Faculty Professional Development Needs and Career Advancement at Tribal Colleges and Universities
Notice bibliographique
Résumé
TRIBAL COLLEGES AND UNIVERSITIES (TCUs) were conceived in the late 1960s in order to provide higher education to Native Americans living on reservations (Schmidt & Akande, 2011). According to Guillory and Wolverton (2008), mainstream institutions struggled to accommodate American Indians and create environments suitable for their perseverance resulting in degree completion (p. 58). Hence, TCUs have played an important role in making higher education accessible to tribal communities. Because many mainstream higher education institutions failed to accommodate the educational needs of Native Americans, tribal leaders felt the need to meet those demands for education on the reservations (Guillory & Wolverton, 2008). Ambler (2009) discussed that many tribal leaders in the 1960s used old buildings and double-wide trailers to provide higher education in their communities. From these simple actions, Native Americans found places to attend colleges and universities on the reservations and nearby communities (William, 2007).TCUs are unique educational providers because they approach education differently compared to mainstream higher learning educational institutions. TCUs base their education philosophy on the principle that tribal students should not have to abandon their cultures, traditions, and most importantly, their families (Opp, 2007). These institutions are interested in facilitating education relevant to Native American reservations and nearby communities. William (2007) described TCUs as a whole community approach to higher education and vocational education. Al-Asfour (2012) stated that Tribal colleges are unique entities in that they work around the needs of students and their communities, not vice versa (p. 23). Many of the students attending TCUs fit the definition of non-traditional students. Most of the students are single parents, have dependents, are older than twenty-four years of age, are part or full-time employees, or have a combination of these characteristics (Schmidt & Akande, 2011).There are 37 TCUs with more than 75 sites in the United States (American Indian Higher Education Consortium, 2016). In addition, there is one TCU in Canada. Each of these TCUs was created and chartered by its own tribal government. These TCUs serve more than 30,000 Native American students and there are over 1,000 full-time and adjunct faculty members serving these students (Native American College Fund, 2016). Thus, many TCUs have taken faculty development as an important step for their growth at higher learning institutions.Literature ReviewFaculty members at TCUs benefit from faculty development in the same way as faculty members do at other traditional higher education institutions. Cannon, Kitchel, and Duncan (2013) found that faculty members need to continually cultivate skills and knowledge in order to improve their teaching and student learning. Rocca (2010) said that higher education institutions should invest significant finances, effort, and time in faculty development, even during difficult fiscal times. Further, according to Guskey and Yoon (2009), faculty development needs to have a well-structured and organized plan for all participants in order to maximize benefits and ensure success.As colleges and universities move into the 21st century, more accountability is placed on higher education institutions by government agencies, accreditation agencies, and the public sector to justify the increase in cost and the quality of education (Minter, 2009). Since higher education institutions are being held accountable, Minter (2009) suggested that faculty development should be a continuous process rather than an isolated activity. Rocca (2010) went further by suggesting that the quality of faculty teaching is one of the main contributors to institutional reputation.Faculty development has been defined in numerous ways. Faculty development is synonymous with career development, career planning, human development, training, and professional growth. …
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,005 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».