University Faculty Roles and Responsibilities in the United States

Austin, Ann E.; Hill, Lucas B.

doi:10.1093/obo/9780199756810-0070

Cited by 3 publications

(1 citation statement)

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“…The fact that no matter what higher education institution one is talking about; faculty play a massive role in the delivery of a world-class student experience (González, 2019). As these universities integrate practical knowledge with theoretical learning, this teaching system requires more faculty members to sustain it since faculty members are a central and critical ingredient to the quality of a higher education institution (Austin and Hill, 2014). Members of the faculty carry out the duties of the institutions where they serve, conduct and perform research, educate students, apply their expertise to solve social issues through their extension services department and fulfill university or college leadership and service positions.…”

Section: Respondent's Employment Categorymentioning

confidence: 99%

The Safety and Security Measures of the Selected Universities in Nueva Ecija, Philippines: Its Combat to COVID–19 Pandemic

Mina¹,

Aydinan²,

Campos³

et al. 2020

Preprint

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To define and evaluate the areas of consideration concerning in identifying the critical factors that top universities in Nueva Ecija, Philippines can be used for triangulating the courses of actions that can be applied to improve the current practices of universities towards its combat to the COVID–19 disease is the primary objective of this study. The researchers used a descriptive design of methodology by using questionnaire–checklist to scientifically describe the situation, problems, phenomenon, or program, or provide information about certain issues related to the virus outbreak. The respondents of the study were faculty and staff of five established universities in Nueva Ecija, Philippines wherein the researchers employed a non–probability sampling technique to be logically assumed as the representative of the entire population. The results of the study shown that the top universities in Nueva Ecija have made efforts to ensure the safety of university workers by complying with the Inter–Agency Task Force (IATF) protocols. It can be inferred, in reality, that there are some areas that must be improved especially when it comes to ensuring the welfare of the personnel who are still reporting to work even in this time of the pandemic. The researchers suggested an enhancement plan that can be adapted by these universities to resolve the concerns of the faculty and staff especially in reducing the spread of the virus without sacrificing the day–to–day transactions of the academic institutions.

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Section: Respondent's Employment Categorymentioning

confidence: 99%

The Safety and Security Measures of the Selected Universities in Nueva Ecija, Philippines: Its Combat to COVID–19 Pandemic

Mina¹,

Aydinan²,

Campos³

et al. 2020

Preprint

View full text Add to dashboard Cite

show abstract

Chapter 6: Recruitment in PETE: Interview Results and Discussion

Kern

Richards

Ayers

et al. 2019

Journal of Teaching in Physical Education

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Background/Purpose: Physical education teacher education (PETE) programs have experienced enrollment decline, leading some PETE faculty to consider increasing efforts to recruit new students to their programs. This aspect of the current study sought to investigate PETE program coordinators’ perceptions of possible causes for decreased PETE enrollments as well as their role in, and barriers to, recruiting preservice teachers. Methods: Thirty-six PETE program coordinators (12 males and 24 females) participated in in-depth interviews. The data were coded using a standard interpretative approach grounded in inductive analysis and constant comparison. Results: PETE faculty members perceived declining enrollments to be related to negative public perceptions of education, low-quality K-12 physical education, academically unprepared PETE students, and restructuring programs to emphasize other kinesiology areas. Though compelled to recruit, PETE coordinators questioned their responsibility to do so and reported lacking time and training to be effective. Discussion/Conclusions: PETE coordinators favor recruiting strategies that are less time-intensive and match their academic skill set.

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Chapter 8: Retention in PETE: Interview Results and Discussion

Kern

Ayers

Killian

et al. 2019

Journal of Teaching in Physical Education

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Background/Purpose: Student retention in physical education teacher education (PETE) programs is critical to promoting high-quality physical education in schools. This aspect of the current study was to investigate PETE program coordinators’ perceptions of their role in the process of retaining students within their programs. Method: Thirty-six PETE program coordinators (12 males and 24 females) completed in-depth interviews. The data were analyzed using a standard interpretative approach grounded in inductive analysis and constant comparison. Results: The PETE coordinators in this study perceived retention to be: (a) aligned with core job expectations, (b) grounded in relationships, (c) impacted by external and policy factors, and (d) limited by time and resources. Discussion/Conclusion: Retention in PETE is supported when faculty members utilize constructivist learning pedagogies and develop a sense of belonging among PETE students. Retention issues may be addressed through involvement with state policymakers and professional organizations.

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University Faculty Roles and Responsibilities in the United States

Cited by 3 publications

References 0 publications

The Safety and Security Measures of the Selected Universities in Nueva Ecija, Philippines: Its Combat to COVID–19 Pandemic

The Safety and Security Measures of the Selected Universities in Nueva Ecija, Philippines: Its Combat to COVID–19 Pandemic

Chapter 6: Recruitment in PETE: Interview Results and Discussion

Chapter 8: Retention in PETE: Interview Results and Discussion

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