Faculty Identity Research Articles

Konsep Desain Lansekap Areal Selamat Datang Fakultas Pertanian Universitas Udayana Kampus Bukit Jimbaran, Bali

ABSTRACT Landscape Design Concept of Faculty of Agriculture Welcome Area in Udayana University Jimbaran Campus, Bali Campus is an area which multi-segment interactions will be taking place, the landscape situation has to manage to create a fine condition and gain good quality of education inside. As a front yard area which will be passed through by everybody who wants to come inside the campus welcome area has to raise any good impression and able to support the students requirement area to do their campus activities. This research has purpose to create a concept of landscape design of welcome area which has values of aesthetic, functional, and creating landscape identity of faculty of agriculture the University of Udayana. This researh has four steps: site measuring, inventaritation, analysis and syntesis, and creating the concepts. The concept of design is formal with Bali traditional arrangement. The concept will aplicate some principals of design such as balance, proportion, repetation, scale, and use shapes streinght and simetry. The concept of space create from Balinese local traditional wisdom the Tri Hita Karana (three source of happiness). The final products are concept plan and some drawings of 3D ilustration. Design concept with traditional Bali arragement wish to be aplicated by all of institution in the University of Udayana to create a unity of landscape which based on Bali local wishdom. Keywords: bali, campus, landscape design, udayana, welcome area

Book Review: The American community college (6th ed.) by Cohen, A. M., Brawer, F. B., & Kisker, C. B.

Cohen, A. M., Brawer, F. B., & Kisker, C. B. (2014). The American community college (6th ed.). San Francisco, CA: Jossey-Bass. 592 pp. US$75.00 (hardcover). ISBN 978-1-118-44981-3 US$64.99 (e-book). ISBN 978-1-118-71881-0It has been more than 30 years since the publication of the first edition of The American Community College. Much has changed in the intervening years, yet this expanded volume continues to serve as a seminal text for those with an interest in community colleges. In this edition, Carrie Kisker joins Art Cohen and Florence Brawer as an author. The intention of the book is to provide an overview of key functions of the community college, and the authors accomplish this goal in a broad assortment of topics covered in the text's 15 chapters. Each chapter presents a host of facts to help create a portrait of community colleges. The chapter topics include background on the evolving priorities and expectations of the community college, student composition, faculty identity, administrative issues, finance, instruction, student services, developmental education, liberal arts and transfer education, integrative education, occupational education, community education, scholarship and commentary, student progress and outcomes, and future trends. Also, an appendix dedicated to for-profit institutions rounds out the book.For the novice reader, an historical grounding of each topical area provides a valuable context to interpret the information presented and shows how the past drives current issues. Each chapter contains ample citations that allow interested individuals additional resources to pursue a topic in more depth. Finally, each chapter provides an issues section that summarizes key questions leaders, stakeholders, and others can answer based on their own situations and needs. For unit leaders, these questions can spur self-reflection to aid organizational change and can provide information on what others are doing when faced with similar challenges.A key strength of the book is the variety of college and state examples offered in each chapter. For example, the first chapter describes the founding and spread of community colleges in the United States and notes how the West provided a fertile climate for the expansion of community colleges. The authors noted, became the leader in community college development because of support from the University of California and Stanford University, a paucity of small denominational colleges, and strong support for public education at all levels (p. 20). Other founding stories are related for states such as Arizona, Mississippi, Kansas, Michigan, Missouri, and New York to name a few. First, this technique showcases a host of approaches to similar problems facing community colleges. Second, it helps readers across the country situate their understanding by recognizing specific examples in their own states or in the college examples presented. Finally, the differences highlighted among colleges and states underscore the need to look at individual college and state data to inform decision making versus assuming that a solution applied in a neighboring college or region will automatically work. Issues of paradox become evident in the tensions inherent in community college operations, and it is in these tensions that opportunities for critique should emerge.The text showcases how the community college sector provides organizational slack to the system of higher education in the United States in the quest to accommodate expanded college enrollment. The community college stands on a long history of open access for those students not meeting admission requirements at other colleges or universities or those needing a second chance. The following important questions are raised regarding the paradox of access and quality: Should community colleges have an impact on society writ large? What should be the colleges' level of responsibility in addressing societal problems? …

The Irony of Ethics: (De)Coding the Lived Experience of Women and Minority Faculty

What does it mean to ‘be’ an ethical faculty member? A number of scholars point to legal and moral issues, aligning ethics with professional codes and regulated by institutional policy. From this perspective, being ethical is a matter of knowing and following the professional rules—the goal is to avoid certain actions. On the other hand, others question this objectivist approach and position faculty ethics as an experience, a fusion of personal and professional histories that include disciplinary training, socialization to the profession, and—especially—the specter of faculty rewards such as tenure and promotion. This article explores these competing perspectives in a qualitative meta-synthesis of data collected across studies of faculty identity, professional epistemology, and academic ethics. Analysis concentrates on 116 interviews with women and minority doctoral students and faculty members conducted between 1999 and 2012, a subset of more than 200 interviews I conducted during this timeframe. All interviews were initially coded using constant comparative analysis. For the meta-synthesis, I chose to apply an elaborative coding technique that juxtaposes data with the ethics literature related to chilly and alienating climates , cultural taxation , and the snare of faculty rewards in higher education. This (re)analysis allowed me engage in a formal dialogue between local theory and scholarship, resulting in six sub-themes: ‘real’izing, acting out/in, toiling, serving, aligning, and diverging. Findings and discussion concentrate on questioning the traditional definition of faculty ethics, linking experiences to existing scholarship, and supporting the method of metasynthesis across qualitative longitudinal inquiry.

SEDA’s legacy beyond the UK shores: a Singaporean perspective

The early 1990s saw the emergence of a rapidly changing landscape of higher education in Singapore with influence from various trends internationally. This article shares on the embryonic stage of staff development in Singapore and the journey of encounters with SEDA pioneers who helped sow the seeds of understanding the true scholarship of teaching. The SEDA Fellowship and institution accreditation frameworks were catalytic in bringing about a values-based approach and the culture of understanding the learner, the professional identity of faculty and the professional learning community. Finally, the growth of higher education sector and pervasiveness of the SEDA’s impact is discussed.

The Divided Self

Through qualitative field methods research addressing faculty of color in four California community colleges, this investigation examines and explains faculty experiences and professional sense making. By combining critical race theory with social identity theory, our perspective underlines the potential social and ethnic identity conflicts inherent in the daily lives of faculty of color. The professional and social identities of faculty of color are not necessarily compatible, leading to a condition of “double consciousness,” or what we refer to as “the divided self.”

“Distinct and Significant”: Professional Identities of Two-Year College English Faculty

Drawing on findings from three qualitative studies, this article explores the distinct professional identities of two-year college English faculty. We examine full-time faculty patterns of engagement with professional organizations, their assertion of professional authority in institutional decision making, and the role of organizational socialization in the shaping of part-time faculty professional identities.

Organizational culture in the adoption of the Bologna process: a study of academic staff at a Ukrainian university

The growing influence of the Bologna Process on higher education around the world has raised concerns about the applicability of this set of reforms in diverse cultural contexts. Ukraine provides an instructive case study highlighting the dynamics occurring at the convergence of the new framework with a state-centred model of higher education. The goal of this study was to examine the professional identity of faculty at one Ukrainian university and their perceptions regarding the implementation of Bologna at their institution. We found that instructional and institutional innovations were successfully implemented only to the extent that they were integrated with the existing pattern of values and beliefs held by faculty. These findings provide insight for how other countries may approach Bologna compatibility in the presence of social and cultural forces divergent from those in which the Bologna process originated.

Micropolitical and Identity Challenges Influencing New Faculty Participation in Teacher Education Reform: When Will We Learn?

Background/Context Teacher education faculty face increasing pressure to simultaneously strengthen and reform teacher education programs while maintaining research productivity. The demands placed on teacher education programs to increase relevancy by strengthening clinical components of teacher preparation has once again reached the fore. The energy for this reform often rests on the shoulders of tenure-earning faculty who have developed as Engaged Scholars during their doctoral preparation and wish to continue this work as they enter the professoriate. Purpose/Objective/Research Question/Focus of Study This article investigates and describes the experiences of new, tenure-earning faculty who sought working conditions that would support their involvement in reform oriented, clinically rich teacher education, and Engaged Scholarship. Population/Participants/Subjects This is a qualitative study with seven participants who worked as assistant professors across four different research-intensive state universities. Each university has a history of involvement in either the Holmes Partnership or the National Network for Educational Renewal, organizations that target integrating faculty members into partnership schools making this a part of their teacher education work. Research Design This qualitative self-study, guided by a constructivist epistemology (Crotty, 1998, 2005), seeks to understand tenure-earning faculties’ experiences as they enter the professoriate. This study makes use of interpretivism (Crotty, 1998) as a theoretical perspective. Data Collection and Analysis This research uses focus group transcripts as the primary data source. Additional data sources include program artifacts such as meeting agendas and minutes, blog entries, and field notes that were used during the four taped focus groups to generate discussion related to research questions. Findings/Results The study describes six challenges faced by new faculty who assume leadership in clinically rich teacher education reform, and identifies faculty identity and micro-political concerns as central to navigating challenges. These challenges include: (a) complications associated with negotiating workload, (b) entrée to schools, (c) negotiating roles, (d) negotiating Internal Review Boards and school district research policies, (e) influencing promotion and tenure policies, and (f) facilitating pockets of program renewal and innovation. Conclusions/Recommendations This study suggests that while doctoral programs are now preparing new faculty who embrace clinically rich teacher preparation, they do not receive adequate support as they enter academia. Discussed are three assertions that must be resolved by university, college, and department leadership, as well as tenured colleagues, to support new faculty involvement in developing clinically rich teacher education reform.

How Faculty Identity Discourses of Community College Part-Time Faculty Change Over Time

Building on previous research (Thirolf, 2012), this longitudinal qualitative study uses positioning theory (Harré & van Lagenhove, 1999) and discourse analysis methods (Gee, 2011; Johnstone, 2007) to closely examine the faculty identities of three community college adjuncts who teach in the humanities. Results reveal that these adjuncts initially experienced positive faculty identity development through their teaching and interactions with students, but over time, these feelings of professional pride and commitment lessened. Furthermore, when they positioned themselves vis-à-vis full-time faculty, feelings of disconnectedness and isolation emerged and ultimately intensified over time. The rare, chance connections they made with a limited number of colleagues over time, however, proved helpful and positively affirming of their faculty identities. Implications for practice and future research are also discussed.

Public Stakes, Public Stories: Service Learning in Literary Studies

Discussions about academic work often tangle with the seemingly bifurcating demands of teaching and research. occasionally, they celebrate how the two endeavors nurture each other. These professional divisions, which George Levine a decade ago called a “combat” scenario between “two nations” (9), have not been reconciled since then. Despite that persistent tension, when I shifted my professional energies to the academy after several years of community-based social work with not-for-profit organizations serving Hispanic populations, the challenges of balancing teaching and research were not my only concerns. I also wondered how I could incorporate community service into the multiple demands of academic life. Would there be time to devote to the community? Would I find academic work in an area where I might have something to contribute beyond the campus? Aside from location and time constraints, would I find a way to integrate into my faculty identity an engagement with the wider society, or would those endeavors be relegated to a separate self, dissociated from my academic world? I anticipated that extensions of my teaching and scholarship might connect with realms outside the academy. Accepting the challenge, I patiently observed my campus and surrounding community, searching for opportunities for interaction.

Insider-Outsiders: Integration and Exclusion Experiences of Religious Nonadherent Faculty Members

Over the past several decades, research on faculty work life has shed new light on inclusion and exclusion experiences of traditionally underrepresented groups, including racial and ethnic minorities, and contingent employment faculty. This study expands on this prior research by investigating a unique segment of faculty members: those whose marginal status is conferred upon them because they are not part of their employing institution's dominant religio-cultural tradition or affiliation. These insider-outsider faculty members are often unaware of the implications of this new status, which is added to the common challenges of socialization and integration. Through the narrative accounts of participants, this study identifies categories of inclusion and exclusion, highlights practices that welcome and alienate such faculty members, and explores the organizational and interpersonal implications of this complex element of faculty identity.

Teaching & Learning Guide for ‘Can a Knowledge Sanctuary also be an Economic Engine? The Marketing of Higher Education as Institutional Boundary Work’

Teaching & Learning Guide for ‘Can a Knowledge Sanctuary also be an Economic Engine? The Marketing of Higher Education as Institutional Boundary Work’

The Ideal Worker or the Ideal Father: Organizational Structures and Culture in the Gendered University

While literature has focused on the ways in which organizational structures exclude women from the workplace, this article suggests that the inverse is also true: organizational structures and culture prevent men from being involved in the home. Using theories of gendered organizations as a guide, this article draws on interviews with 70 faculty fathers at four research universities to explore the tension that many men feel navigating their responsibilities in the home while simultaneously aiming to fulfill the norms of the ideal worker, which holds that employees are always available to perform work and have few responsibilities in the home. Data suggest that institutions and those within them penalize men who appear too committed to their families. Some participants crafted identities for themselves that separated their roles as professor and father while others struggled to reconcile their two roles. In short, institutional structures and culture play a critical role in shaping faculty identity, both on and off-campus.

Scholars and faculty members' lived experiences in online social networks

Research into faculty members' use of technology and social networking sites has largely focused upon pedagogical practice, at the expense of understanding user experiences with these technologies. Through phenomenological interviews with three faculty members, we investigate their lived experiences with social networking sites. Results point to a tension that exists between personal connection and professional responsibility, revolving around the essences of faculty members establishing personal and professional boundaries, maintaining appropriate and meaningful connections, structuring participation so that others see them in a certain light, and using their time efficiently. These findings highlight the synergies and tensions between online social networks and faculty identity: While social networking sites can be used for professional purposes, faculty members may resist or reject the values embedded in such tools, which they feel may impact the ways that they perceive themselves, their teaching, and their research.

The Faculty Identities of Community College Adjuncts Teaching in the Humanities: A Discourse Analysis Study

Research has shown that forming a professional identity is central in the process of becoming an effective teacher (Alsup, 2006; Danielewicz, 2001). Yet, little is known about the faculty identity development of part-time faculty, who represent nearly 70% of all faculty at community colleges (AFT Higher Education, 2009). Addressing this critical knowledge gap, this study uses positioning theory (Harré & van Lagenhove, 1999) and discourse analysis methods to closely examine the faculty identities of community college adjuncts who teach introductory courses in English and social studies. Findings suggest that these adjuncts experience positive faculty identity development through their teaching and interactions with students, but they encounter negative faculty identity development vis-à-vis their interactions with their faculty peers. Implications for practice and future research are discussed.

The Steps of Logo Design at Kastamonu University, Forestry Faculty

Logo is symbolizing a firm, product or the name of a service by using letter and image elements. Logo should not reflect designer logo should reflect the firm or product's properties. Selected or designed font should be suitable with the content of institution, hi addition to this; knowing how the firm defines itself and its concept are important stages for the logo design. The logo should be; simple, easily understandable, rememberable and original. It should neither be mixed with other firms’ logos nor even remind them. Hence; for the Kastamonu University Forestry Faculty's logo design, creating the appropriate logo was aimed. Because of this aim sketches, taking into consideration dominant features of Faculty, University and Kastamonu, were made by expert group of 5 person who has a enough knowledge for designing elements and principles. Suggestions were made 42 item. Suggestions were gotten pre-elimination by Landscape Architecture Faculty Staffs (jure)- After that, 30 sketches shared in user groups one to one and via e-mail in order to determine the percentage of preferation. They were asked to 3 choice of the most admired of these options and to comment on their favorite choice. Finally, results was evaluated by the same jure and was determinate 5 sketches that most voted. Having regard to the sketches, people who make up these alternative logos, developed the design again and they gave the final shape with using design principles and elements for the logo. 5 logo resent to user group. As a final evaluation, idea for leaving a trace on minds between Turkey's Forest Faculties and World's Forest Faculties, most suitable logo was selected for our faculty's identity.

The Hybrid and Dualistic Identity of Full-Time Non-Tenure-Track Faculty

Colleges and universities rely on full-time non-tenure-track (FTNT) faculty to achieve their teaching, research, and service missions. These faculty are deemed both symptomatic of and partly responsible for academe’s shortcomings. The ascriptions, however, are made with little attention to the faculty themselves or to their consequences for FTNT faculty. Through analysis of interview data of university faculty, the authors present and explain FTNT faculty self-representations of professional and occupational identity. Assumptions drawn from institutional and professional theory contextualize the research, and narrative analysis infuses the application of the framework of cultural identity theory. These FTNT faculty are found to possess hybrid and dualistic identities. Their work and roles are a hybrid and contain some elements of a profession and some of a “job.” Their identity is dualistic because as teachers, they express satisfaction, whereas as members of the professoriate, they articulate restricted self-determination and self-esteem. This troubled and indistinct view of self-as-professional is problematic both for FTNT faculty as they go about their daily work and for their institutions, which are in no small part responsible for the uncertain conditions and identities of FTNT faculty.

Solving the Nurse Faculty Shortage

Researchers have explored reasons why nurse faculty leave academia, but few have focused on factors that encourage them to stay. Using Herzberg's Motivation-Hygiene Theory, an online cross-sectional survey was completed by 1,171 tenured nurse faculty nationwide. Factor analysis revealed that the most significant factor influencing retention was professional satisfaction with faculty identity, including the ability to shape nursing practice. Academia may benefit by considering these factors to promote nurse faculty retention.

Collaboration, Mentoring and Co-Teaching in Teacher Education

Collaboration, Mentoring and Co-Teaching in Teacher EducationCollaboration at the university level is a fundamental element needed to enhance teaching (Cochran-Smith & Fries, 2005) and reflection is a critical component of teacher education (Dewey, 1933, 1938). A case study is presented of one senior university faculty member's experiences co-teaching with two doctoral students seeking to understand the impact of shared decision-making and authentic collaboration on individuals entering the academy. An analysis of the authors' shared experiences indicated that, through this mentoring, collaborative and mutually beneficial relationships were built. An analysis of the authors' experiences also indicated that these collaborative relationships were built upon several key factors, specifically (a) a strong sense of individual accountability and professionalism; (b) the mutual creation and demonstration of respect; (c) affirmation and overt participation in reciprocal growth and development; (d) attention to issues of power and abeyance. The findings of the study highlight the need for further exploration into the role of mentorship of junior faculty and the efficacy of co-teaching processes in the development of professional identities of junior faculty entering the academy.

7: Cross–Domain Collaborative Learning and the Transformation of Faculty Identity

7: Cross–Domain Collaborative Learning and the Transformation of Faculty Identity