Seeking Women's Equity through Curricular Reform: Faculty Perceptions of an Experimental Project

Representations of Mexican revolutionary hero, Emiliano Zapata, migrate across the Mexico/US borders. His specters inform and reflect sexual identities migrating across these borderlands. Theoretically guided by Madison's model of performative writing and Muñoz's disidentification, this experimental project highlights and challenges the heteronormativity that pervades these migratory representations and the discursive practices that bring them to life. Through a performative writing exercise, I travel through theory and time to (re)present the figure of Zapata in an intimate love story whose backdrop is violence and war.

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Transitioning to Blended Learning: Understanding Student and Faculty Perceptions

Online Learning ◽

10.24059/olj.v15i1.188 ◽

2011 ◽

Vol 15 (1) ◽

Cited By ~ 1

Author(s):

Nanette P. Napier ◽

Sonal Dekhane ◽

Stella Smith

Keyword(s):

Blended Learning ◽

Student Performance ◽

Liberal Arts ◽

Faculty Perceptions ◽

Liberal Arts College ◽

Final Exam ◽

Face To Face ◽

Faculty Teaching ◽

Face To Face Instruction ◽

The Impact

This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the midpoint and end of semester, and student performance on the final exam was compared in traditional and blended learning sections. To capture faculty perspectives on teaching blended learning courses, written reflections and discussions from faculty teaching blended learning sections were analyzed. Results indicate that student performance in the traditional and blended learning sections of the course were comparable and that students reported high levels of interaction with their instructor. Faculty teaching the course share insights on transitioning to the blended learning format.

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An Investigation of Faculty Members' Engagement in Saudi Arabia

Journal of Education in Black Sea Region ◽

10.31578/jebs.v3i2.149 ◽

2018 ◽

Vol 3 (2) ◽

pp. 114-136

Author(s):

Eman I AHMED

Keyword(s):

Employee Engagement ◽

Faculty Perceptions ◽

Cognitive Engagement ◽

Faculty Members ◽

University Administrators ◽

Point Scale ◽

Policy Makers ◽

Efficiency And Effectiveness ◽

The University ◽

The Relationship

Faculty engagement has been proved to be a critical driver of the universities’ efficiency and effectiveness. The first step towards building an engaged workforce is to get a measure of faculty perceptions of their engagement level to their universities. Accordingly, the purpose of this paper is to investigate the faculty members' engagement in the Imam Abdulrahman Bin Faisal University. It examines the relationship between the faculty professional variablesand their level of engagement to their institutions. William Kahn's (1990) three-component model of employee engagement was partially adapted as a framework to measure the faculty members' engagement. A questionnaire was used to better address the objective of this study. The data were obtained from the Imam Abdulrahman Bin Faisal University (Dammam University) through an internet-based survey. The validity and the reliability of the questionnaire has been evaluated and reported. Results of the analyses show that cognitive engagement is reported to be higher than both the emotional and physical engagement, with a mean rating of 4.040 and a standard deviation of .487, based on the five-point scale. Given the engagement level of the faculty members in this study, the university administrators should develop policies, and strategies that encourage and support engagement among faculty members at the University in order to maximize their engagement. Policy makers must also take into consideration the needs of the faculty members

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Faculty Perceptions and Readership Patterns of Accounting Journals: A Global View

SSRN Electronic Journal ◽

10.2139/ssrn.319226 ◽

2002 ◽

Cited By ~ 4

Author(s):

Apostolos A. Ballas ◽

Vasilis Theoharakis

Keyword(s):

Faculty Perceptions ◽

Global View

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Global Competitiveness, Privatization, Dignified Spaces, and Curricular Reform in Indian Higher Education

10.1093/oso/9780199480654.003.0008 ◽

2018 ◽

Author(s):

Kanti Bajpai

Keyword(s):

Higher Education ◽

Public Policy ◽

Hong Kong ◽

South Korea ◽

Curricular Reform ◽

Policy Studies ◽

Ranking System ◽

Global Competitiveness ◽

Indian Higher Education

Every ranking system rates Indian universities poorly against their Asian counterparts in China, Hong Kong, Japan, Singapore, and South Korea, and in some cases, even universities in Indonesia, Malaysia, and Thailand. The question then is why, given that in 1947 it could fairly be said that at least a dozen Indian universities were leaders in Asia and were of international repute, Indian universities are in an egregious condition. This chapter essays some answers. It also argues for curricular reform, in particular for the introduction of public policy studies at the major Indian universities.

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Avoiding the chopping block in curricular reform: reimagining physiology laboratories in the era of integrated medical curricula

AJP Advances in Physiology Education ◽

10.1152/advan.00194.2016 ◽

2017 ◽

Vol 41 (2) ◽

pp. 279-285

Author(s):

Thomas P. Flagg ◽

Stephen Rothwell ◽

Brian Neubauer

Keyword(s):

Curricular Reform ◽

Medical Curricula

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Teaching and Learning in Survival Mode: Students and Faculty Perceptions of Distance Education during the COVID-19 Lockdown

Sustainability ◽

10.3390/su13148053 ◽

2021 ◽

Vol 13 (14) ◽

pp. 8053

Author(s):

Maram Meccawy ◽

Zilal Meccawy ◽

Aisha Alsobhi

Keyword(s):

Online Learning ◽

Student Satisfaction ◽

Teaching And Learning ◽

Success Factors ◽

Faculty Perceptions ◽

Learning Experience ◽

Negative Perception ◽

E Learning ◽

Online Distance Learning ◽

Online Distance

(1) This study demonstrates how a Saudi university has responded to the COVID-19 lockdown in order to examine the success factors and highlight any challenges. The main purpose was to determine the perceptions of students and faculty towards emergency online distance learning from a teaching and learning perspective; (2) A cross-faculty study was conducted: two different self-administered questionnaires were developed for students and faculty, respectively. In addition, data was collected from official reports; (3) The results show that students had a more positive perception of e-Learning despite the difficulties that they may have faced, while faculty results leaned slightly towards a negative perception. However, there was not a definite positive or negative perception, depending on the aspect of teaching that was being evaluated. The study also indicated that faculty and students’ gender had no significant effect on their perceptions. Overall results showed that the university performed well in accordance with three of the five pillars of online learning quality framework in terms of student satisfaction, access and scalability. On the other, improvements are needed to achieve better results for faculty satisfaction and learning effectiveness; (4) The findings present a number of suggestions for increasing satisfaction to improve the online learning experience post COVID-19.

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