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Showing 1 through 5 of 1,110 records.
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2003 - International Communication Association Pages: 30 pages || Words: 7662 words || 
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1. Staiger, Janet., Stout, Patricia. and Jennings, Nancy. "Promotion and Senior Women Faculty: A Study of the Status of Tenured Faculty Women" Paper presented at the annual meeting of the International Communication Association, Marriott Hotel, San Diego, CA, May 27, 2003 Online <.PDF>. 2019-06-20 <http://citation.allacademic.com/meta/p111916_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: In this study, we conducted a series of focus groups to learn how women tenured associate professors perceive their status as faculty women and their progress towards academic advancement to full professor. Questions explored career-related beliefs and practices, feelings about academic career progress, issues encountered while in the academy, and strategies used to manage these issues. Qualitative analysis of recurring themes as well as self-narratives of participants suggests that women associate professors are an overlooked or “forgotten” group. Evidence refutes the common wisdom in the academy that, if more women are hired at the junior levels, growth in the number of senior women faculty will happen with time. Women in the study expressed a sense of resignation and felt demoralized based on their experiences as assistant and associate professors in the academy. Recommendations to address the “accumulation of disadvantages” (Moore, 1987) are proposed.

2008 - International Communication Association Pages: 23 pages || Words: 5396 words || 
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2. Preiss, Raymond., Houston, Renee. and Gayle, Barbara. "Informational Reception Apprehension-Information Technology, Faculty Technology Use, and Faculty Training" Paper presented at the annual meeting of the International Communication Association, TBA, Montreal, Quebec, Canada, May 22, 2008 Online <PDF>. 2019-06-20 <http://citation.allacademic.com/meta/p232644_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Informational Reception Apprehension (IRAT) has been conceptualized as an anxiety associated with message processing. Processing demands requiring flexibility, complexity, and abstractness may exceed preferred thresholds and moderate informational reception, perception, and/or adjustment. Recently, the scope of the variable has been widened to embrace receptivity of information gathered through information technology (IRAT-IT). Following a year-long effort to promote instructional technology, 73 faculty members completed the IRAT-IT and reported on their goals for and uses of classroom technology. IRAT-IT scores of faculty volunteering for technology training were associated with higher technology expectations, more technology use, greater perceptions of technology difficulties, and the perception that technology would reduce instructors’ out-of-class work, but increase students’ total technology use. Results are discussed in terms of curriculum development and difficulties adopting information technologies.

2010 - 34th Annual National Council for Black Studies Words: 131 words || 
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3. Reid-Merritt, Pat. "Mother-Sister: The Role and Responsibility of Senior Black Faculty Mentoring Junior Black Faculty" Paper presented at the annual meeting of the 34th Annual National Council for Black Studies, Sheraton New Orleans Hotel, New Orleans, LA, <Not Available>. 2019-06-20 <http://citation.allacademic.com/meta/p401434_index.html>
Publication Type: Panelist Abstract
Abstract: Studies show mentoring, especially for junior Black Faculty is essential for retention, tenure and promotion in White institutional space. Historically Black Faculty are less likely than their White colleagues to receive tenure and promotion. Junior Black faculty often times resort to isolation, especially if they are one of few or the only “token” minority, specifically Black. In these circumstances, mentoring is necessary to support the professional growth and development in White institutional space. In many cases, the absence of mentoring and/or a support network decreases the chances of retention and promotion for junior Black faculty. This section will address the role of a senior Black faculty members “mission” to serve as mother-sister to junior Black faculty in White institutional space to overcome any since of marginalization.

2008 - NCA 94th Annual Convention Words: 44 words || 
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4. Charlesworth, Dacia. "Demystifying the Program Review Process: Ensuring Quality Control, Fostering Faculty Development, and Motivating Faculty Members." Paper presented at the annual meeting of the NCA 94th Annual Convention, TBA, San Diego, CA, <Not Available>. 2019-06-20 <http://citation.allacademic.com/meta/p259117_index.html>
Publication Type: Invited Paper
Abstract: Many campuses require that departments undergo program review—not as direct assessment of student learning, but as overall evaluation of departmental effectiveness. This chapter describes the common purposes of such program reviews, typical program-review procedures, and how to prepare effectively for a program review.

2014 - SSSA Annual Meeting Words: 358 words || 
Info
5. Millsap, Pamela. "A First-Year Experience Seminar Series for New Faculty: Developing Faculty as Lifelong Learners" Paper presented at the annual meeting of the SSSA Annual Meeting, Grand Hyatt, Riverwalk, San Antonio, Texas, Apr 16, 2014 <Not Available>. 2019-06-20 <http://citation.allacademic.com/meta/p717387_index.html>
Publication Type: Panel Paper
Review Method: Peer Reviewed
Abstract: When new, full-time faculty members are hired by institutions of higher education, they are expected to be experts in their disciplines, but they may have never received any education about how to be an effective educator. Even when there are orientation sessions for new employees, these sessions typically focus on campus procedures, benefits, and other issues pertinent to all employees. Often there is no organized opportunity for new faculty members to explore in greater depth issues specifically pertinent to instruction or to develop relationships with other newly hired faculty members across the campus. While they may seek advice and support from their Department Chairs or department colleagues, there is typically no campus-wide, systematic process to provide them with information and support related to instruction-specific topics, such as classroom management, pedagogical strategies, the tenure application process, and so forth.

Recognizing this gap in faculty support, the College of the Mainland, a community college in Texas City, Texas, implemented a new faculty seminar series during the 2013-2014 academic year, overseen by the Academic Deans and focused on issues pertinent to pedagogy and the role of the new faculty member in the campus culture. Grounded in research findings from the social sciences (especially psychology), the seminar series focuses on a specific set of topics, including active and collaborative instructional strategies, assessment of learning outcomes, matching talents and interests with committee service opportunities, and more. The seminar treats the new faculty members as a cohort and seeks to build interdisciplinary relationships such that the groundwork is laid for future interdepartmental collaborations. Finally, the seminar series seeks to build a sense of community such that each participant develops a sense of belongingness with regard to the campus as a whole.

This presentation addresses a concern of faculty across all academic disciplines, as all instructors seek to translate their content expertise into effective pedagogy. The presentation will describe how this seminar series was organized and structured, its goals, and the response of the faculty members who comprise the first cohort of participants in the College of the Mainland First-Year Experience Seminar Series for New Faculty.

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