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Professors from across the academic disciplines at Council for Christian College & Universities (CCCU) institutions have traditionally excelled in their teaching. In recent years, CCCU faculty have also increasingly been expected to conduct research and to publish scholarly work. As CCCU institutions expand research and scholarship expectations for faculty, we must also provide the requisite support for professors to be effective in this work. In this article, we highlight institutional practices to encourage, support, and celebrate scholarly writing and research by faculty. Drawing upon findings from Zuidema's 2016 survey of CCCU chief academic officers, we offer benchmark practices for communicating expectations, offering tangible supports and resources, augmenting accountability measures with formative feedback, and recognizing and celebrating scholarship. Against this backdrop, we highlight practical, affordable strategies used at Point Loma Nazarene University (PLNU) in California and Dordt College in Iowa, two CCCU institutions that have increased expectations for scholarship in recent years. Through these illustrations, we aim to inspire new and creative strategies for supporting scholarship by showing how these practices are an outgrowth of a developmental philosophy of leadership that seeks to invest in the core resource of CCCU institutions: the faculty. 相似文献
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Cynthia R. Chambers Michael L. Wehmeyer Yumiko Saito Kerry M. Lida Youngsun Lee Vandana Singh 《Exceptionality》2013,21(1):3-15
Abstract Promoting self-determination has become an important aspect of the educational programs of students with disabilities. There is now a sufficient literature base to support some syntheses that enable researchers to judge their progress in this area to date and to provide direction for future research and practice. For this study, we conducted a literature review of studies that measured or examined global self-determination. 相似文献
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Title IX and Retaliation: The Impact of Jackson v. Birmingham Board of Education on Higher Education
Kerry Brian Melear 《Journal of Personnel Evaluation in Education》2007,19(3-4):91-103
In 2005, the United States Supreme Court rendered a closely divided opinion that extends the protections against discrimination
provided by Title IX of the Education Amendments of 1972 to include a private cause of action for retaliation in Jackson v. Birmingham Board of Education. Therefore, “whistleblowers,” or employees who report allegedly discriminatory practices, can file suit against employers
who retaliate against them on the basis of their complaints under the auspices of Title IX, which prohibits discrimination
“on the basis of sex” by recipients of federal education funds. Unlike other federal anti-discrimination laws such as Title
VII of the Civil Rights Act of 1964, retaliation is not expressly mentioned within the text of Title IX, and the Supreme Court
reasoned that the broad language of the statute encompasses implied protections against retaliation, regardless of the gender
of the employee who alleges retaliatory action. As a result of Jackson, the first generation of litigation against colleges and universities under this expanded standard has begun to navigate
the federal courts. This article analyzes the Supreme Court’s opinion in Jackson and the related cases representing the first application of the retaliation standard articulated therein to colleges and
universities. The article concludes with suggestions for insulation from liability associated with alleged retaliation claims
against administrators and educational institutions. 相似文献
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Kerry Shephard John Harraway Tim Jowett Brent Lovelock Sheila Skeaff Liz Slooten 《Environmental Education Research》2015,21(6):805-820
This article addresses the important questions that higher education institutions ask concerning their impact on their students’ sustainability-related attributes ‘How do our students’ worldviews change as they experience higher education with us?’ The process of monitoring such a dynamic entity is fraught with statistical complexity but may not be impossible for an institution willing to ask whether or not its educational efforts in ‘education for sustainability’, ‘education for sustainable development’ or ‘environmental education’, and campus sustainability developments, are paralleled by changes in the attitudes of its students. We describe here a longitudinal survey process based on the revised New Ecological Paradigm scale, with two cohorts of students, in three programmes of study, operating over four years, with multiple survey inputs by each student. We implemented the longitudinal analysis using a linear mixed-effects model and describe here the development and testing of this model. We conclude that higher education institutions can benchmark the sustainability attributes of their students and monitor changes, if they are minded to. We invite higher education practitioners worldwide to join us in further developing suitable research instruments, processes and statistical models, and in further analysing the assumptions that link higher education to sustainability and to global citizenship. 相似文献
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Brittany L. Hott Sarah Heiniger Jasmine Justus Kathleen M. Randolph Amal Al Shabibi Brooki Beasley Kerry Frank Wendy Mitchell Courtney Tennell Fanee Wester 《Learning disabilities research & practice》2023,38(3):224-238
Single-case research designs are useful for learning disability researchers interested in refining novel interventions (e.g., new mathematics intervention) before scaling, small n populations (e.g., students with comorbid learning and emotional and behavioral disabilities), and testing unique conditions (e.g., remote locales). Much attention has been devoted to developing research quality standards, which is essential for replication and implementation fidelity; however, little is known about the reporting quality of single-case design studies. To gain insight into the quality of learning disability single-case research design study reporting, we analyzed 72 articles published between 2010 and 2021 in six learning disability-focused journals using the Single-Case Reporting Guideline In BEhavioral interventions (SCRIBE) standards. Findings suggest that reporting quality has remained stagnant, and none of the studies reviewed met all of the reporting standards. Alignment with standards ranged from 33% to 77%. Implications for researchers and practitioners are discussed. 相似文献
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Intermediation and the role of intermediaries in innovation 总被引:5,自引:0,他引:5
Jeremy Howells 《Research Policy》2006,35(5):715-728
This paper investigates the issue of intermediation and the role of intermediaries in the innovation process. The aim of this paper is three-fold. Firstly, to review and synthesis the literature in this field; from this to develop a typology and framework of the different roles and functions of the intermediation process within innovation; lastly to try and operationalise the typology within the context of UK using case study material. 相似文献
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