10.1109/mpul.2015.2513730.

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Naive, Anna Fay E. "Design and implementation of faculty class attendance monitoring system using BLE beacons". Indian Journal of Science and Technology 13, nr 40 (31.10.2020): 4234–43. http://dx.doi.org/10.17485/ijst/v13i40.1527.

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Objectives: To create a hardware and software tool that can be used for monitoring the faculty attendance and to generate customized reports. Methods/Statistical Analysis: The Bluetooth Low Level Energy (BLE) beacons would be set as stationary device that has proximity unique identifier. Once the smartphone of the faculty is within the range of the beacon, it can then record the faculty’s attendance. Calibrated beacon range makes the proposed design unique in terms of addressing common attendance tracking issues. Also, an automated attendance monitoring tailored based on the periodic report the Human Resource (HR) of the university. The researchers conducted a testing in the laboratory classrooms to check the functionality and reliability of the automated attendance monitoring. Findings: Based on the testing conducted, the system is capable to detect the faculty once he/she is inside the classroom, records his/her attendance and generates reports. The mean percentage error is 8.02% which means that the BLE beacon is acceptable in detecting the faculty’s smartphone prior entering to his/her class.

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Oguz, Fatih, i Shimelis Assefa. "Faculty members’ perceptions towards institutional repository at a medium-sized university". Library Review 63, nr 3 (27.05.2014): 189–202. http://dx.doi.org/10.1108/lr-07-2013-0088.

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Purpose – The study aimed to investigate the perceptions of faculty members at a medium-sized university towards self-archiving and participation in institutional repositories (IRs). Design/methodology/approach – The research participants were from a medium-sized university. An online survey was distributed and a total of 217 responses were received which yielded a 40 per cent overall response rate. Faculty perceptions of the IR were measured through nine dimensions, the results of which were later summarised using principal component factor analysis. Findings – Faculty members’ perception of IRs and willingness to contribute to the IRs were closely associated with scholarly productivity rather than prior knowledge of and experience with IRs. Those who possessed scholarly materials were significantly more likely to have a positive perception of IRs and, therefore, were more likely to contribute to IRs than those who did not. Seniority in faculty rank contributed negatively to faculty members’ perception of the repository. Research limitations/implications – The study used a non-probability sampling technique to collect data about the faculty’s perception of IRs at a single institution of higher education. Variables for faculty background were limited to rank and academic discipline. Originality/value – In three ways: First, the study contributed to research on faculty perception of IRs in academia and approached the issue from the perspective of a teaching-oriented institution. Second, the relationship between faculty's willingness to participate in and their perception of IRs was measured. Third, a binary logistic regression model was used to estimate factors that influence faculty's perception of the institution's IRs.

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Hill, Emorcia V., Michael Wake, René Carapinha, Sharon-Lise Normand, Robert E. Wolf, Keith Norris i Joan Y. Reede. "Rationale and Design of the Women and Inclusion in Academic Medicine Study". Ethnicity & Disease 26, nr 2 (20.04.2016): 245. http://dx.doi.org/10.18865/ed.26.2.245.

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Background and Objective: Women of color (WOC) (African American, Hispanic, Native American/Alaskan Native, and Asian American) faculty remain disproportionately underrepresented among medical school faculty and especially at senior ranks compared with White female faculty. The barriers or facilitators to the career advancement of WOC are poorly understood. The Women and Inclusion in Academic Medicine (WIAM) study was developed to characterize individual, institutional and sociocultural factors that influence the entry, progression and persistence, and advancement of women faculty in academic medical careers with a focus on WOC.Methods: Using a purposive sample of 13 academic medical institutions, we collected qualitative interview data from 21 WOC junior faculty and quantitative data from 3,127 (38.9% of 8,053 eligible women) respondents via an online survey. To gather institutional data, we used an online survey and conducted 23 key administrative informant interviews from the 13 institutions. Grounded theory methodology will be used to analyze qualitative data. Multivariable analysis including hierarchical linear modeling will be used to investigate outcomes, such as the inclusiveness of organizational gender climate and women faculty’s intent to stay.Conclusion: We describe the design, methods, rationale and limitations of one of the largest and most comprehensive studies of women faculty in academic medicine with a focus on WOC. This study will enhance our understanding of challenges that face women, and, especially WOC, faculty in academic medicine and will provide solutions at both the individual and institutional levels. Ethn Dis. 2016;26(2): 245-254; doi:10.18865/ed.26.2.245

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Sanczyk, Anna, Lisa R. Merriweather, Cathy D. Howell i Niesha C. Douglas. "STEM doctoral mentoring: a call for a conscious, culturally responsive journey". International Journal of Mentoring and Coaching in Education 10, nr 3 (3.06.2021): 284–97. http://dx.doi.org/10.1108/ijmce-07-2020-0034.

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PurposeThe purpose of this research study was to explore U.S. STEM faculty’s perceptions of culturally responsive mentoring underrepresented doctoral students in STEM programs. The research question that guided this study was “How do STEM doctoral faculty mentors engage in culturally responsive mentoring?Design/methodology/approachA case study research design was used and included findings from an embedded case drawn from a larger ongoing study. Six STEM faculty participants provided in-depth insights into the dynamic nature of the culturally responsive mentoring journey through semi-structured interviews that were analyzed using thematic analysis. The theoretical framework for this research study was grounded in the ideas posited by culturally responsive pedagogy.FindingsThe findings revealed three themes related to the mentoring journeys experienced by the faculty fellows: an academic journey, an intentional journey, and a subliminal journey.Research limitations/implicationsThe findings of this research provide significant contribution to the current literature on mentoring and point to the importance of continuous, structured research efforts to increase the quality of mentoring for URM students in doctoral STEM programs.Practical implicationsSTEM faculty could benefit from participating in mentor training framed by culturally responsive pedagogy. Future research is needed to explore the mentor training needs of STEM faculty in other environments, including contexts outside the United States.Originality/valueThis study extends understanding of STEM faculty's knowledge, dispositions, and abilities of culturally responsive mentoring and emphasizes the need for ongoing professional development training in this area.

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Dallas, Bryan K., i Matthew E. Sprong. "Assessing Faculty Attitudes toward Universal Design Instructional Techniques". Journal of Applied Rehabilitation Counseling 46, nr 4 (1.12.2015): 18–28. http://dx.doi.org/10.1891/0047-2220.46.4.18.

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Rehabilitation counselors (RCs) routinely work in postsecondary settings serving students with disabilities and interact with campus faculty, staff, and/or administrators on behalf of students they serve. The purpose of the study was to utilize the Inclusive Teaching Strategies Inventory (ITSI) to measure faculty attitudes towards inclusive teaching strategies. The ITSI survey includes items related to traditional academic accommodations, but also includes items related to Universal Design (UD) instructional techniques. The survey was sent electronically to 1,621 faculty at a Midwestern research University and 397 faculty members participated. Results of the study validate findings from previous research on faculty attitudes and concluded that factors such as previous disability-related training and having taught students with disabilities, influenced attitudes toward accommodations and UD instructional concepts. Faculty age and years of teaching experience were not factors associated with attitudes as measured by the ITSI. RCs employed in postsecondary settings may use the results of this study as a guide when interacting or training faculty regarding accommodations or UD instructional techniques. RCs may also consider administering the ITSI to specific faculty populations on their respective campuses as a precursor to training. Implications for RCs employed in postsecondary settings are provided.

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Xu, Hong. "Faculty use of a learning object repository in higher education". VINE Journal of Information and Knowledge Management Systems 46, nr 4 (14.11.2016): 469–78. http://dx.doi.org/10.1108/vjikms-05-2016-0024.

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Purpose The purpose of this study was to learn faculty’s usage behavior in learning object repositories (LORs). Design/methodology/approach This paper is a case study. Research subjects were the faculty users from an LOR: Wisconsin Online Resource Center. The study used a survey instrument to collect data from 92 respondents, and data were analyzed by descriptive statistics and a Fisher exact test. Findings The study found four important channels by which the faculty learn about a LOR, six ways in which the faculty often use a LOR and an important factor affecting the faculty visiting a LOR. Research limitations/implications Research subjects were from one LOR and non-probability sampling was used; thus, the generalization of findings may be limited. Practical implications This study implemented advancing of the service and design of LORs from the perspectives of promotion, content development, connection to learning management systems and technology assistant. Social implications The findings and results may be applied in practice to draw more faculty users toward learning object repository. Originality/value The results and findings of the study contribute to understanding the faculty’s needs for and usage patterns of using LORs, and provide foundations for designing strategies to increase faculty use of LORs.

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Kırkıç, Kamil, Zehra Sedef Korkmaz, Selçuk Doğan, Ümran Yazıcılar Nalbantoğlu i Sina Güzin Cengiz. "Faculty development to design effective online courses: Responding to requirements". Tuning Journal for Higher Education 11, nr 2 (31.05.2024): 163–89. http://dx.doi.org/10.18543/tjhe.2597.

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Since the pandemic, the importance of faculty development has been taken much more attention and has gone from being an ‘expectation’ to a ‘requirement’. Therefore, universities have started to step toward faculty development, which is also necessary. A wide variety of professional learning activities has been used for faculty development purposes in universities, but the research examining its effectiveness is limited. Our goal is to investigate the experiences of faculty from diverse backgrounds regarding technology-based, high-quality professional development programs in terms of their effectiveness. The faculty working at a foundation university participated in high-quality professional development programmes implemented in this study. The data were collected through focus group interviews. Using a qualitative methodology, we have found that faculty improved their knowledge and skills in designing and teaching online courses, with some faculty even reporting active use of what they have learned in their class and finding it valuable and effective. Program features such as feedback, facilitation, and best examples are helpful for having faculty grow pedagogically. The faculty has demonstrated that they can participate in learning activities that are meaningful to them in their daily lives. For the professional development programmes designed for the faculty to be effective in future studies, it is recommended that the programmes should be designed in a meaningful way for the faculty. Received: 3 November 2022Accepted: 5 February 2024

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Wishkoski, Rachel, Kacy Lundstrom i Erin Davis. "Faculty Teaching and Librarian-Facilitated Assignment Design". portal: Libraries and the Academy 19, nr 1 (2019): 95–126. http://dx.doi.org/10.1353/pla.2019.0006.

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Sipe, Brenda S. "Engaging Faculty and Students with Design Thinking". Department Chair 29, nr 4 (kwiecień 2019): 22–24. http://dx.doi.org/10.1002/dch.30257.

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Alarbad, Abdulhadi Hasan, Anas Mohammed Alsharif i Salem Omar SatI. "Campus Network Design for Information Technology Faculty". International Journal of Advanced Networking and Applications 15, nr 06 (2024): 6211–17. http://dx.doi.org/10.35444/ijana.2024.15608.

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The impact of network services failures can have a significant effect on the functionality of education. The construction of a campus network has played a crucial role in advancing educational systems and creating optimal learning environments. Therefore, it is essential to ensure a high level of network availability to guarantee timely access to resources. This research paper introduces a campus network design which incorporates a hierarchical structure with dual single-homed internet access to enhance reliability. Emphasizing the importance of reliability and security, the paper applies the CISCO methodology to address the specific challenges of campus network design using the GNS3 simulator. The resulting topology ensures robust security, scalability, and high availability through the implementation of redundancy mechanisms and the dynamic operation of DHCP, HSRP, and STP protocols.

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Al-Tarawneh, Hussien Ahmad, i Mania Moayyad Mubaslat. "Design and Use of Management Accounting and Control Systems in the Jordanian Universities' Faculties". International Journal of Accounting and Financial Reporting 1, nr 1 (13.01.2012): 242. http://dx.doi.org/10.5296/ijafr.v1i1.773.

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Drawing on upper echelon theory and focusing on the context of higher education reforms in Jordan within new public management in university faculties/colleges, this study investigates the diagnostic versus interactive uses of management control systems by Deans/Pro-Vice Chancellors of Faculties/Colleges (hereafter called Faculty PVCs). It seeks to identify how the professional and experiential characteristics of these senior academic executives and the structure of their Faculty, impact on their managerial and collegial orientation as reflected in their approach to using management controls. A mail survey of Faculty PVCs is conducted amongst a census of all Faculties/Colleges of all universities in Jordan. Supplementing this survey are semi-structured interviews with the PVC of the business and science Faculty at a large Jordanian university. Results reveal that PVCs who have had a longer career in higher education tend to use MCSs more interactively (or collegially). There is also evidence that as PVCs hold their current position for longer periods; they tend to move from an early diagnostic use of MCSs to a subsequent interactive use. Further, the higher the complexity of a Faculty the more PVC will adopt an interactive approach to MCS use. Other PVC and Faculty characteristics did not reveal patterns of significant influence on the interactive or diagnostic use of MCSs. A key revelation from interviews is that PVCs will give over-riding importance to meeting centrally-set diagnostically-focused KPI, but still take a collegial approach within their Faculty to the broader use of MCSs. The findings lend limited support to upper echelons theory, but provide grounding for further research into the impact that a managerial versus a collegial approach by PVCs/Deans may have on their Faculty’s growth in innovative capacities, teaching qualities or financial strength.

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Kyei-Blankson, Lydia, i Jared Keengwe. "Faculty-Faculty Interactions in Online Learning Environments". International Journal of Information and Communication Technology Education 7, nr 3 (lipiec 2011): 25–33. http://dx.doi.org/10.4018/jicte.2011070103.

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Past research has shown that peer support helps improve faculty activities such as research, teaching, and technology competencies. Using a mixed research method design, this research study investigated resources available to faculty as they teach or prepare to teach online courses at a large Midwest public university. In addition, the study explored the nature of peer interactions that existed between faculty who taught or planned to teach online courses. The determinants of such interactions as well as the benefits and the challenges involved in initiating and maintaining the interactions were examined. Findings from this study have implications for the development and implementation of training and support programs intended to help faculty successfully teach online courses.

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Chen, Chia-Chi, i Dian-Fu Chang. "Exploring International Faculty’s Perspectives on Their Campus Life by PLS-SEM". Sustainability 14, nr 15 (29.07.2022): 9340. http://dx.doi.org/10.3390/su14159340.

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The purpose of this study was to explore the perspectives of international faculty members on their life in higher education institutions (HEIs). The COVID-19 pandemic has impacted not only most citizens’ lives but also the international faculty members’ lives during this period. Since building sustainable campuses has become a priority for various HEIs, attracting and maintaining international faculty have become the focus of various internationalized campuses. However, the issue of international faculty’s satisfaction is still neglected in higher education. Using a self-compiled online survey, we collected 80 international faculty members of HEIs in Taiwan to investigate this issue. About 31.25% of the responses were collected by the online survey technique. The survey covered the career and professional status, teaching and research status, and demographics of the faculty. This study proposed a novel conceptual framework for addressing international faculty’s campus life, the design of which examined the relationships among working conditions, views of institutions, views of government measures, and levels of satisfaction through partial least squares structural equation modeling (PLS-SEM). The demographic profile of the participants revealed that (a) most international faculty are employed full-time as lecturers or assistant professors in most public universities and (b) most international faculty members earned their first degree outside of Taiwan; however, 66% of them earned their post-doctoral degrees in Taiwan. The result of the PLS-SEM confirms that the international faculty’s perspective of government, through their current work satisfaction, impacts overall satisfaction. This study found a mediation effect in the testing model. The design of the study can be extended to other higher education settings to tackle similar issues.

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Bose, Mallika, Eliza Pennypacker i Thomas Yahner. "Enhancing Critical Thinking Through “Independent Design Decision Making” in the Studio". Open House International 31, nr 3 (1.09.2006): 33–42. http://dx.doi.org/10.1108/ohi-03-2006-b0005.

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A group of faculty at Penn State's Department of Landscape Architecture observed that the traditional master/apprentice model of studio instruction fosters greater student dependence on faculty for decision-making guidance than the faculty considers desirable. They contend that this traditional model promotes a studio dynamic that encourages students to look to the professor for design ideas and wait for faculty approval before making design decisions. The faculty considered this decision-making dependency to be in conflict with the need for students to develop the critical-thinking skills required to address the complex and ill-structured problems that are common in architecture and landscape architecture. In response to their concern this faculty team developed a studio teaching method they termed “independent design decision-making.” They speculated that by transferring the responsibility for design decisions from professor to the student, students could improve their critical thinking and gain confidence in design decision-making. The faculty conceived a set of strategies to implement in a 3rd year team-taught site planning and design studio that presents a range of complex design issues and scales. In collaboration with Penn State's Schreyer Institute for Teaching Excellence, the faculty researchers developed a 2-year comparative study to test this new teaching method in the same design studio with two consecutive student groups-evaluating the strategies implemented in the first year, refining methods, then applying and re-evaluating the results in the next year's class. These new strategies included ways students receive information to inspire their designs (“input strategies”) and ways to receive critique on their design ideas (“feedback strategies”). Two evaluation instruments were chosen to assess this method of studio teaching: 1) the Group Embedded Figures Test (GEFT), and 2) Student Assessment of Learning Gains (SALG). This paper presents this teaching/learning method and reports on the results of the comparative study.

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Farrukh, Khadija, i Fareeha Shahid. "Programmatic assessment prototype design using integrated system thinking and design thinking framework". Journal of the Pakistan Medical Association 73, nr 10 (13.09.2023): 2009–12. http://dx.doi.org/10.47391/jpma.8569.

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Objective: To design a prototype programmatic assessment model using integration of system thinking and design thinking frameworks, and to explore barriers in the way of its implementation in medical education. Method: The qualitative case-study was conducted at Bahria University Medical and Dental College, Karachi from September to December 2022. Methodological approaches used were systems thinking and design thinking. Philosophical paradigm used was critical realism. Maximum variation purposive sampling technique was used for selecting faculty members and medical students. Data was collected in two sets of semi-structured interviews. The initial interviews were at the levels of empathise, define and ideate. After that low-fidelity prototype programmatic assessment design was created and presented to the participants. The second set of interviews were focussed on feedback on prototype of programmatic assessment design. Pattern matching method was used for data analysis. Results: Of the 65 subjects, 20(30.7%) were faculty members; 5(25%) lecturers and 5(25%) professors each from basic and clinical sciences. The remaining 45(69.2%) were students; 5(11.1%)from each year of medical and dental streams. Initial interviews revealed that after failure, students struggle to understand the cause of failure as assessment system lacked narrative feedback mechanism and numbers or pass/fail decisions were not self-explanatory. Students lacked attitude towards continued improvement, formative assessment were not taken seriously as they carried only 10% weightage. After the programmatic assessment design was presented to the participants, faculty members voiced concerns regarding faculty training, shortage of resources and legal issues related to its implementation. Students supported the design, especially continued narrative feedback for their academic improvement. Portfolio development was considered a time-consuming task and they had reservations regarding their ability to make quality assessment portfolio. Conclusion: Implementation of programmatic assessment required faculty development and was resource-intensive, but stakeholders, especially students, were found interested in its implementation in medical education. Key Words: Programmatic assessment, Medical education, Medical students.

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Lavoie, David, i Andrew J. Rosman. "Using Active Student-Centered Learning-Based Instructional Design to Develop Faculty and Improve Course Design, Delivery, and Evaluation". Issues in Accounting Education 22, nr 1 (1.02.2007): 105–18. http://dx.doi.org/10.2308/iace.2007.22.1.105.

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This paper describes how the Resource-Enriched Learning Model (RELM), an active student-centered approach to faculty development and course design, delivery, and evaluation (Lavoie 2001), has been applied to develop an online Master of Science in Accounting Program. With its focus on the processes underlying quality teaching and learning, RELM provides faculty with a skill set learned in the same environment that they ultimately will create for their students. Having experienced active learning firsthand in the online environment, faculty are better prepared to create a similar learning environment for their students.

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Johnson, Benjamin A., Rachel Arocho i Anton O. Tolman. "Mentoring by design: Examples of effective faculty development programs". New Directions for Teaching and Learning 2023, nr 175 (wrzesień 2023): 101–10. http://dx.doi.org/10.1002/tl.20563.

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AbstractThis article focuses on professional development by exploring two faculty education programs that create opportunities for faculty to learn best practices for mentoring students in scholarly work. These programs promote the inclusion of diverse and underrepresented student populations in research experiences; help faculty develop as effective, ethical mentors; and improve support for long‐term student achievement.

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O’Meara, KerryAnn, Dawn Culpepper i Lindsey L. Templeton. "Nudging Toward Diversity: Applying Behavioral Design to Faculty Hiring". Review of Educational Research 90, nr 3 (8.04.2020): 311–48. http://dx.doi.org/10.3102/0034654320914742.

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This narrative and integrative literature review synthesizes the literature on when, where, and how the faculty hiring process used in most American higher education settings operates with implicit and cognitive bias. The literature review analyzes the “four phases” of the faculty hiring process, drawing on theories from behavioral economics and social psychology. The results show that although much research establishes the presence of bias in hiring, relatively few studies examine interventions or “nudges” that might be used to mitigate bias and encourage the recruitment and hiring of faculty identified as women and/or faculty identified as being from an underrepresented minority group. This article subsequently makes recommendations for historical, quasi-experimental, and randomized studies to test hiring interventions with larger databases and more controlled conditions than have previously been used, with the goal of establishing evidence-based practices that contribute to a more inclusive hiring process and a more diverse faculty.

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Sanabria, Jesús. "The Librarian and the Collaborative Design of Effective Library Assignments: Recommendations for Faculty on Question Design for Student Success in Research Assignments". Collaborative Librarianship 5, nr 4 (2013): 243–45. http://dx.doi.org/10.29087/2013.5.4.02.

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The success of library research assignments depends to some extent on the quality of the research question posed to students. Librarians can help teaching faculty craft more effective research assignments through intentional partnerships where librarians discuss with faculty how to pose well-structured research questions, what library resources are available to support the research and what a faculty member expects a student to learn from the exercise.

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Kirsch, Breanne. "The Universal Design for Learning Academy for Faculty Across Disciplines". Journal of Technology-Integrated Lessons and Teaching 2, nr 1 (23.06.2023): 39–50. http://dx.doi.org/10.13001/jtilt.v2i1.7655.

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The Universal Design for Learning (UDL) academy is professional development for faculty focused on exploring and implementing the UDL framework with input from other faculty participants, and the academy instructor. The academy occurs over five, half-days (four hours each) in an in-person environment. The main learning outcome of the academy was to teach faculty about UDL and help them implement UDL in one or more courses. The academy includes inclusive design activities, UDL implementation worksheets, and technology-rich presentations. Faculty participants completed the activities and worksheets that led to self-reflection and implementation of UDL in one or more courses.

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Wilson-Fetrow, Madalyn, Vanessa Svihla, Abhaya K. Datye, Jamie Gomez, Eva Chi i Sang Han. "Developing a “Revolution”: Design Challenges in a Chemical Engineering Department". International Journal of Designs for Learning 15, nr 1 (14.02.2024): 38–55. http://dx.doi.org/10.14434/ijdl.v15i1.34535.

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Engineering is fundamentally about design, yet many undergraduate programs offer limited opportunities for students to learn to design. This design case reports on a grant-funded effort to revolutionize how chemical engineering is taught. Prior to this effort, our chemical engineering program was like many, offering core courses primarily taught through lectures and problem sets. While some faculty referenced examples, students had few opportunities to construct and apply what they were learning. Spearheaded by a team that included the department chair, a learning scientist, a teaching-intensive faculty member, and faculty heavily engaged with the undergraduate program, we developed and implemented design challenges in core chemical engineering courses. We began by co-designing with students and faculty, initially focusing on the first two chemical engineering courses students take. We then developed templates and strategies that supported other faculty-student teams to expand the approach into more courses. Across seven years of data collection and iterative refinements, we developed a framework that offers guidance as we continue to support new faculty in threading design challenges through core content-focused courses. We share insights from our process that supported us in navigating through challenging questions and concerns.

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Fodrey, Crystal N., i Meg Mikovits. "Theorizing WAC faculty development in multimodal project design". Across the Disciplines 17, nr 1-2 (2020): 42–58. http://dx.doi.org/10.37514/atd-j.2020.17.1-2.04.

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OHBUCHI, Yoshifumi. "Necessity of Design Education in Faculty of Engineering". Journal of JSEE 70, nr 2 (2022): 2_172. http://dx.doi.org/10.4307/jsee.70.2_172.

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Hawk, Thomas F., i Amit J. Shah. "An Integrated Course Design Model for Beginning Faculty". Organization Management Journal 11, nr 3 (3.07.2014): 180–92. http://dx.doi.org/10.1080/15416518.2014.940438.

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Bender, Diane M. "Interior Design Faculty Intentions to Adopt Distance Education". Journal of Interior Design 29, nr 1-2 (wrzesień 2003): 66–81. http://dx.doi.org/10.1111/j.1939-1668.2003.tb00385.x.

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Manzini, Maria Rita. "Parameters and the design of the Language Faculty". Evolutionary Linguistic Theory 1, nr 1 (24.04.2019): 24–56. http://dx.doi.org/10.1075/elt.00003.man.

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Abstract Following Berwick and Chomsky (2011), parameters are degrees of freedom open at the externalization (EXT) of syntactico-semantic structures (SEM) by sensorimotor systems (PHON) (Section 1). Within this framework, in Section 2 I focus on a case study concerning Northern Italian subject clitics, also raising the well-known question how to reconcile observable microvariation with the desideratum of a reduced number of (macro)parameters. Sections 3 reviews recent relevant models of parameterization, the Rethinking Comparative Syntax model (ReCoS, Biberauer et al. 2014) and the Parameters & Schemata model (Longobardi 2005, 2017). Sections 4–5 return to the case study, taking the reductionist view that parameters may be just categorial cuts, such as the 1/2P vs 3P split, interacting with externalization and other general principles of grammar.

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Calamia, Dari K., Susan B. Prude, Rhonda K. Pecoraro i Eileen L. Creel. "Nursing faculty perceptions of student faculty interactions". Journal of Nursing Education and Practice 13, nr 1 (21.09.2022): 45. http://dx.doi.org/10.5430/jnep.v13n1p45.

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Objective: Student-faculty interaction outside the classroom in higher education is a well-studied phenomenon and is linked directly to office hours. Research has shown the significance of these interactions on student success; however, underuse of office hours remains a problem. Historical research has examined perceptions of students while fewer address faculty. There is limited investigation into nursing, where students must be successful on high stakes NCLEX testing after graduation. This study investigated nursing faculty perceptions of student-faculty interaction outside the classroom in relation to office hours.Methods: A qualitative design elicited responses from full time nursing faculty at one university school of nursing in the southeastern United States. Ten participants were interviewed using a semi-structured script. Data analysis revealed nursing faculty perceptions in relation to office hours.Results: The following themes emerged in relation to office hours and nursing faculty perceptions: (a) “At any point my door is always open”, (b) “I like having that flexibility, it does help”, and (c) “I’m basically 24/7. I really am”. Technology was embedded throughout the themes. Some limitations existed, such as reflexivity of the researchers, small sample size, and final sample bias.Conclusions: Findings from the study can guide policies in higher education, specifically the way office hour mandates are implemented. Increasing student-faculty interaction outside the classroom is a worthwhile goal that is important in schools of nursing where success on high stakes NCLEX testing reflects the integrity of the school.

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Keefe, M., J. Glancey i N. Cloud. "Assessing Student Team Performance in Industry Sponsored Design Projects". Journal of Mechanical Design 129, nr 7 (5.02.2007): 692–700. http://dx.doi.org/10.1115/1.2722791.

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Although cooperative learning in a team setting is a common approach for integrating problem-based learning into undergraduate science and engineering, standard assessment tools do not exists to evaluate learning outcomes. As a result, novel techniques need to be developed to assess learning in team-based design projects. This paper describes the experiences and lessons learned in assessing student performance in team-based, project courses culminating in a senior capstone experience that integrates industry-sponsored design projects. A set of rubrics linked to the instructional objectives was developed that define and communicate expectations during each of three project phases. Rubrics for each phase incorporate three fundamental areas of team performance assessment: (i) synthesis of a valid concept; (ii) management of resources; and (iii) interpersonal interaction and communication. At the end of each phase, both the faculty and industry sponsor use the same rubric to assess student team performance. An analysis of variance (ANOVA) of the assessment data collected over the last 5 years indicated that student performance, measured by faculty grades and industry sponsor evaluations, was not significantly affected by the faculty advisor, project type, or sponsoring company size. These results are attributed primarily to the faculty focusing more on assessing student performance in executing the design process and less on the actual project results. The analysis also revealed that faculty assessments of student performance did not correlate very well with industry sponsor assessments. To address this, a revised set of evaluation rubrics were developed and are currently being used to better articulate expectations from both faculty and industrial sponsor perspectives.

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Poelstra, Paul L. "Faith-Praxis Integration in Research Design and Statistics". Journal of Psychology and Theology 37, nr 1 (marzec 2009): 62–69. http://dx.doi.org/10.1177/009164710903700107.

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Doing integration in research and statistics oriented courses presents unique challenges to faculty. The content of these courses seems far removed from the integration of faith and learning as generally understood in the literature. Faith-praxis integration provides an overarching vision that rises above the content of a given course and impacts many aspects of the educational process for both the faculty member and the student. Developing expertise in research skills becomes a spiritual exercise that has import for the student's motivations, goals and character. For faculty, faith-praxis integration carries implications for how their faith can be lived out in their courses. It will affect interactions with students outside of class as well.

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Kennette, Lynne N., i Nathan Andrew Wilson. "Universal Design for Learning (UDL)". Journal of Effective Teaching in Higher Education 2, nr 1 (17.04.2019): 1–26. http://dx.doi.org/10.36021/jethe.v2i1.17.

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Universal design for learning (UDL) ensures that content is accessible to the largest audience by removing learning impediments (CAST, 2011). However, few scholars have surveyed students about how much UDL they encounter in their courses or how important they perceive these course modifications to be, especially in a post-secondary context. To this end, students at a Canadian college were surveyed. In a follow-up survey, faculty were also asked to report on how they thought their students perceived and valued their UDL usage. UDL perceived usage and perceived usefulness data were compared across both students and faculty and there was much agreement across the samples. Disagreements are discussed.

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Lambert, Kayla, Dana Sanders Dorris i Amy Williams. "The Effects of Structured Mentorship and Onboarding of Novice Nursing Faculty". Journal of Nursing Education 63, nr 6 (czerwiec 2024): 405–8. http://dx.doi.org/10.3928/01484834-20240404-09.

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Background: The United States currently is experiencing a nursing faculty shortage that greatly affects the number of nurses entering professional practice. Nurse faculty transitioning from clinical practice to academia face challenges that may have negative effects on job satisfaction and feelings of competence. Despite barriers, quality nursing faculty are needed. Method: This quality improvement project evaluated the effects of an 8-week structured onboarding mentorship on novice nursing faculty's job satisfaction and feelings of competence. Novice faculty were paired with a mentor and completed weekly meetings and an online on-boarding curriculum based on National League for Nursing Nurse Educator Core Competencies. A pretest-posttest design assessed feelings of competence and job satisfaction before and after the 8-week intervention. Results: Findings indicated increased feelings of competence and no change in job satisfaction. Conclusion: Outcomes demonstrate how mentorship and structured orientation can positively benefit novice faculty's experiences and competence during their transition into academia. [ J Nurs Educ . 2024;63(6):405–408.]

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Salajegheh, Mahla. "Design, implementation and evaluation of a long-term educational faculty development program for clinical faculty". Journal of Medical Education Development 15, nr 46 (1.09.2022): 54–60. http://dx.doi.org/10.52547/edcj.15.46.54.

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Hromalik, Christopher D., William N. Myhill i Nancy R. Carr. "“ALL Faculty Should Take this”: a Universal Design for Learning Training for Community College Faculty". TechTrends 64, nr 1 (5.11.2019): 91–104. http://dx.doi.org/10.1007/s11528-019-00439-6.

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Potthoff, Joy. "Design for Communication: Post-Occupancy Evaluation of Classroom Spaces". Open House International 34, nr 1 (1.03.2009): 26–34. http://dx.doi.org/10.1108/ohi-01-2009-b0004.

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The purpose of this study was to examine faculty and student satisfaction with classrooms in a university teaching facility in the Midwest, U.S.A. The two-story, 95,000 square foot (79,429.5 square meter) building cost 13.5 million dollars to build and was dedicated for use by the entire campus with no college or department given permanent classroom space. The facility's classrooms were designed to incorporate state-of-the-art communications technology including television monitors, DVD and video cassette recorders, overhead projectors and slide projectors, video presenters, and hook-ups for computers and CD, tape and other audio equipment. A post-occupancy evaluation (POE) survey of 125 faculty and 5,048 students using the facility indicated that the majority of faculty and students were satisfied with the classrooms (overall satisfaction: faculty, 65.3%F students 73.0%). However, problems were cited including: difficulty in using equipment, uncomfortable room temperatures and seating, and a sterile environment (all but three classrooms are windowless).

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Chan, Eddie. "An Education of Intuition and Process: Learning Architectural Design at Hong Kong Design Institute". Cubic Journal, nr 3 (listopad 2020): 166–81. http://dx.doi.org/10.31182/cubic.2020.3.030.

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This paper is a positioning statement and expository article describing design and fabrication projects built by students and faculty of the Hong Kong Design Institute’s (HKDI’s) Architecture programme. Through a series of experimental design-build projects, HKDI faculty teaches students the knowledge and experience to be gained through personal fabrication work, whether wholly manual or digitally assisted. The author stages the work against a series of excerpts from notable architects’ writings, describing a field of study relating tacit knowledge, architectural education, and fabrication specifics students explore through projects in Hong Kong and South China. Lessons and summary bodies of knowledge drawn from these preliminary projects define the path forward for HKDI’s spatial design pedagogy and research.

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Paparozzi, Ellen T., i David P. Lambe. "Designing Success: Teaching Floral Design Through an Industry Partnership". HortTechnology 4, nr 1 (styczeń 1994): 76–77. http://dx.doi.org/10.21273/horttech.4.1.76.

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Universities continue to cut budgets and reduce faculty. Such cuts occurred at the Univ. of Nebraska in 1986-87. To ensure that floral design courses would continue to be taught, despite reduction in teaching appointments, an industry-university teaching partnership was proposed. While the teaching relationship started out as a team approach, it successfully evolved into a-strong partnership that permitted growth on the part of the industry instructor, and movement into a strictly supervisory role for the faculty partner. Thus, the overall goal of keeping floral design courses as an integral part of the floriculture curriculum was met without using extensive amounts of faculty time.

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Banaś, Michal, i Jarosław Stryczek. "Role of the Machine Design Courses in the Mechatronic Faculty". Solid State Phenomena 147-149 (styczeń 2009): 908–11. http://dx.doi.org/10.4028/www.scientific.net/ssp.147-149.908.

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General assumptions of educational faculties at universities are specified by the instructions of the Polish Ministry of Science and Higher Education. In this paper, educational standards with the focus on the design subjects for the Mechatronic Faculty have been presented. Taking the instructions of the Ministry into account, the Mechanical Faculty of Wroclaw University of Technology has started the faculty. The studies general timetable has been created and discussed, indicating the position and scope of the design subjects in it. A curriculum of the subject concerning mechanical systems design for the studies has been suggested.

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Syahputra, Fahmy, Amirhud Dalimunthe i Uli Basa Sidabutar. "Industrial field work practice information system design". Journal of Physics: Conference Series 2193, nr 1 (1.02.2022): 012089. http://dx.doi.org/10.1088/1742-6596/2193/1/012089.

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Abstract The Faculty of Engineering, Universitas Negeri Medan requires the development of technology and communication in assisting performance and processes in carrying out their functions. Its development must produce benefits for the Faculty so that academic implementation runs smoothly, as well as assisting organizations in carrying out the required processes to help organizational managers make decisions. Changes in the form of the process used with the development of technology and communication are expected to encourage organizations to have better management.

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Duong, Minh-Quang. "The Effects of University Environment Factors on Faculty Members’ Teaching Efficacy in Vietnam". International Research in Education 5, nr 2 (26.09.2017): 29. http://dx.doi.org/10.5296/ire.v5i2.11738.

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Teaching efficacy is a belief that instructors have in their own capacities to influence student engagement and learning. Most of the research conducted on teaching efficacy has focused on the elementary and secondary school teachers, even less is known about university faculty teaching efficacy in the countries like Vietnam. The purpose of this study was to investigate university faculty’s perceptions of teaching efficacy in Vietnam and the relationship of perceived university environment factors to faculty’ teaching efficacy was examined. A questionnaire measuring 27 items of six factors of teaching efficacy was distributed to 124 university faculty members in Vietnam. The results showed that the most faculty members were highly measured with their teaching efficacy and faculty members felt efficacious from the greatest to the least in the following dimensions: course design, class management, learning assessment, instructional strategy, technology usage, and interpersonal relation. In addition, university environment factors such as learning resources and organizational culture had significantly effects on faculty teaching efficacy. The study’s implications for university management were also discussed.

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Muñoz Carril, Pablo César, Mercedes González Sanmamed i Nuria Hernández Sellés. "Pedagogical roles and competencies of university teachers practicing in the e-learning environment". International Review of Research in Open and Distributed Learning 14, nr 3 (5.07.2013): 462. http://dx.doi.org/10.19173/irrodl.v14i3.1477.

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Identifying the roles and competencies of faculty performing in virtual environments is crucial to higher education institutions in order to build a common frame for teaching and training initiatives. One of the goals of this study is to identify and systematize faculty’s roles through a review of the most representative surveys. There has also been an effort to identify competencies associated to every role, with an emphasis on those of the pedagogical scope, by means of a focus group. Furthermore, a cross-sectional survey with 166 faculty participants has been conducted in order to identify faculty’s level of proficiency on the pedagogical competencies and the interest in training programs. Teacher perceptions on both these aspects constitutes a relevant reference for the design of faculty training programs. Results reveal that content drafting is the aspect in which the subjects declare the highest level of proficiency as opposed to assessment. Faculty also appear to be willing to improve their training, being aware of the changes and requirements entailed by e-learning.

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Kennette, Lynne N., i Morgan Chapman. "Shaping Inclusive Learning: A Comparative Study Of UDL Engagement Pre- And Post-Pandemic In One Ontario College". Papers on Postsecondary Learning and Teaching 7 (26.06.2024): 99–103. http://dx.doi.org/10.55016/ojs/pplt.v7y2024.77483.

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The universal design for learning framework aims to remove barriers from the learning environment so that as many students as possible can fully participate in it. The COVID-19 pandemic has brought about additional challenges in higher education, but in many cases, it has also provided a unique opportunity to examine change. This study investigated students’ and faculty’s perceptions of how frequently various elements of universal design for learning were used in the classroom as well as how useful these elements were perceived to be for student learning. Different groups of students and faculty responded to an online survey pre-pandemic and then again approximately one year into the pandemic. The findings indicated consistently robust correlations between the pre-pandemic and pandemic periods. However, the pandemic initiated certain shifts, notably an uptick in faculty incorporating specific UDL elements, such as recording lectures. Additionally, students perceive a greater number of UDL elements as advantageous for their learning compared to the faculty perspective.

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Mrduljas, Maroje, i Dafne Berc. "Design versus Discourse". Materia Arquitectura, nr 01 (8.05.2021): 84–91. http://dx.doi.org/10.56255/ma.v0i01.441.

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This article reviews the various periods which can be distinguished in the official teaching of architecture in Croatia, emphasizing on the relationship between socialist ideology and architecture in the 1950s and the 1960s.After the Second World War, Yugoslavia rejected soviet socialist realism and artistic practice achieved considerable autonomy. But the socialist project demanded two tasks from architecture: representation of the new society and urbanization. Thus, the priority for higher education was mass production of professionals. Architecture, seen as a synthesis of art and engineering, progressed with the general economic development and was often identified with the construction industry. Limited theoretical research and absence of critical thinking produced stagnation. Instead of giving way to a critical theory as a basis for the students’ intellectual development, the fading of the socialist Project strengthened concepts which followed the professors’ personal poetics. The Architecture Faculty of Zagreb continued to legitimize its modernist curriculum. The artistic and conceptual trends developed at the faculty since the late 1970s replaced the long awaited critical discourse, which began to appear only in the 1980s with the arrival of the first professionals trained in the U.S.A.

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Wang, Jianfeng, William J. Doll i Xiaodong Deng. "A Model of System Re-Configurability and Pedagogical Usability in an E-Learning Context". Journal of Organizational and End User Computing 22, nr 3 (lipiec 2010): 66–81. http://dx.doi.org/10.4018/joeuc.2010070104.

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Course management systems (CMSs) enable institutions to engage users efficiently, increase enrollment without major facilities investments, and serve geographically dispersed student markets on an ongoing basis. The full benefits of technology cannot be realized if faculty do not adopt the new technology and use it to achieve their instructional design objectives. From a faculty perspective, pedagogical usability of the software is an important factor affecting technology adoption and effective implementation. Pedagogical usability is measured using Chickering and Gamson’s seven principles of good educational practice. In a distance learning context, this paper provides an initial exploratory study of how faculty perceptions of CMS software characteristics like content re-configurability, interaction re-configurability, and modularity design help faculty implement good pedagogical principles. Additionally, a model is presented that links CMS software design characteristics like content re-configurability, interaction re-configurability, and modularity design with the pedagogical usability assessments of faculty. This model is tested using a sample of 56 faculty members using WebCT at a mid-western university.

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Jeon, Hyeonjeong, Kiyong Park i Echeol Kang. ""Faculty Members' Concerns of Teaching and Instructional Design Practice"". Journal of Educational Technology 25, nr 3 (30.09.2009): 79–103. http://dx.doi.org/10.17232/kset.25.3.79.

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