Using Faculty Preference to Identify Disciplinary Pairs and Foster Collaboration

Autor/inn/en	Shaw, Mahauganee D.; Dumford, Amber D.; Cole, Eddie R.; Nelson Laird, Thomas F.; Haywood, Antwione M.
Titel	Using Faculty Preference to Identify Disciplinary Pairs and Foster Collaboration
Quelle	In: Journal on Excellence in College Teaching, 26 (2015) 3, S.93-120 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-4800
Schlagwörter	Preferences; College Faculty; Intellectual Disciplines; Sociometric Techniques; Cluster Grouping; Teacher Surveys; Teacher Attitudes; Student Participation; Learner Engagement; Interdisciplinary Approach; Educational Research; Learning Activities; Teaching Methods; Educational Practices; Institutional Research; Research Needs + Suchen Sie Ihr Suchwort? Fakultät; Geisteswissenschaften; Soziometrie; Eingruppierung; Lehrerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Bildungsforschung; Pädagogische Forschung; Lernaktivität; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Institutionelle Forschung; Forschungsbedarf
Abstract	Data from the 2010 administration of the Faculty Survey of Student Engagement were used to identify pairs of disciplines in which faculty want to be compared based on research practices, teaching practices, and perceptions of student engagement in academic activities. The goal of this study was to group disciplines by a method with which faculty agree, an approach that teaching and learning center staffs may use to structure faculty development programs and institutional researchers may use to present assessment data. Fifty-two disciplinary pairs were identified across the three categories. The implications of these findings are presented along with proposed directions for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01