The firmer the structure of public higher education¡¦s board of regents and the more properly the board is operated, the greater the impact it produces upon the decision-making of the president, thus effectively boosting the efficiency of school conference, promoting the professional development of the faculty and showing the spirit of campus democracy. But, if the board of regents is not well-structured or not operated properly, it will inflate the administrative power led by the president and thwart the conference proceeding, causing factional disruption when it comes to polling time, which in turn undermines campus harmony and the function of the university as a whole. This study aims to find out factors that lead to the malfunction of the administrative power and the board of regents and ways that will help boost interaction of the two so as to uplift the efficacy of faculty professionalism. In particular, such aims consist of l) analyzing factors leading to ill-operated administrative power, 2) analyzing factors leading to ill-operated board of regents, 3) finding out ways for interaction between the two authorities, 4) finding out effective ways for conference proceeding, and 5) offering reference for boosting faculty¡¦s professional efficacy. Two approaches were taken for those aims: 1) questionnaire survey and 2) interview survey. For the first, a total of 384 copies were handed out and 359 of them returned. The results of the survey were further analyzed through such statistical techniques as median, standard deviation, cause analysis, t-test, one-way ANOVA and LSD. For the latter, five participants were interviewed, including the principal, chiefs for academic affair and administrative affair, and non-executive faculty staff. And the study was made through qualitative approach to the survey stuff. It was found that when the principal was at odds with the board of regents, the board members will discuss with the principal as to the vision of the university to reach common ground. When the board members are at odds with each other, they will take the decision made by majority vote. Gender and experience in executive jobs show significant difference in the board of regents¡¦ contribution to school reform. The same is true for staff position, school location, school nature, and school size. The top three contributions by the board to school shape-up as agreed by the respondents are 1) emphasizing school development as a whole, 2) helping cultivate school features and 3) granting more opportunities for school staff¡¦s involvement in school affairs. With respect to the respondents¡¦ opinions as to the board¡¦s IV functions in cultivating school reform, the interviewees show less approval in such items as ¡§ covered-all development ¡§, ¡§member growth¡¨, ¡§cause pursuit¡¨ and ¡§performance uplifting¡¨. As there are not enough male professors in the board, some universities have to fill the vacancy by adding some associate professors to them. But, the meetings of the board of regents were often aborted due to the fact that neither male nor female members hold up to one-third of the posts. So, before the rule was amended by the government authority, the president might as well pick professors from outside to hold the jobs so that outside experience or rule may be learned to upgrade the operation quality of the board of regents. The survey of this in depth interview also find a principal who honors faculty professionalism and fully delegates power to the board will produce more loyal board members to guarantee the smooth operation of the board, and thus exercise its functions to the full.

The purpose of this study was to examine faculty reluctance to providing students with access to course resources via the Internet. The study explored known barriers to the use of technology and the Internet within educational settings and provided opportunity for new barriers to be presented. Personal and professional demographic factors were collected to determine if certain characteristics were identifiable as predictors to web enhancement. An online survey was designed to collect data to address research questions in the study. The survey consisted of 48 questions, including areas for comments and remarks from faculty members. One thousand two (1002) faculty, out of a possible 4,990 responded to the survey. Based on the results, conclusions have been drawn. Female faculty and faculty ranked as assistant, associate, or full professors were most likely to web enhance. Faculty who had taught for between 1 and 15 years at a four-year university, were also more likely to web enhance than other faculty. Faculty in the fields of biology, business administration, communications, computer science, education, English, nursing and psychology appeared most likely to web enhance their courses. Major barriers to enhancement include increased time commitment, concerns regarding faculty work load, lack of person-to-person contact, and difficulty keeping current with technological changes. Recommendations for removing some barriers included the need to recognize and reward innovation, provide incentives to enhance, and establish cultural change within institutions. Meaningful professional development training on enhancement techniques was also recommended, as well as providing release time for enhancement development. Contact standards on campus websites, providing a contact at each institution for research inquiries, and becoming more accessible to the public at large was also needed. Recommendations for further research included completing this study on an institutional basis, and studying the need for ôrevampingö the concept of ôoffice hoursö when used in connection with online courses. In addition, a qualitative study should be conducted on the pros and cons of web enhancement, as well as a time study comparison of students who complete a low level online course then take a higher level on-site course.

The purpose of this study was to examine the behavior, attitudes, and knowledge regarding tobacco use of students enrolled in orientation courses in Tennessee community colleges. The six community colleges selected for the study were members of the Tennessee Board of Regents system that offered mandatory orientation courses. Data were collected by use of the College Tobacco Behavior, Attitude, and Knowledge Survey . A response rate of (72.5%) from 700 students was analyzed. Three research questions guided the study and 17 null hypotheses were formulated and tested at the.05 alpha level of significance. Data were analyzed by using t -tests, crosstabs, analysis of variance, Chi-square, and Pearson's r correlation coefficients. Results of the study revealed that, of those students who ever smoked regularly, differences in age and ethnicity were found and no differences were found between males and females. There was no difference between males and females and when they first started smoking cigarettes regularly; however, differences were found among students of varying ethnicities. There was no relationship between students' age and how many days they smoked; however, differences were found between males and females and ethnicities. There was no relationship regarding students' age and no difference between males and females and how many days they used smokeless tobacco. There were differences between smokers' and nonsmokers' attitudes pertaining to a smokefree campus, a designated smoking area indoors, and that a tobacco awareness program would be beneficial to college students. There was no relationship between knowledge score and age, and no difference between males and females, and smokers and nonsmokers regarding their knowledge score. However, differences in knowledge scores were found among students of different ethnicities.

The purpose of this study was twofold. The first purpose was to determine the extent to which the 14 two-year institutions of the Tennessee Board of Regents system expended funds in functional categories equal to the amount of funds provided by the appropriations funding formula for the same functional categories. The second purpose was to determine the extent to which the 14 two-year institutions expended funds for direct instructional purposes for each academic program equal to the amount of funds provided by the appropriations funding formula for direct teaching purposes for each academic program. Using an archival research design, appropriations funding data and actual expenditure data were collected for the period 1990-91 through 1996-97 relative to the first purpose. Data for only the years 1995-96 and 1996-97 were used for the second purpose. For each of the two purposes studied, the data were adjusted to reflect comparable funding and expenditure data. The final evaluation involved a comparison of the percentage of funding expended by function and by college for the first purpose and the percentage of funding expended by academic program and by college for the second purpose. The evaluation of the percentage of funding expended by function revealed that most colleges and the system as a whole expended approximately 90% or more of the funding for the function for which funds were allocated by the appropriations formula. This level was determined to be positive, because some funding is typically set aside for transfers to plant funds for renewals and replacements. The evaluation of the percentage of funding expended for direct teaching purposes revealed that most colleges and the system as a whole expended approximately 60% or less of the funding for direct teaching purposes. This is permissible according to the policies of the TBR and THEC. The funding formula for direct teaching is based on enrollment and an average full-time faculty salary amount. However, most colleges use part-time faculty to teach a portion of its student-credit-hours; thus, excess funds accrue from this area and are available for use in other areas. Based on the findings of this study, two recommendations are offered. A review of the funding formula with regards to potentially needed modifications is recommended for the specific functions in which either substantially more or less than 100.0% of the funding was expended. Additionally, a formal analysis of the proportion of student-credit-hour enrollment taught by part-time faculty should be made to assist in determining if the funding formula calculation for direct teaching activities should include an element for the proportion of student-credit-hours taught by part-time faculty.

The purpose of this study was to determine the status of and need for faculty development in the 14 community colleges in the Tennessee Board of Regents System. The study examined the status of faculty development, importance of scholarship, perceived needs, preferred faculty development topics, and methods of instruction. A review of demographic characteristics was conducted to develop a profile of TBR community college faculty and to assess the relationship between these demographic variables and the need for and selection of faculty development topics. Data collection was conducted using the Faculty Development Questionnaire . A selective random sample was drawn from 1,619 full-time community college faculty employed by the Tennessee Board of Regents. Based on the sample method, 325 full-time faculty were selected as participants in the study. Three hundred twenty-five self-administered questionnaires were mailed to selected full-time faculty at each of the fourteen community colleges. Data collection occurred over a four week period. Two hundred six questionnaires were returned for a response rate of 63.4%. The findings in this study demonstrated a clear need for faculty development. Respondents indicated that faculty development was important to their academic and professional growth and teaching effectiveness and was critical to their roles as faculty members. The faculty reported a need for scholarship-related activities and indicated that scholarly pursuit has led them to higher levels of professionalism and collegiality. Faculty respondents indicated that teaching innovation and research are vital to the growth and development of the community college. This study also found that most faculty indicated that their respective college administrations supported faculty development but did not adequately fund faculty development programs. A majority of the respondents reported that most faculty development programs were well organized and useful. Some faculty, however, indicated that faculty development could be an intrusion in the teaching-learning environment. Teaching innovations and multimedia development were ranked as the most preferred faculty development topics with workshops and seminars ranked as the most preferred methods of instruction. The study found no relationship between the need for faculty development and faculty age, professional status, or teaching discipline. Furthermore, no relationship was found between the selection of faculty development topics and any of the demographic variables profiled in the study. The findings of the study indicated that Tennessee's community college faculty members are "graying" with over 80% being over the age of 40. A majority hold Master's degrees, hold the rank of associate professor, and have had pedagogical training.

This item contains the agenda, minutes, and attachments for the Faculty Senate meeting on this date. There may be additional materials from the meeting available at the Faculty Center.

This dissertation examines the political and business career of H. R. “Bob” Haldeman. Scholars studying Richard M. Nixon’s presidency and administration have given very little attention to Haldeman’s career before and after his time as chief of staff. This dissertation argues that in order to understand Haldeman’s actions as chief of staff one needs to have a firm understanding of his career before he entered Nixon’s White House. In contrast to what many have argued, an overt interest in politics and overriding ambition to serve Nixon did not solely drive Haldeman. Instead, the development of Haldeman’s career is best understood through his consistent search for opportunities and activities in which he could alter, reform, or improve existing processes and organizations. Only a study of his entire career brings this motivation to the forefront. Using Haldeman’s recollections, his White House diaries, archival records relating to his business and political career, assessments of the Nixon presidency, and the recently published memoir of his wife, this dissertation provides an in-depth study of his career as a manager in business and politics. This study answers important questions regarding Haldeman’s background, intellectual makeup, and the trajectory of his career by reexamining Haldeman’s work for Nixon and his career in the advertising industry and analyzing how each of these experiences informed his life, skillset, and his managerial behavior. Providing the scholarship with a more complete picture of Haldeman’s life and career augments the understanding of Richard Nixon’s political career and presidency, by filling a critical void with a more comprehensive overview of a close aide and a major figure at the center of the Watergate scandal. An examination of Haldeman’s entire career, moreover, illuminates how significant developments in twentieth century United States political and business history impacted one individual.