University Teaching and Faculty Development Research Compendium

305 Pages·2012·2.674 MB·English

by  Luis M. Villar-angulo, Olga M. Alegre-de La Rosa

PROFESSIONS - TRAINING, EDUCATION AND DEMOGRAPHICS

U T
NIVERSITY EACHING
F D
AND ACULTY EVELOPMENT
R C
ESEARCH OMPENDIUM

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P - T ,
ROFESSIONS RAINING
E D
DUCATION AND EMOGRAPHICS

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PROFESSIONS - TRAINING, EDUCATION AND DEMOGRAPHICS

U T
NIVERSITY EACHING
F D
AND ACULTY EVELOPMENT
RESEARCH COMPENDIUM

LUIS M. VILLAR-ANGULO
AND
OLGA M. ALEGRE-DE LA ROSA
EDITORS

New York
Copyright © 2013 by Nova Science Publishers, Inc.

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ISSN: 1949-4947

ISBN: (cid:28)(cid:26)(cid:27)(cid:16)(cid:20)(cid:16)(cid:25)(cid:21)(cid:21)(cid:24)(cid:26)(cid:16)(cid:24)(cid:20)(cid:26)(cid:16)(cid:25) (eBook)

Published by Nova Science Publishers, Inc. † New York
CONTENTS

Preface vii
Chapter 1 Application of RIDIT Method for Investigating Researchers‘
Viewpoint on SCOPUS Citation 1
Samir Kumar Panda, Nihar Ranjan Nayak, Saurav Datta,
Siba Sankar Mahapatra, Pabitra Balida and Asish Bandyopadhyay
Chapter 2 African American Faculty Members at Texas Community Colleges:
A Nine-Year Analysis 9
Sheila A. Joyner and John R. Slate
Chapter 3 Developing Visionary Leaders: A Qualitative Investigation
of Principals‘ Views 19
Janene W. Hemmen, Stacey Edmonson and John R. Slate
Chapter 4 The Usage of Mobile Device for Learning: A Case Study 33
Norbayah Mohd Suki and Norazah Mohd Suki
Chapter 5 Distributed Simulator System 45
Nenad Stankovic and Stephen G. Lambacher
Chapter 6 Words That Wound: Reports of Disrespect from the Classroom 59
Grace Cho, Debra Ambrosetti and John R. Slate
Chapter 7 Quantitative Impacts of Teaching Attributes on University TEVAL
Scores and their Implications 71
Mohammad Alauddin and Clem Tisdell
Chapter 8 Sharing Your Nuts – Teacher Collaboration in Groups
as a Means for Competence Development 89
Eva Hammar Chiriac and Michael Rosander
Chapter 9 A Comparison of Students‘ Understanding of Inheritance Patterns
and Perceptions of Science in Traditional versus Online Non-
Majors Biology Courses 103
Francis P. Wray
Chapter 10 Online Teaching Styles: A Study in Distance Education 119
Armando Lozano Rodríguez and Manuel Flores Fahara
vi Contents
Chapter 11 A New Lecture Format Based on Software Developed
in the Classroom to enhance Students‘ Performance 133
R. Branco and F. V. Antunes
Chapter 12 Engaging Higher Education Faculty in Innovative Professional
Development in Teaching and Learning 143
John Nworie, Curtis Charles and Kelly Jackson Charles
Chapter 13 The Importance of Faculty Development in the Diversity
and Equity Course Transformation Process 153
Sue Sciame-Giesecke, Kathy Parkison and Dianne Roden
Chapter 14 When Empathy Fails to Eventuate in the Counselling Therapeutic
Session: Implications for the Training and Practice of Students 171
Myra Taylor and Sarron Goldman
Chapter 15 Teaching Health Promotion in Nursing – Promoting Active
Learning 183
Eva Brunner and Olivia Kada
Chapter 16 Competences Demanded by the Citizens for the Use
of Virtual Tools 193
María Luisa Sevillano, Carmen Ricoy and Tiberio Feliz
Chapter 17 The Role of Experienced Research Integration into
Teaching Upon Students‘ Appreciation of Research Aspects
in the Learning Environment 209
An Lies Verburgh and Jan Elen
Chapter 18 Teaching with Technology: Preparing Teacher Educators
to Lead the Way 223
Kristen Shand, Victoria Costa and Debra DeCastro-Ambrosetti
Chapter 19 Value Differences Between Online and Face-to-Face College
Students 237
-Delgado and John R. Slate
Chapter 20 Fostering Confident Researchers: Research Self-Efficacy
as a Faculty Development Tool 249
Rubini Pasupathy and Kamau Oginga Siwatu
Chapter 21 Co-Teaching: Encouraging Fundamental Instructional Change
of Math and Science Faculty 263
Carole Basile and Doris Kimbrough
Index 277
PREFACE

This book is concerned with teaching for students at a university level and faculty
development. This book will look at how teaching and research can be brought into a closer
relationship. This book welcomes research-based articles on the practice of higher education,
specifically those manuscripts that span a wide range of teaching and faculty development
issues and trends occurring internationally.
Chapter 1 – SCOPUS citation is treated as vital recognition in present days amongst the
research oriented education or academic fraternity. A survey has been conducted to collect
respondents‘ opinions from a community of research scholars on their viewpoint on SCOPUS
citation. Respondents have been requested to deliver their opinions (in Likert Scale) on
various aspects of merits and demerits of SCOPUS citation. Based on scaled response data,
analysis has been made by applying RIDIT method to reveal behavioral nature of expert
opinions, suggestions as well as recommendations which are really helpful to investigate
scholars‘ understanding on various issues of SCOPUS citation.
Chapter 2 – In this study, the authors examined the extent to which the number and
percentage of African American faculty members employed either full-time or part-time at
Texas community colleges had changed over a 9-year period (i.e., 2000 through 2008). The
numbers of African American faculty members were compared to the total numbers of faculty
members employed at Texas community colleges for each of the 9-years of data analyzed in
this study. In all cases, the number and percentage of African American faculty members
employed either full-time or part-time at Texas community colleges had increased in a
statistically significant manner over this 9-year time period. Even so, the percentage of the
total faculty employment that African American faculty members comprised showed only a
small statistically significant increase. Implications of these findings for faculty diversity are
discussed.
Chapter 3 – In this study the authors analyzed 12 interviews of recently graduated
practicing principals‘ perceptions of their experiences in their educational leadership
preparation program. In particular, the authors‘ focus was on the experiences they had in their
Educational Leadership Constituency Council-Recognized or Educational Leadership
Constituency Council-Denied Texas university principal preparation programs. Interview
questions concentrated on opportunities provided to develop visionary leaders during the
coursework as well as the internship of the principal preparation programs. Eight metathemes
were evident: (a) activities, (b) professors, (c) discussions, (d) involvement, (e) cooperating
administrator, (f) on-the-job training, (g) guest speakers, and (h) coursework/internship. Each
viii Luis M. Villar-Angulo and Olga M. Alegre-de la Rosa
of these metathemes focused on methods of learning and development of skills that visionary
leaders possess. In accordance with Senge‘s observation that passive study does not allow for
learning to occur, each of these metathemes focused on active learning on the part of the
aspiring principal.
Chapter 4 – A case study is conducted on 74 Art and Design students to study the usage
of mobile devices for learning form and space in the Graphic Design subject. Three sub-
assignments on mobile project and one assignment on abstract design composition under the
subject of Graphic Design were given to them. All the lectures, demonstrations and abstract
design composition assignments were conducted in the Design Lab/Studio. A face to face
learning approach is made in the design lab/studio through the use of power point slides,
lectures and hands on demonstrations. It can be concluded that mobile technology is suitable
as the tools to comprehend student understanding in learning the fundamentals of graphic
design and visual art formally and informally. The mobility of the mobile phone is the key
factor for them to use mobile technology as the medium for learning as they have freedom in
accessing and understanding the learning content.
Chapter 5 – Software engineering is all about building software systems in a team-
oriented environment. It takes practical experience to appreciate and understand, for example,
the software lifecycle, the evolutionary approach, and the importance of software
requirements. Here, the authors describe a new undergraduate project course in software
engineering which revolves around a special project. The project was planned for 80 students
who were building a distributed public bus simulator system. Because the total number of
students was large, there were six one semester projects. The authors attempt to assess this
pedagogy and explain the rationale behind using it in a software engineering course. The
outcome revealed that the students had the capability and motivation to engage in solving
complex managerial, organizational, and technical problems with minimal guidance and
supervision. This suggests that they maintained their focus on the project and system rather
than on the individual tasks, which facilitated the learning outcome.
Chapter 6 – In this study, the authors explored a ―shady‖ area -- those teaching practices
that are deemed less than desirable yet, offer unique insights into the unpopular, unexamined
world of worst teacher practices. By exploring this ―taboo‖ world the authors hoped to
address shortcomings that the authors believe are present in teacher education programs. As
such, the authors examined the views of 257 preservice teachers regarding their most
ineffective teachers in their seventh through twelfth grade experience. Using the qualitative
method of constant comparison, the authors analyzed participants‘ written responses,
resulting in eight emergent themes in which the authors‘ participants focused on the
characteristics of their most ineffective teachers: Limited Teaching Strategies;
Unprofessional; Uncommitted/Uncaring; No Rapport; No Classroom Management Skills; No
Respect; Not Knowledgeable; and Sexual Harassment. After linking these themes with the
existing research literature, implications of the authors‘ findings are discussed in relation to
the effect it had on the authors‘ participants‘ learning.
Chapter 7 – This article quantifies the impacts of student evaluation of teaching (SET)
attributes on teaching effectiveness (TEVAL) scores in university teaching. Despite much
criticism of and support for TEVAL scores measuring teaching effectiveness, the literature
lacks detailed quantitative analysis of the relationship between instructional attributes and
TEVAL scores. A feature of this study is its use of individual student responses rather than
class averages. While students‘ perceptions of how well the coursework is organized,