Prior to the Covid-19 pandemic, online learning was a contested issue within higher education. Advocates of online higher education saw it as a way to make college more accessible and affordable and bring high-quality education to those who might not be able to attend in-person classes. However, many faculty were skeptical or reluctant to teach online and in particular expressed concerns about increased workload, inferior learning outcomes, cheating, and losing connection with students. When the pandemic began, some argued that it would accelerate the acceptance of online teaching by faculty, while others argued the pandemic would reveal the weaknesses and limitations of online teaching. Overall, this study shows more support for the former than the latter. A plurality (49.3%) of faculty surveyed report that following the pivot to emergency remote teaching they have a more positive view of online education while 27.5% report no change and only 22.9% have a more negative view. Further, 55.1% report that they are more likely to want to teach online when their campus reopens. However, many faculty who expressed a more favorable view of online education also expressed reservations, for example that certain courses do not work well online or that certain students do not do well online. The concerns cited in the pre-pandemic literature including cheating, lack of connection and engagement, and increased workload for faculty all surfaced in this study. These are complex and challenging issues that can never be fully solved but should not be ignored if online higher education is to reach its full potential. / Educational Psychology

The purposes of this research were to: (a) assess community college students' perceptions of the student evaluation practice; (b) assess community college faculty members' responses to student evaluations of teachers and the extent to which instructional modifications resulted from student ratings; and (c) assess community college administrators' responses to student evaluations of teachers, the extent student ratings influenced administrators' evaluations of faculty, and how the results from student ratings were used to promote instructional effectiveness. A total of 358 students, faculty, and administrators from 5 Florida community colleges contributed their opinions on the value of the practice of student evaluation of teaching. Data were collected using mixed methodology. The survey and interview sessions were conducted on location at the respective community colleges. Descriptive statistics, correlation and regression procedures, one-way analysis of variance, t-test, and phenomenological analysis were used to analyze the data. Quantitative results indicated that these 320 community college students believed that student ratings had value, and, thus their role as instructor evaluator was important. Furthermore, the students believed student evaluations were important to faculty and administrators. However, most students were either unaware or did not believe that student evaluations had any effect. Phenomenological analysis of the extensive descriptions provided by 21 faculty participants suggested that the numeric data provided by student evaluations was generally an ineffective method to impact instruction. Faculty described their frustration with inadequately designed instruments, ineffective methods of receiving ratings results, and limited or non-existent feedback from supervisors. Phenomenological analysis of the 17 administrators' transcriptions suggested that although the student ratings practice was vital to institutional integrity the results from student evaluations were marginally valuable in their impact on enhancing instruction and of limited value in faculty evaluation. Implications for student evaluation practices drawn from this study included the need for institutions to: (a) assess the value of their student evaluation practice and its impact on teaching effectiveness; (b) define and clearly articulate a statement of purpose for conducting student evaluations; (c) refine procedures for administering the student evaluation practice; (d) examine their student evaluation practices and instrument on a regular review cycle; (e) adopt alternative methods for collecting and disseminating student feedback; (f) implement student evaluation measures that reflect the varied teaching approaches and diverse learning environments.

The purpose of this study was to investigate the extent of Prince George's Community College faculty knowledge of the legal issues, Section 504 of the Rehabilitation Act of 1973, The Americans With Disabilities Act of 1990, and recent court decisions, related to the provision of classroom accommodations for students with disabilities at the postsecondary level. The focus of the study was to determine if a difference existed between the knowledge of full-time and part-time faculty. Part-time faculty comprise over 50 % of the instructional staffs at most community colleges and are considered an integral part of their institutions, yet they are offered little opportunity for professional development. The variables of gender, department affiliation, teaching at more than one institution, number of years of teaching experience, number of students taught with a disability, and number of individuals known with a disability also were reviewed. Data were collected through a questionnaire distributed to 158 faculty members at the college. Twenty-nine packets were returned as undeliverable. Of the 129 deliverable packets, 57 were returned for a response rate of 44.2%. Results from the analysis of data indicated that faculty have very limited knowledge of the legal issues concerning students with disabilities. Only 26.9% of respondents scored at an acceptable level of knowledge. Additional analysis suggested no relationship existed between faculty knowledge and gender, faculty status (full-time and part-time), department affiliation, teaching at more than one institution, number of years of teaching experience, or number of individuals known with a disability. A relationship was found at the p < .05 level of significant between faculty knowledge and number of students taught with a disability. Faculty who scored in the acceptable range had a mean score of 24 or more students taught with a disability. Faculty scoring in the unacceptable range had a mean score of 11 students taught with a disability.

This study was a comparison of the perceptions of administrators and faculty members regarding the actual and expected role of selected components of a faculty development plan at Srinakharinwirot University-Phitsanulok, Thailand. The study also investigated whether the demographic classifications of administrators and faculty members were related to their perceptions regarding the actual and expected role of selected components of a faculty development plan. Forty-one administrators and sixty full-time faculty members completed the survey instrument. Statistical tests used to summarize and analyze the data included mean, standard deviation, t test, chi-square, and correlation ratio. The results and findings of this study showed that (a) there were no major differences between administrators and faculty members related to their perceptions of a faculty development plan; (b) faculty members perceptions of the actual and expected role of selected components of a faculty development plan were consistent to a greater degree than were the perceptions of administrators; (c) significant differences between the perceptions of administrators regarding the actual and expected role of selected components of a faculty development plan were found for only one item: study leaves; (d) there were significant differences between the perceptions of administrators and faculty members regarding the actual role of the following components of a faculty development plan: the Center for Faculty Development, upgrading faculty members, motivation, planning implementation and evaluation, informal enrichment program, and team teaching; (e) there were significant differences between the perceptions of administrators and faculty members regarding the expected role of the following components of a faculty development plan: the Center for Faculty Development, faculty morale, and academic exchange programs in cooperation with foreign organizations. Finally, significant differences among administrators' and faculty members' perceptions were correlated with demographic classifications of gender, age, experience at Phitsanulok campus, experience in other institutions, highest degree earned, faculty affiliation, personal goal in terms of an advanced degree, academic rank, place of attainment of highest degree, familiarity with the faculty development plan, previous experience using the faculty development plan, and level of satisfaction with position, salary, and teaching loads at Phitsanulok campus.

Purposes for engaging in physical activities were examined from the perspective of university students enrolled in physical activity classes and kinesiology faculty. Data was collected from 473 students and 20 faculty members. Both groups completed the Personal Purposes and Meanings in Movement Inventory (PPMMI). Independent t-tests were conducted for each of the twenty-two purpose statements to determine differences between faculty and students in the rating of purposes. Students attending individual sport activity classes rated self-knowledge, transcendence, object projection/reception, awareness, competition, neuromuscular efficiency, movement appreciation, and muscular strength significantly lower (p<.01) than the faculty. Students attending team sport activities rated self-knowledge, transcendence, participation, object projection/reception, teamwork, awareness, competition, leadership, and expression significantly (pc.01) lower than the faculty. Students attending fitness activity classes rated self-knowledge, competition, leadership, transcendence, participation, teamwork, circulo-respiratory efficiency, and personal integration significantly (p<.01) lower than faculty.

The purpose of this study was to assess the perceptions of academic advising needs by faculty advisors and students at Ramkhamhaeng University, Bangkok, Thailand, using the Academic Advising Needs Questionnaire developed by Thomas H. Burke. The assessment is based on age, sex, education level, academic rank, years of advising, and number of advisees. The questionnaire consisted of 15 items, using a four-point rating scale. The population consisted of a total of 280 faculty members and 700 resident students at all seven faculties at Ramkhamhaeng University, Bangkok, Thailand. A total of 230 faculty members or 82.14 percent of the sampling and a total of 561 students or 80.14 percent of the sampling participated in this study. The t-test, Spearman s Coefficient of Rank Correlation, and Kendall's Coefficient of Concordance W were used in the follow-up assessment, with the level of significance at .05. Data were collected by means of two Academic Advising Needs Questionnaires for this study. Questionnaires were distributed to faculty advisors and students. While students revealed some degree of need in all advising areas, the five highest ranked items were: (1) serve as a student's personal reference for prospective employers and/or graduate goals, (2) assist students in obtaining part-time work experiences (paid or unpaid) which complement their career and/or educational goals, (3) assist students with career/vocational planning, (4) help students explore possible graduate/professional school study, and (5) provide students with academic advice and suggestions for scholastic improvement. Faculty responses indicated student need in all advising areas; the five highest ranked items were: (1) assist students with career/vocational planning, (2) help students explore possible graduate/professional school study, (3) assist students in selecting a major, (4) inform students of the employment opportunities in the students' intended fields of study, and (5) assist students in obtaining part-time work experiences (paid or unpaid) which complement their career and/or educational goals.

The problem with which this study is concerned is to compare the perceptions of board members, administrators, and faculty of six teacher colleges in Bangkok, Thailand, in regard to the present and preferred educational goals of Thai teacher colleges. From a total population sample of 345, usable returns totaled 284 (82.3 per cent); respondents include 22 board members, 43 administrators, and 219 faculty. A published goal inventory questionnaire was modified, translated into Thai, and used to collect the data; modifications include the addition of goal statements that are relevant to Thai teacher colleges. The modified survey instrument included 72 goal statements, categorized into 18 goal areas, plus 12 relevant goal statements. Statistical procedures used include mean scores and standard deviations, analysis of variance (with Scheffe post hoc comparisons for significant differences), and the t test.

Today's community colleges are challenged to respond to rapidly changing internal and external environments. Their responses must promote highly responsive and relevant programs and services, while keeping intact the strengths of community colleges--access, student success, and a focus on teaching and learning. Further, these responses must occur in the context of rising costs, decreasing revenues, and increased accountability. Accrediting agencies are requiring colleges to more effectively respond to change by implementing improved planning processes. The research literature on higher education planning suggests faculty are a key constituency to engage in planning efforts. However, little is written about actual faculty experiences in planning. This qualitative study was conducted to provide increased understanding of how faculty at a large, suburban California community college experienced developing discipline specific educational master plans (EMPs) in Spring 2001. Using interactive qualitative analysis methodology, a seven-member faculty focus group first identified the affinities (or themes) of their planning experience. These affinities were used to develop interview questions for another 14 faculty members. The 21 faculty participants were from a total of nine different instructional areas, and had been identified as lead EMP contacts for their disciplines. Following its collection, the data was analyzed to generate grounded theory about the faculty EMP experience. The "Faculty EMP Experience Systems Theory" revealed the primary driver of the faculty experience was their belief eligibility for future resources for their disciplines was tied directly to their EMPs. This was followed by secondary drivers of their past experiences with planning at the college, and the resources they were given, or accessed, to complete their plans. Together, these three drivers directly influenced how the planning work was done. The secondary outcomes of the faculty experience developing EMPs included interpersonal effects of engaging in the EMP process, and unanswered questions about what the administration would actually do with their EMP work. Finally, the primary outcomes of the faculty experience were their evaluation of the EMP processes and products (plans), and the frustrations, if any, they experienced. This new theory suggests implications for practice and further research. / Graduation date: 2003

This study was conducted to determine the impact of student-faculty informal interpersonal relationships on the intellectual development and personal achievement of students attending the University of Lagos, Lagos, Nigeria. Specifically, the work of Pascarella and Terenzini was generalized with respect to the positive influence of student-faculty interactions on academic outcomes. Additionally, the work of Pascarella and Terenzini was extended with a sample of students at the University of Lagos, Lagos, Nigeria. Eight hundred subjects were selected for the study; 621 subjects responded. One survey instrument was used. Frequencies and multiple regression analyses were used. A series of studies on student-faculty interaction has shown a significant relationship between student-faculty informal contact and student outcomes. A large number of studies have also indicated that student outcomes are not independent of students' background. Therefore, pre-enrollment characteristics were controlled for this study.

The project solves transformation of the old buildings on Údolní street into the new campus for The Faculty of fine arts and the Faculty of architecture.