The purpose of this study was to determine whether training had an impact on the information technology attitudes of university faculty. The study was twofold. First, it sought to determine whether training changed attitudes toward information technology among faculty at a small, liberal arts university. Secondly, a group of faculty at a similar university was used to compare the differences in attitudes toward information technology among faculty who had received training and those who had not. The research population consisted of 218 faculty from these two universities. The literature review focused on obstacles to information technology use by faculty, instruments currently available for measuring faculty attitude, methods used in training faculty to use information technology, and integration of information technology by faculty.

This utilized identification theory to determine if faculty identify with the university and recognize its mission. The study also explored how faculty differentiate between a traditional university and a metropolitan research university. Finally, the study explored whether the faculty consider the University of North Texas to be a Metropolitan Research University. UNT full-time faculty members (N=224) completed questionnaires to indicate their identification with the university and their recognition of the university mission. Analysis showed that faculty have not come to a consensus on the definition of a MRU and that they do not identify with UNT.

A Study of Research and Publishing Patterns among University Faculty Members in Taiwan Huei-Yu Huang Abstract The main purposes of this study were (a) to investigate if the research and publishing patterns of university faculty members in Taiwan indicates the educational dependency phenomenon; and (b) to compare if the research and publishing patterns of the faculty with different variables (including gender, the country where faculty members acquired the highest degree, rank, years of service in university, career orientation, reputation of the departments and organizational context, academic discipline, and time spent on research or instruction) has significant differences. The subjects of this study consisted of the active researchers in natural science, social science and art & humanities in the past 3 years (1999~2001), and these subjects were selected from the local and foreign citation database of SCI, SSCI, A&HCI, TSCI, TSSCI,and THCI. Through the survey of paper and cyber questionnaire of The Survey on the Research and Publishing Patterns among University Faculty Members in Taiwan, 329 samples responded. Most analysis methods were descriptives, t-test, chi-square test, and one-way ANOVA. The findings and conclusions of this study were as follows: 1. The publishing preference of university faculty members in Taiwan indicated a center-periphery phenomenon that the educational dependency theory suggested. The research findings were published mainly in journals issued in western countries. Besides, the academic journals were also their first choice to make their research finding public. 2. The literature citation preference of faculty members in Taiwan revealed a center-periphery phenomenon that the educational theory suggested. The literature written in English and academic journals have been the main source for citation. 3. The local and foreign academic publishers did not discriminate non-resident scholars or non-local subjects during their review processes; while it was usually an effective tactics to co-work with foreign scholars or to follow the mainstream issues in order to have the academic papers successfully published. 4. The faculty members in Taiwan commonly had the attitudes of endorsing the local citation index database. However, most subjects still deemed the journals of foreign database as the preferred sources of reference in their promotion processes of professorial ranks, and insisted on submitting their papers to foreign journals. 5. The research and publishing patterns of the faculty members with different variables (including gender, the country where faculty members acquired the highest degree, rank, years of service in university, career orientation, reputation of the departments and organizational context, academic discipline, and time spent on research or instruction) had significant differences. Finally, some suggestions were proposed by the researcher for related institutions, faculty members, and further studies.

A review of the philosophical and psychological literature on free will is presented. Three major positions are identified: libertarianism, hard determinism and compatibilism (or soft determinism). The latter enjoys widespread and largely unchallenged support in psychology. Substantive conceptual and empirical grounds are presented which suggest that psychologists may be dismissing free will at their peril. It is argued, first of all, that belief in the reality of free will has profound implications for conceptions of human action, of moral responsibility, of the form and veracity of scientific accounts and of the validity of scientific reduction. Moreover, the results of a multi-disciplinary survey of academics reveal that 80% of those surveyed believe free will is real. Contrary to popular assumptions in psychology, determinism is not endorsed by many scientists outside of psychology, nor does belief in free will reflect naive belief in mind-body dualism. Modern libertarians reject both dualism and reductionism, distinguishing instead between different levels of scientific explanation. The findings are discussed in terms of their theoretical implications for cognitive, social and clinical psychology, and directions for further research are suggested.

The loudspeaker system and the room interface are the two main components in any listening environment. Research will be conducted focusing on the room component using Control Room 'A' of the McGill University Recording Studio in an attempt to optimize the monitoring situation. The sound field of the room will be broken down and analyzed in both time and frequency domains. The problem areas of the room will be identified and the surfaces altered by means of absorption, reflection and diffusion.

This thesis presents the results of a descriptive and exploratory study conducted with eight student-teachers preparing to teach English as a second language at McGill University in Montreal, Quebec. The purpose of this study was to explore the attitudes, experience and beliefs of the student-teachers towards diversity (sexual, ethnic, linguistic, economic, religious, etc.). The notion of intercultural education as promoted by the Quebec Ministry of Education and elaborated by Fernand Ouellet (2002) was used as a theoretical framework. / Analysis of the qualitative data shows a misunderstanding of the term intercultural education by the student-teachers, but a positive attitude towards diversity. However, the participants of this study, when presented with situations dealing with discrimination, do not know how to solve the problems. They do not always fight homophobic discrimination, fearing complaints from parents or the school principal, although they act to counter racist or sexist forms of discrimination. Student-teachers tend to believe that a school teacher should not express opinions in the classroom or participate in debates. Finally, student-teachers expressed a number of criticisms towards the teaching program at MGill University.

This thesis focuses on how new college faculty learn to teach. It is a qualitative study involving four first year Ball State University college professors from different departments. The past research explores faculty beliefs, skills, and styles as well as graduate preparation for teaching. The literature also covers faculty development programs, university and administrator influence, and the future of college teaching. The researcher used observations and interviews in the research design and analyzed the data by coding it into themes. The findings are discussed within the following topics: teaching techniques, professor experience, faculty development, graduate preparation and teaching assistantships, formation of teaching style, and professors' personal theories. The conclusion includes a discussion of how past experiences have taught professors how to reflect on their teaching to make modifications and how there is a lack of emphasis placed on teaching in the graduate schools. The substitution of teaching techniques for a teaching style, as well as, the amount of training professors have in college student development is also explored. The discussion also includes how new professors form personal theories of teaching. There is also a section on some specific findings for Ball State University, as well as recommendations for future research. / Department of Secondary, Higher, and Foundations of Education

This study attempts to examine the conception which faculty members at North Texas State University have of their roles in university governance. These views of role perception are then compared with those reported in the study by Archie Dykes5 (discussed in detail in Chapter III), whose findings were made at a large Midwestern university and then projected to other campuses across the country. The purpose of this research has not been to delve into all the reasons behind the various perceptions which faculty members on the North Texas campus--or any other--have regarding their participation in university governance; nor has it been designed to investigate the total occupational image held by faculty members in regard to all their roles. While such topics would indeed be worthy of additional research, this paper simply attempts to uncover, assess empirically, and compare the perceptions regarding faculty involvement in academic decision-making which are held by faculty members on the North Texas State University campus and in the Dykes' study.

This investigation was designed to delineate the role of the university supervisor and to develop guidelines and procedures for evaluating the effectiveness of the university supervisor of student teachers. The specific purposes of the study were to compose a generic role description of the university supervisor, to define general guidelines that may be utilized to develop procedures for the evaluation of the university supervisor, and to define specific procedures that may be utilized at North Texas State University, Denton, Texas for the evaluation of the university supervisor.

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