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While the student population in higher education has become more ethnically diverse the professoriate in universities remain predominantly of European descent. Reflecting this disparity of representation within the context of higher education in the United States, women faculty of color continue to experience tokenization, among other dissolutions. Within this inequitable context, we continue to find ways to resist these moments of fragmentation. We draw upon an analogy of spider weaving as a way to re-member the fragmented parts of being Women of Color scholar activists in the academy. In this paper, two Xicana Indigenous scholars highlight moments of resistance and transformation in the past 20 years of engagement with higher education. We begin with an undergraduate summer research experience and continue to the present moment as assistant professors. We share the context, our narratives of growth and resilience to unveil effects of the lived realities for Women of Color invested in social transformative justice. We offer a reflective opportunity for those who enter and continue struggling to survive and thrive within academia while navigating the shoals of privilege and marginalization. This awareness can offer a starting point for further discussions focused on the recruitment and retention of Women of Color faculty in the academy. [ABSTRACT FROM AUTHOR]

The conferment of tenure at a United States university provides substantial job security to its recipients. Tenure is designed to allow a professor the ability to explore new and risky research questions without fear of losing their position due to lack of publications. At the same time, this policy creates an incentive system with an ambiguous effect on how the professor performs in the classroom. Professors may no longer care about teaching evaluations since future evaluations are unlikely to affect their job security. Alternatively, tenured professors, no longer having strenuous research priorities, may devote more resources to the teaching component of their job. This paper investigates the impact of the conferment of tenure on student evaluations of teaching. Data comes from a large, flagship state university and spans 22 semesters (2006–2017). We use an instructor-level fixed effects structure to compare end-of-semester course survey scores before and after an instructor receives tenure. We find that conditional on being granted tenure, professors experience a small, but persistent, decrease in student course evaluations. This effect is driven by professors in the top half of the course evaluation distribution. [ABSTRACT FROM AUTHOR]

In the United States, the academic discipline of higher education has emerged as a site in which transgender scholars have begun to engage. Transgender scholars have begun to disrupt the normative logics of epistemological trans oppression, forcing those in higher education to contend with us, our work, and the possibilities therein. And yet, the ways some of us have been accepted into the field and scholarly sites (e.g., academic conferences), and have had our work published, has caused us to wonder: are we disruptors or docile subjects? In our paper, we explore the machinations of institutional power as they relate to our developing community within the Association for the Study of Higher Education (ASHE). Situating our manuscript in a public dialogue that occurred at the 2017 ASHE Annual Meeting in the United States, we discuss the limitations and possibilities of leveraging academic conferences as potent(ial) sites of disruption. [ABSTRACT FROM AUTHOR]

Socialization as a theoretical concept has been increasingly applied to higher education over the past several decades. However, little research examines international visiting scholars' overseas academic socialization experiences. Rooted in socialization theory, this one-year qualitative study explores 15 Chinese visiting scholars' lived experiences in socialization to the US academic community through observations and interviews. The data reveal that the strategies used for academic socialization include motivation, social networking development, academic recognition, goal orientation, and community involvement. Besides, this paper analyses the reasons for their encountered dilemmas such marginalization, time constraint, and external critique. Implications for Chinese Scholarship Committee (CSC) policy makers, international visiting scholars, and researchers are provided. [ABSTRACT FROM PUBLISHER]

Activities emerging on the periphery of American universities and colleges of all types have challenged traditional conceptions of governance, particularly how to properly involve faculty. Examples of these activities are academic programs for non-traditional students, various auxiliary activities within institutions, and partnerships with communities and industry. This paper describes the US approach to governance and discusses how concerns about diminishing resources and increasing demand, competition and costs are causing institutions to become more managed and less influenced by faculty. The paper concludes with a discussion of recent recommendations for reform in the governance of American higher education. [ABSTRACT FROM AUTHOR]

Faculties are aging along with the rest of society. Low retirement rates and slow growth limit the number of new hiring opportunities in many institutions. Universities face a series of common challenges that will shape higher education in the 21st century. In order to maintain high quality faculties in the coming years, universities must develop compensation policies and employment practices that are appropriate for the new economic and demographic environment. This paper examines existing human resources (HR) policies and considers potential modifications that will enable institutions to recruit, retain, and retire faculty in the coming years. The analysis reviews the soaring cost of health insurance for active and retired faculty and how these plans are being amended. We also review the widespread adoption of phased retirement plans and the use of early retirement programs as components of HR policy. The increasing reliance on nontenure track faculty is also described. The analysis focuses on the challenges that universities face in the current economic and demographic conditions and the methods that administrators can adopt to fulfill their teaching and research missions. The paper presents the results from a national conference consisting of new research and intense discussion by scholars, administrators, policymakers, and HR consultants. [ABSTRACT FROM AUTHOR]

This paper emerged as a reaction to the results of the 1998 campus climate for diversity survey of a major research university in the southern U.S. The paper addresses the issue of diversity in higher education, and argues that the diversification of the faculty and student population can no longer be a peripheral activity, but must be reflective of the institution's commitment to diversity. The paper reviews some of the theoretical explanations for the slow progress in achieving diversity, while at the same time gives an example of good practice. In the final argument, the paper contends that with the inevitability of a more diverse population and workforce, the institutions of higher education do not only have a responsibility, but must assume leadership position on this crucial issue of preparing citizens for the world they now face. [ABSTRACT FROM AUTHOR]

This paper identifies four approaches to cultural diversity that professors at institutions of higher education may take. These are neutrality, similarity, diversity and diversimilarity. The paper identifies the strengths and limitations of each of these approaches, and argues for the diversimilarity approach, using the teaching of the death penalty in the USA to illustrate. [ABSTRACT FROM AUTHOR]

Background: COVID-19 added responsibilities to faculty in health-related fields. Educators in these areas have experienced pandemic-related role strain in both the clinical and academic settings. Purpose: This investigation sought to identify how health science faculty at one institution perceived challenges related to the COVID-19 pandemic in their role and to glean opportunities for institutions to increase the degree of support for faculty. Methods: An analysis of narrative comments was conducted on a survey assessing burnout and well-being. The survey was distributed to full-time faculty within the College of Health Sciences at a four-year institution. Using the areas of work-life model as a guide, two free-text questions within the survey were analysed to identify major themes. Results: 39 participants contributed narrative responses to the qualitative, open-ended questions. Three themes emerged related to the areas of work-life categories: work-life imbalance, stress and unwellness, and unmet support needs. Strategies for enhanced wellbeing were noted to be workload management, administrative support, and wellness opportunities. Conclusions: This analysis provides insight into why health science faculty may be experiencing feelings of disengagement and exhaustion in their work. Enhanced workload and lack of community during the pandemic were major drivers of this phenomenon. Flexibility in workload, genuine concern and appreciation expressed by institutional leaders, and accessible wellness opportunities may help to offset these negative feelings. [ABSTRACT FROM AUTHOR]

In this paper, we identify beliefs about teaching and patterns of instruction valued and emphasized by science, technology, engineering, and mathematics faculty in higher education in the USA. Drawing on the notion that effective teaching is student-centered rather than teacher-centered and must include a balance of knowledge-, learner-, community-, and assessment-centered learning environments; we use qualitative interview data to explore how faculty's reported beliefs about teaching are associated with their consideration of these four types of environments. Findings indicated that although a range of beliefs about teaching emerged, most were firmly located in knowledge-centered learning environments, with little or no focus on the remaining three learning environments. Furthermore, even patterns of instruction that were heavily student-centered were situated within a knowledge-centered learning framework. We argue that for student-centered instruction to be truly successful, faculty must consider all four learning environments in crafting and facilitating the classroom environment. [ABSTRACT FROM PUBLISHER]

Objective: Mental illness is a growing public concern, particularly for persons in higher education. This research aims to distinguish mental health and stigma experiences between three academic communities: undergraduate students, graduate students, and faculty members. Methods: The researchers conducted semi-structured interviews with nineteen individuals who self-identified as a member of one or more of these groups. Findings and discussion: Participants reported experiencing a variety of mental health conditions (e.g., depression, anxiety, and post-traumatic stress), and described having diverse cognitive, affective, and behavioral responses to internally and externally derived stigma. The findings of this study also provide insights into the ways that academic communities observe and interpret on-campus communication about mental health, and participants offered impressions about ways to improve intervention and awareness messaging. Implications of the findings are discussed. [ABSTRACT FROM AUTHOR]

Discusses changes in higher education in the United States during the 1970s and 1980s. Inclusion of a faculty member's complaint that a nonsectarian college celebrated the holidays in a way that is shaped by the Christian religious year; Increase in the number of women college students; Author's use of various films to teach English literature; Reflections about a conference on Open Admissions at which the author read a paper on the writings of Mina Shaughnessy, author of 'Errors and Expectations.'

Occupational embeddedness is defined as what keeps people in their current occupation and is believed to have three dimensions: Fit (perceived compatibility), Links (ties to others), and Sacrifice (material or psychological losses upon career change). Occupational embeddedness is highly relevant for academic faculty in higher education, who have a large investment to earn an advanced degree only to enter a highly competitive job market. However, there is currently not a validated measure of occupational embeddedness. This study seeks to validate the Occupational Embeddedness Scale (OES; Ng and Feldman 2009) using a sample of 91 higher education faculty members in the United States. The participants had been in higher education for an average of 21.28 years (SD = 13.53). A confirmatory factor analysis (CFA) was performed using maximum likelihood estimation and internal consistency was examined. Results indicated that due to the open-ended nature of the items comprising the Links dimension, that entire dimension necessitated deletion despite its theoretical importance. After Links was removed, a revised OES including just Fit and Sacrifice is proposed; this revised scale demonstrated acceptable-to-good model fit, factor loadings, and internal consistency. It is highly recommended that future research reintroduce the Links dimension to the OES with closed-ended Likert-type items. [ABSTRACT FROM AUTHOR]

The purpose of this study was to describe the impact of secondary organizational socialization on mid-career faculty members' (FMs) delivery of physical education teacher education (PETE). Data were collected with four qualitative techniques and analyzed using analytic induction and constant comparison. FMs delivered PETE based on the behavioristic, traditional/craft, and critical-inquiry orientations to teacher education. Cultural components and conditions that supported or undermined the FMs' implemention of PETE were identified. FMs fully complied with positive aspects of their cultures and conditions and coped with negative and unfavorable aspects by strategically complying with or strategically redefining their situations, or finding a new position. These FMs' stories should help doctoral students transition into higher education and inspire other FMs and administrators to reflect on the extent to which they support or undermine those attempting to conduct PETE. [ABSTRACT FROM AUTHOR]

Classrooms of higher education are growing more internationalized in terms of both students and professors. With increasingly cross-cultural contact in the classroom, how individuals react based on their national culture becomes increasing important for educators. This paper investigates student/professor interactions and corresponding improvement strategies across four culturally distinct samples: China, New Zealand, Poland, and the United States. Differences are identified with respect to the types of critical incidents reported and desired responses to those encounters. The potential role that differences in the cultural dimensions of individualism, power distance, masculinity, uncertainty avoidance, and time orientation may have in these findings are investigated. Suggestions are provided for specifically applying the research results in the classroom. [ABSTRACT FROM AUTHOR]

The purpose of this article is to report findings pertaining to faculty members' perception of the importance of engagement strategies utilized in the online learning environment and to compare them with student perception data that had been previously collected using the same instrument. A validated survey instrument, the online engagement strategies questionnaire, was used to collect data from online instructors who teach in higher education. Email distribution lists of two professional associations were utilized to collect the data. A total of 161 online instructors responded. While instructors and students agreed on the importance of several engagement strategies, results also show that instructors perceive engagement strategies listed on the survey instrument as more important than do students. [ABSTRACT FROM AUTHOR]

Desirable qualities for modern doctorate academic advisors in the USA that provide for successful completion were explored. In this mixed method study, both interview and survey data were collected. Interviews took place with 13 academic advisors and 18 doctoral candidates and graduates. Thirty-eight academic advisors and 151 candidates and graduates in the USA completed the survey. Participants were from 33 states and represented disciplines of physical therapy, nursing, health, education, and business. Findings across academic advisors, doctoral candidates, and graduates indicate that participants preferred structure in the advising process, helpful and timely feedback, regular communication, emotional support during the doctoral research journey, and a professional relationship that transitions from hierarchical to collegial as the candidate moves to completion of the modern doctorate process. Implications for preparation of academic advisors for modern doctorate candidates may be helpful in supporting their successful completion. [ABSTRACT FROM AUTHOR]

Aim: The impact of physician burnout is becoming apparent in the medical community, especially among anesthesiologists and young physicians. Anesthesia residents will experience emotionally charged adverse events during their training. The objective was to determine the prevalence, efficacy and utilization of support structures in place for residents following adverse events in order to develop a best-practices model of resident support. Methods: We sent an anonymous internet-based survey to program directors (PDs) at all American College of Graduate Medical Education (ACGME)-approved Anesthesia Residency programs, with an optional secondary survey of residents. Results: There was a 53% response rate among PDs with most reporting resource availability. The strongest support programs were the anesthesia support programs, morbidity and mortality (M&M) conference, and 'individual meetings with department leadership.' These results were mirrored in the responses of residents at the 32 programs who opted to participate in the secondary survey. Both also cited M&M conference as being highly utilized, but not efficacious. The strongest support programs had a low prevalence. Conclusions: These data suggest that a best-practices model of resident support entails establishing a department-based support program, facilitating comfortable meetings with departmental leadership and optimizing M&M conference. [ABSTRACT FROM AUTHOR]

Faculty members are instrumental in internationalising the curriculum in a higher education institution. Their favourable or unfavourable orientation toward global education initiatives might significantly affect their engagement in internationalising the curriculum. The purpose of this study was to develop the Motivation for Internationalizing Curriculum Scale (MICS), which aims to assess college professors' motivation toward internationalising the curriculum. The MICS was informed by Herzberg's two-factor motivation theory, involving intrinsic (motivator) and extrinsic (hygiene) factors of motivation. The MICS includes 20 items, and was administered to a national random sample of 418 college professors in the United States. Cronbach's coefficient alpha values were .90 for intrinsic motivation, .92 for extrinsic motivation, and .94 for the final 20-item MICS total scale. All 20 items in the newly developed scale have excellent Cronbach's alpha values. The findings revealed that a combination of dominant intrinsic and extrinsic motivational factors may influence faculty's motivation to internationalise their curriculum. [ABSTRACT FROM PUBLISHER]

This qualitative study examines emotion themes reflected in student evaluations from required diversity courses at a predominantly white, US public university. We analyze two years of student evaluations for 29 instructors. Situated by the work of Acker, Jaggar, and Hochschild, we find contradictory themes of perceived instructional bias and the value of diversity lessons. Student evaluations result in systematic disadvantage for minority instructors that may be heightened for female instructors of color. Non-minority instructors (both male and female) gain privileges by avoiding dealing with diversity directly which is reflected in student evaluations through the process of “ducking diversity”. The organizational structure of required diversity courses marginalizes the scholarship and emotion work of minority instructors and inherently reproduces the very inequalities they are designed to combat. [ABSTRACT FROM AUTHOR]

This article describes the fundamental challenges to data curation, how these challenges may be compounded for smaller institutions, and how data management is an essential and manageable component of data curation. Data curation is often discussed within the confines of large research universities. As a result, master's and baccalaureate institutions may be left with the impression that they cannot engage with data curation. However, by proactively engaging with faculty, libraries of all sizes can build closer relationships and help educate faculty on data documentation and organizational best practices. This article describes experiences from one master's comprehensive institution as it engages with data management. In a period of several months, James Madison University went from no formal data advising to a coordinated data management support plan for faculty. Collaboration across campus—and across institutions—can help make data curation an accomplishable goal. This article provides guidance on how to begin the conversation and plan for future engagement with data curation, and makes comparisons to scalable efforts with institutional repositories to further encourage participation with data curation. Research universities account for 297 of the 1,832 four-year institutes of higher education in the United States of America. There must be stewardship of the data from the remaining 1,535 organizations to help preserve the complete intellectual product of the nation. Additional resources and readings are included. [ABSTRACT FROM PUBLISHER]

Subjugated bodies continue to be missing from classrooms, faculty meetings, and educational structures everywhere. Where are the excluded bodies? Where is the untheorized visceral experience of everyday discrimination? Possibilities of inclusiveness must be viscerally felt, not simply disembodiedly spoken. Merely claiming to be a progressive teacher-writer isn't enough to achieve a decolonizing praxis. This claim needs to come from an embodied performance in the classroom, a place where teachers and students alike can perform the scars of oppression on their bodies. Teacher and student bodies, in-between the colonial and postcolonial experience, can then become more present in teaching and praxis. [ABSTRACT FROM AUTHOR]

A methodological approach popularized by critical race theorists is used in this article to oppose dominant discourse concerning the social and educational status of Black men in America. Specifically, this counternarrative on student achievement was derived from face-to-face individual interviews with 143 Black male undergraduates at 30 predominantly White colleges and universities across the USA. Exemplified via five composites constructed from the overall sample are resistant responses to subordination and racist stereotyping; confrontations with the cyclical reproduction of low expectations for Black male leadership and achievement; and an industrious rejection of what I refer to throughout the article as 'niggering'. Also offered herein are implications for postsecondary faculty, administrators, and researchers. [ABSTRACT FROM AUTHOR]

Today higher education faces the challenge of reconsidering and realigning its public agenda to serve better an era in which educated people, the knowledge they produce, and the innovation and entrepreneurial skills they possess have become the keys to economic prosperity, national security, and social well-being. The imperatives of expanding educational opportunity at all levels, conducting research of world-class quality, and producing outstanding scientists, engineers, physicians, teachers, and other knowledge professionals in an increasingly competitive world will only require not only substantial changes in the leadership and governance of universities, but also challenge their most fundamental structure and purpose. [ABSTRACT FROM AUTHOR]

Some conservative critics of higher education have asserted that the current generation of American professors, especially those in the social sciences and humanities, are using their classrooms to advance a liberal political agenda. As evidence, they point to surveys of the political leanings of faculty and have accumulated examples of individual professors they allege to have made inflammatory statements veering from standards of academic objectivity and who punish undergraduates for expressing differing points of view. We surveyed political science department chairs at primarily undergraduate institutions to gather their perceptions about the scope of political bias in the classroom and the institutional procedures available to them to deal with student complaints about such practices. Our results indicate that chairs are indeed sensitive to concerns about faculty who cross the line from legitimate political expression to proselytizing in the classroom. By and large, however, they do not believe such activities are widespread and they believe that their institutions already have in place procedures that treat all parties fairly when political disagreements arise between students and faculty. The data show strong support for academic freedom across public, private, and religious institutions but reveal some differences in the social and political perspectives they promote. [ABSTRACT FROM AUTHOR]

Prevailing values of equity and social justice are increasingly espoused in the mission and policy statements of public institutions, organizations, and agencies. In higher education, teacher preparation programs are considered to be key contributors to the cultivation of mores of inclusiveness, where diversity is embraced and appreciated in its multitude of forms. The purpose of this qualitative study was to examine the diversity dispositions ofa group of preservice and inservice teachers participating in a multicultural education course at a university in the deep southern region of the United States. Data were collected in the following ways: (a) autobiographical accounts that participants compiled and shared; (b) responses to abbreviated biographies in an online discussion forum; (c)face-to-face discussions of issues related to goals of equity, tolerance, and social justice in schools; and (d) instructor observations of participants' interactions with each other. The research revealed that in the electronic forum the teacher candidates and practicing teachers were particularly candid in reflecting upon and revealing their cultural roots, perceptions, and experiences and validated many—but not all—peer self-reports of marginalization. Three major diversity dispositions emerged in the data analysis: (a) cultural consciousness, (b) intercultural sensitivity, and (c) commitment to social justice. The study also illuminated the challenge inherent in critically examining and sharing diversity dispositions when considering issues of discrimination, prejudice, and segregation in a multicultural setting. Although limited in scope and generalizibility, the findings provide insights into ways of framing tolerance sensibilities and for improving educators' capacities to reassess candidates' diversity dispositions. [ABSTRACT FROM AUTHOR]

The article focuses on the author's views related to the state of higher education in the U.S. The author says that teaching and learning in the U.S. are declining in importance relative to getting a degree, because higher education is generally seen as a commodity to be purchased. The shift in the expectations of students and faculty began around the time that America learned that college graduates made more money than high school graduates. A lot of kids arrive on campus determined to major in business. They often remain impervious to the efforts of their professors to expose them to new ideas and new information. Since college presidents need money, they cut corners and save dollars by relying on part-time faculty and teaching assistants. When it comes to higher education, an individual's economic status is the best predictor of his or her educational destiny. The U.S. needs national and state leadership that recognizes the societal value of education. It's offensive and immoral when the best educational opportunities go to those with the most money.

The article presents the author's argument that a fundamental shift in promotion and tenure criteria is needed for American colleges and universities--and research universities in particular--to become learner-centered. The author has been involved with promotion and tenure evaluation as a central administrator in the office of the provost. Aspects of the annual promotion and tenure ritual renewed his perennial doubts as to whether higher education can really transform itself into a learning culture. He says that after two decades of reform, faculty and administrators at research universities had not shifted their attention from teaching to learning. The notion of scholarly teaching, not to mention the scholarship of teaching and learning, remains a mystery to many.

The article focuses on the American Association for Higher Education (AAHE). AAHE had a longer and more venerable history than most of its members knew. Originating in 1870 as the National Education Association's department of higher education, it shared its post-Civil War origins with such organizations as the American Association of University Professors, the Modern Language Association, and the American Social Science Association. In 1969, the newly incorporated AAHE became a charter tenant of One Dupont Circle in Washington, D.C., taking with it $300 pledges from some 300 members, the Bulletin, and the National Conference on Higher Education. By the late 1970's, all the characteristics of the modern AAHE had emerged: an individual membership organization, it ran projects and one conference and published materials on higher education. All of these activities would be developed and elaborated in the modern period of AAHE's existence. From the 1970's on, grant-funded programs were one of the main engines that drove AAHE, both financially and intellectually, the organization developed its identity and expressed its values through them. They began modestly enough, with one on telecommunications and another on general education. A 1984 conference on the theme of school/college collaboration also began AAHE's work in making a connection between higher education and the schools.

Focuses on mentoring relationships among Afro-American faculty in higher education in the U.S. Characteristics of a successful mentoring relationship; Testimonials from several Afro-American teachers; Lessons learned from mentoring relationship experiences.

Focuses on the role of learning communities in implementing reforms in higher education in the U.S. Benefits of forming learning communities for students and faculty; Skills which are essential to success in college; Models of learning communities.

Presents historical developments in American undergraduate education. Influence of graduate schools; Emphasis on research; Tendency of the faculty reward system to favor research over teaching.

Describes the American academic profession. Factors for the decline of higher education; Diversity of the profession; Historical context; Sociological and organizational context; Legislation, regulations, guidelines and the courts; Realities at the end of the century; Teaching, research and service; Accountability and autonomy.

The article discusses the differences in perspective between professors of social studies education and teachers of social sciences concerning the proper focus of social studies instruction in the U.S. It offers data on the political ideology of both groups in order to understand one potential source of differences. The sample showed that the professorate was substantially more liberal than the teachers in terms perspective towards social studies. It is concluded that the ideological differences between those who work institutions of higher education and the general public have inspired contemporary fiction, generated cartoons and provided general bemusement for many observers of academe.