Transitioning from Early to Mid-Career as an Asian American Scholar of Religion

This article explores the post-tenure challenges and opportunities for Asian American scholars of religion. Although the pressure of service can be a burden on mid-level faculty, service can offer a fulfilling way to integrate one’s scholarly work and one’s commitment to Asian American communities. Moreover, even as excellence in teaching often is not given much (if any) weight in promotion to full professor, it can be mutually illuminative to experiment with teaching at the same time as one is also reassessing one’s field and place within it. Indeed, the mid-career offers a unique standpoint from which one can bring teaching and research together in a synergistic way. Revised approaches to courses in comparative theology and Hinduism both enhanced the author’s scholarship as well as allowed her to better serve her students. Integrating teaching, scholarship, and advocacy can be deeply productive for Asian American scholars of religion after tenure.

Humanitarian Engineering Design for Health Challenges: An Inter-faculty Service Based Learning Model

The study introduces and evaluates a unique inter-faculty service learning course as a pedagogical model that enhances students’ learning and knowledge of health problems and associated engineering intervention design for populations affected by protracted crises. Background: With an increase in humanitarian protracted crises around the world, due to conflict and natural disasters, we are in dire need to reinvent how we educate, train, and conduct research in these environments. Engineering and Health Sciences disciplines, individually and collectively, have been working to fill the gaps and address pressing public health issues. However, courses merging those disciplines and focusing on emerging humanitarian challenges have been limited. To meet this need, and to expose the complexity of refugee health and well-being, the Humanitarian Engineering course “Design of Engineering Solutions for Health Challenges in Crisis” was launched in July 2017. Intended outcomes: The contribution is a set of elements that can serve as a foundation for developing an inter-faculty service learning course model through which students acquire skills in design thinking, interdisciplinary approaches, and contextualized innovation. Application design: Through a literature review and iterative course development process, the different components of the course model were developed and assessed to ensure students accomplished learning outcomes and professional skills. Findings: The study recommends a set of five elements that could be used as a foundation for developing an inter-faculty service learning model. Those include: modular learning, intermittent session types, participatory active learning, intensive learning, and teamwork.

Artikel Laporan Peneliian 2015

ABSTRAKPenelitian ini bertujuan untuk mengetahui kualitas layanan akademik di Fakultas Ilmu Pendidikan Universitas Negeri Makassar (UNM). Penarikan sampel dilakukan dengan teknik purposive sampling. Mahasiswa yang terlibat sebagai sampel dalam penelitian ini sebanyak 300 orang dari 7 jurusan/program studi yang ada di fakultas ilmu pendidikan, yang terdaftar di tahun akademik 2013/2014. Data dikumpulkan melalui kuesioner dan dianalisis dengan menggunakan statistik deskriptif, korelasi bivariat, dan ANOVA satu arah. Hasil penelitian menunjukkan temuan berikut. Pertama, kualitas pelayanan pembelajaran tidak memuaskan, terutama dalam kehandalan, daya tanggap, jaminan pelayanan, empati dosen dalam pelayanan pembelajaran, dan ketersediaan sarana pendukung pembelajaran. Kedua, daya tanggap dalam memberikan pelayanan pembelajaran dan sarana pendukung pembelajaran mempunyai hubungan positif dan signifikan dengan kualitas layanan pembelajaran Fakultas. Sementara kehandalan dalam memberikan pelayanan pembelajaran, jaminan pelayanan pembelajaran, dan empati dalam layanan pembelajaran, mempunyai hubungan positif yang tidak signifikan dengan variabel kualitas layanan pembelajaran. Ketiga, ada perbedaan yang signifikan kehandalan dalam memberikan layanan pembelajaran, daya tanggap dalam pembelajaran, jaminan pelayanan pembelajaran, dan empati dosen dalam pembelajaran, sarana pendukung pembelajaran, dan kualitas layanan pembelajaran di antara jurusan PAUD, PGSD, PPB, PLB, PLS, KTP, dan AP.AbstractThis research aims at investigating academic service quality at the Faculty of Education Makassar State University (UNM). Using purposive sampling, 300 students of 7 departements in the faculty of education involved as sample in this study. They were enrolled in academic year of 2012/2003. Data were complied through questionnaires and analyzed by using descriptive statistics, bivariate correlations, and one-way ANOVA. The results of the study revealed the following findings. First, the quality of academic services was unsatisfactory, especially in the service reliability, responsiveness, service assurance, empathy lecturer in service learning, and support facility availability. Secondly, responsiveness, and support facility availability had significant positive relationship with the faculty service quality. Meanwhile, the dimensions of reliability, assurance, and empathy, had no significant positive relationship with the support facility availability. Thirdly, there were significant differences in terms of the service reliability, responsiveness, service assurance, empathy lecturer in service learning, and support facility availability among the seven department, PAUD, PGSD, PPB, PLB, PLS, KTP, and AP.Key words: service quality, assurance, service reliability

Assessment for Faculty Advising: Beyond the Service Component

The faculty plays a critical role in the academic advising process in higher education settings. On the basis of a review of current literature on faculty advising, we propose a paradigm shift from assessment of faculty advising to assessment for faculty advising that extends the consideration of advising beyond the service component. Building upon an overview of the faculty advisor role, we unpack this paradigm shift and discuss aspects to consider to enhance the quality and assessment for faculty advising in terms of advising content, process, and impact. We highlight faculty engagement in the scholarship of academic advising to recognize faculty advising as more than faculty service responsibilities.