Copyright (c) 2013 San Jose State University All rights reserved. http://scholarworks.sjsu.edu/edulead_pub Recent documents in Faculty Publications en-us Tue, 14 May 2013 16:05:38 PDT 3600 http://scholarworks.sjsu.edu/edulead_pub/5 http://scholarworks.sjsu.edu/edulead_pub/5 Tue, 22 Nov 2011 10:54:40 PST Women scholars are underrepresented in faculty governance positions in the university settings. This initial descriptive study described the successes and challenges faced by eight (n = 8) women of color in current or former governance roles in California universities. A semi-structured interview schedule was administered that focused on their perceptions in the three areas: competence, confidence and credibility. The findings were analyzed and implications as well as recommendations for further research were made.

]]> Noni Mendoza Reis et al. http://scholarworks.sjsu.edu/edulead_pub/4 http://scholarworks.sjsu.edu/edulead_pub/4 Thu, 29 Sep 2011 08:18:20 PDT This case study describes the creation of a supportive culture for online teaching at a western university that was transitioning to a new learning management system. The case study highlighted the creation of a faculty learning community as one strategy to address the challenge of faculty working through a change process. The faculty learning community provided a space for the development of best practices in teaching, drawing from the pedagogical experiences of teachers from diverse disciplines. The learning community also provided a venue for expanding the technical knowledge level of faculty members with a range of comfort levels with varied technologies.

]]> Mei-Yan Lu et al. http://scholarworks.sjsu.edu/edulead_pub/3 http://scholarworks.sjsu.edu/edulead_pub/3 Mon, 08 Nov 2010 17:29:25 PST Developments in computer technology have altered the teaching and learning process, particularly in areas of teacher preparation. Teacher education, perhaps more than any other academic discipline, utilizes the application of computer technology in human resources for both the actions of teaching and learning content and the actions of preparing others to use technology. The California State University System (CSU) has responded to the need for technologically enhanced learning by establishing specific behavior/knowledge standards for teacher education candidates. San Jose State University (SJSU) is one of the leading institutions to coordinate an institutional response to the need for technology-assisted training of teachers as well as the training of teachers to use technology. The current research is an exploration of technology apprehension among pre-service teachers at SJSU and how they learned technology in formal classroom settings. Drawing on personal narratives and a structured longitudinal survey, data revealed a loosely woven, interactive relationship-based learning environment, particularly for those with high levels of reticence toward technology.

]]> J. Francisco Hidalgo et al. http://scholarworks.sjsu.edu/edulead_pub/2 http://scholarworks.sjsu.edu/edulead_pub/2 Mon, 08 Nov 2010 15:32:24 PST To determine whether professionals in business, industry, health professions, agencies, and the military are receiving the training they need to work as instructional designers and trainers, a 54-item survey was prepared based on competencies perceived necessary by a group of university professors.

]]> John E. Morlan et al. http://scholarworks.sjsu.edu/edulead_pub/1 http://scholarworks.sjsu.edu/edulead_pub/1 Wed, 03 Nov 2010 12:25:28 PDT Online teaching in higher education has become increasingly common, particularly as colleges and universities attempt to serve surging enrollments in some areas and as they look to expand their offerings in other markets. A primary consumer of these courses is the nontraditional student. Because these nontraditional students have unique learning needs that must be addressed in the online classroom, this study sought to identify the barriers to success nontraditional students face in the online learning environment and the strategies teachers can use to assist these students. Assessment strategies for nontraditional students are also studied.

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