For institutions with a strong reliance on campus-based, full-time faculty, there are likely several policies and procedures that may hinder morale, motivation, and engagement for remote faculty that should be considered. The purpose of this chapter is to provide key areas of policy that administrators may want to consider in the areas of technology and equipment, faculty and student expectations, barriers to time and geography, and training and development. Key recommendations provided at the end of the chapter include developing a strategy to provide online faculty with the appropriate learning tools to deliver high-quality education via the online modality; creating a comprehensive set of policies and procedures that outline student and faculty expectations and requirements in the online classroom; integrating tools, resources, and policies that set remote faculty up for success; and supporting faculty through coaching, mentoring, and best practices.
Many of the courses taught at the college level are extremely reading intensive; covering as many as seven chapters over a two-week time span. Reading the textbook in courses such as these is the foundation on which success is built. So, how can instructors get students to read? Faculty teaching in the College of Business at a large private university located in the Southwest United States set out to unpack this mystery and explore ideas to ensure that students have the tools and resources to be successful in class-and to start holding them accountable for their own reading.
To remain culturally competent is an essential role requirement of administrators, curriculum developers, faculty, and students who drive the mission, value, and goals at academic institutions. Their scope of influence and efficacy is thus enabled through leadership appropriateness and skill. As leadership theory remains constant in the face of an ever-changing higher education landscape, leaders have the opportunity to utilize culturally competent best practices gathered throughout education and career to solve problems and meet the needs of diverse student populations. Furthermore, students are dependent on such competencies as they are likely to model their leaders as they assume leadership roles in their academic and professional environments. The following semi-systematic review offers insight into four leadership styles, charismatic leadership, servant leadership, transformational leadership, and situational leadership. Recommendations grounded in these are included for those responsible for effective cultural competency in academic settings.
The inflation of grades weakens the integrity of academics in colleges and universities. In addition to weakened academic integrity, it involves re-ranking and impacts earnings. The practice of grade inflation also provides a mismatch in the labor market resulting in students who are highly skilled being harmed. Academic administrators, college leadership, and faculty can partner to develop policy, training, and best practices that diminish or completely abate the inflation of grades. The purpose of this case study is to examine the issue of grade inflation in higher education using a three-part evaluation that will include a review of the case and case analysis followed by a recommended case solution.
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