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Descriptors:
Educational Strategies; Visual Impairments; Foreign Countries; College Students; College Faculty; Teacher Attitudes; Student Participation; Intervention; Qualitative Research; Statistical Analysis; Interviews; Deans; Department Heads; Assistive Technology; Teacher Role; Student Role; Measures (Individuals)

Abstract:
This article presents the attitude of lecturers towards the visually impaired students in one of the universities in the Limpopo Province. First, it is argued that the experience of a visual impairment by a student has a greater effect on the strategies and methodologies used for instruction than on the curricular content to which the student is exposed. Specialized instructional strategies facilitate the visually impaired students' successful participation within regular education classrooms. The degree of specialized intervention needed depends upon the intensity of the students' impairments. Despite the fact that the university has each year been registering students who are visually impaired, there is no indication that staff members are being trained to handle these students. Both qualitative and quantitative findings from interviews with visually impaired students, HODs (heads of departments), and deans/directors of centers suggest that lecturers found teaching visually impaired students is a problem, because they were never trained to teach visually impaired students and that the institution should employ a permanent specialist in teaching visually impaired students and create a resource centre for them. This paper examines some of the concerns that the visually impaired students encounter and raises questions about how they learn and how they are being taught. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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College Faculty; Publicity; Faculty Development; College Presidents; Department Heads; Deans; College Governing Councils; Trustees; Governing Boards; Outcomes of Education; Educational Administration; School Business Officials

Abstract:
Typically viewed as an academic issue, faculty development discussions too often take place between academic interests. The vice president for academics encourages deans or department heads to make their plans for enhancing the abilities in their areas. Funds are made available, and committees composed of representative faculty members decide who will be able to make what trip, what scholarly presentation will be supported, and what research will need to wait for new budgetary sources. Likewise, the arena for the publicity and professional adulation of successful accomplishments tends to be equally fixated on academic settings: (1) the faculty senate; (2) the faculty assembly; and (3) the faculty meeting. It is no wonder that those with only a casual appreciation of higher education "argo" would opine that the academy consists of "scholars writing for scholars." Beyond the dean and the faculty senate president, who is responsible for professional development of the faculty? In this article, three educational practitioners present a "hands-on" approach from outside the traditional academic circle and present their views as trustee, president, and financial officer regarding creating a campus-wide environment that promotes and achieves faculty development. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Deans; Electronic Learning; Internet; Online Courses; Higher Education; National Surveys; Large Group Instruction; Enrollment; Administrator Attitudes; Outcomes of Education; Teacher Attitudes; Barriers; Tables (Data); Graphs

Abstract:
"Changing Course: Ten Years of Tracking Online Education" in the United States is the tenth annual report on the state of online learning in U.S. higher education. The survey is designed, administered and analyzed by the Babson Survey Research Group. Data collection is conducted in partnership with the College Board. This year's study, like those for the previous nine years, tracks the opinions of chief academic officers and is aimed at answering fundamental questions about the nature and extent of online education. Based on responses from more than 2,800 colleges and universities, the study addresses Massive Open Online Courses (MOOCs). (Contains 6 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Graduate Study; Classical Literature; Mythology; World Literature; Teaching Assistants; Career Development; Private Schools; Advantaged; Secondary School Teachers; Grade 11; Grade 9; Discussion (Teaching Technique); Knowledge Level; Adolescents; Teacher Student Relationship; Deans; School Culture; Educational Benefits; Literary Genres; Ambiguity (Context); Reading Instruction; Relevance (Education); Individual Development

Abstract:
The author started in the Ph.D. program in comparative literature at Princeton in 1992, a year after she graduated from college. She fell in love with mythology and the classical traditions and find herself teaching literature. In the remainder of her time at Princeton, she precepted for four or five more classes, got the chance to join the teaching team for a cross-disciplinary course on Western culture a few times, and designed a class on the myth of Pygmalion for the Princeton Writing Program. She did research in Florence for a year, finished her dissertation, went on the job market unsuccessfully, and kept teaching whatever she could at Princeton. Then she turned 30. And for the first time, she tried to be practical. How could she make a living, doing what she loved to do? The author sent letters to independent schools in New York, interviewed at a few, and chose a job at Horace Mann, a private school in the Bronx. At one point, while teaching 11th graders, she realized that she knew books, she knew poems, and she knew plays. She knew a lot of ways to talk about books and poems and plays, but she didn't know her students. She didn't know anything about their home lives or what the rest of their days looked like or the things they really cared about. All of her careful notes and ideas about form and influence were irrelevant if she couldn't gain an understanding of the students right in front of her. Since that day, she has been listening carefully. She takes their worries seriously. And she has learned that good teaching is as much about knowing who you are teaching as it is about what you are teaching. After five years of teaching, she was appointed dean of the senior class. The next year she became dean of the ninth grade, and she has now followed that class through four years of high school, while continuing to teach one section of English each year. As a dean, she's the point person for 190 students (and their families). She does what she can to promote their academic, social, and emotional well-being; she guides their academic progress and course selection; she deals with discipline; and she acts as the intermediary between parents and teachers, coaches and advisers. But mostly, she's the person on campus who knows them. What she learned at Princeton, from her teachers in the comparative-literature department and from the volumes in the library, has given her a career she loves and a way of looking at the world that sustains her and brings her joy. Her time in comp lit could not have given her better training, for her work and for her life. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Administrator Attitudes; Student Loan Programs; Federal Government; Deans; Medical Schools; Prediction; Medical Students; Loan Repayment

Abstract:
When students or recent graduates come to talk with Anthony M. Sozzo, an associate dean for student affairs at New York Medical College, about repaying their federal loans, he sometimes struggles with what to tell them. He states that the answers are increasingly being complicated by an ever-expanding federal loan-servicing system. The number of entities that service the loans owned by the federal government has risen sharply over the past several years, from one company in 2008 to 13 as of this month. Keeping up with the increase in servicers has been a challenge, financial-aid officers say, and at the individual-borrower level the changes are causing confusion over what borrowers are expected to pay and where they should go to manage their loans. With 13 companies now handling federal direct loans and more to come, aid administrators predict that the resulting inconsistencies will overwhelm borrowers. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Trend Analysis; Psychology; Administrators; Program Administration; Deans; Professional Education; Teacher Selection; Decision Making; Universities; Program Development; Recognition (Achievement); Counselor Training; Educational Trends; Cultural Pluralism; Intervention

Abstract:
From 1997 until his retirement in 2011, Michel Hersen served as the dean of the School of Professional Psychology (SPP) at Pacific University in Oregon. Through teaching, supervision, and modeling, Michel promoted his vision of a professional school that could compete on the national stage. He grew the program from a regional focus to one with a strong national presence through careful faculty hires and by anticipating national trends in diversity issues and interprofessional education. His decisions as an administrator were sometimes counterintuitive and challenged the status quo, but they often were correct and advanced the program. His footprint as an administrator was quite large and will be difficult to fill. The SPP benefited greatly from his leadership, and it will continue to grow by following the plans he set in place for us. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Faculty; Preservice Teacher Education; Focus Groups; Inclusion; Teacher Education Programs; Student Diversity; Interviews; Journal Writing; Professional Development; Placement; Field Experience Programs; Foreign Countries; Teacher Attitudes; Student Attitudes; Administrator Attitudes; Deans

Abstract:
Promoting inclusivity is a core aim for many teacher education programmes throughout the UK, USA, Canada and other highly diverse nations. However, despite this aim, teacher education programmes continue to face challenges in preparing teachers who feel confident in addressing issues of diversity and inclusivity in their classrooms. The purpose of this research was to present an in-depth examination of how one initial teacher education programme coherently promotes inclusivity through various pre-service programme structures and experiences. Data were collected from four senior programme administrators, 10 faculty members and 25 teacher candidates via interviews, focus groups and professional development journals. Results provided a complex analysis of programme coherence related to the multiple ways in which inclusivity was interpreted and experienced within the teacher education programme. Specifically, three different interpretations of inclusivity were identified across participant groups: integrative, dialogical and transgressive. Each of these interpretations were manifested in varied ways through programme structures of field-based placements, curriculum and pedagogies. Based on this analysis, the paper concludes by identifying critical issues related to the preparation of inclusive educators as a foundation for future research and teacher education development. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Higher Education; College Faculty; Middle Management; Deans; College Administration; Temporary Employment; Part Time Employment; Motivation; Experience; Case Studies; Qualitative Research

Abstract:
This study investigates the experiences of academics who take on temporary, middle management roles within a university faculty. Individuals with titles such as Associate or Sub Dean, Head of Department or Programme Director were interviewed but, for the purposes of this paper, we will refer to all of these as Associate Deans. We are aware that these titles may mean different things in different higher education institutions and even in different departments, faculties or countries. We purposely focus on individuals working below the level of Dean and look at both their motivations for, and experiences of, taking on a management role whilst at the same time retaining some level of research and teaching responsibility as an academic. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Productivity; Foreign Countries; Communities of Practice; Teacher Educators; College Faculty; Semi Structured Interviews; Professional Identity; Educational Research; Deans; Teacher Researchers; Administrator Attitudes

Abstract:
In some international contexts, for example in South Africa, Norway, Australia and New Zealand, teacher education has recently shifted into the academy. Concurrently research performance funding measures have been introduced. Both changes have placed pressure on teacher educators to become "research active". The literature indicates that teacher educators can increase and deepen their research productivity with support in ways that build on, rather than break down, their existing identities. Our findings from interviews with research leaders in education faculties indicate that cultivating communities of research practice can assist teacher educators to learn alongside more experienced colleagues, and become fully fledged researching academics. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Deans; Stakeholders; Ethics; Norms; Guidelines; Administrator Behavior; Behavior Standards; Standard Setting; Administrator Guides; Administrative Principles

Abstract:
In the popular movie series "Pirates of the Caribbean," there is a pirate code that influences how pirates behave in unclear situations, with a running joke about whether the code is either a set of rules or guidelines for behavior. Codes of conduct in any social group or organization can have much the same feel; they can provide clarity and direction but with the question about which elements are rules and which are guidelines. Thus, there is a difference between social mores (more centrally held norms whose violations elicit a strong response), folkways (less centrally held norms whose violations engender a weaker response), and formal rules. All are part of the formation of accepted norms for behavior. However, not all rules are followed perfectly nor are they necessarily expected to be. A classic sociological example is the posted speed limit for automobiles. It may be a formal rule, but many treat it as a guideline, driving at or above the posted maximum but not under its limit. In other areas of life and work, expectations may never be written down, but trouble awaits anyone who violates the unwritten rules. The point of these examples is that such codes and norms exist across all human organizations. The central task is to find out the status of rules and norms within one's profession, institution, and position. This is especially true for positions in organizations that have multiple stakeholder groups whose perceptions can influence the effectiveness and role set of the given position. Higher education, with its bevy of stakeholder groups, is such an enterprise; almost all of these groups interact with academic deans and can help, constrain, and shape their behavior. Given the confusions that can arise, this article is devoted to detailing an empirically driven code of conduct for academic deans. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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