Browsing by Author "Shelton, Paul, committee member"

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Open Access
Defining and assessing teaching effectiveness in higher education
(Colorado State University. Libraries, 2019) Marquitz, Michele S., author; Makela, Carole, advisor; Wallner, Barbara, committee member; Shelton, Paul, committee member; Vaske, Jerry, committee member
Teaching effectiveness in higher education is challenging. Given the number of stakeholders and the reasons for assessing teaching effectiveness creates additional challenges. Yet when tying teaching effectiveness to successful student learning outcomes and combining those interests to a case study project, the views of faculty, administrators, and students provided insights and contributed to the body of knowledge of faculty members' performance. Through three manuscripts, we explore defining and assessing a teaching effectiveness process in a case study, using Student Evaluations of Teaching instruments to provide feedback on teaching effectiveness, and the role students' written comments may play in course and instructor feedback. From analyzing student course surveys to creating qualitative and quantitative instruments with the input of faculty members, teaching effectiveness must ensure successful student learning outcomes. The journey to define and assess teaching effectiveness in higher education was an arduous one presented through three manuscripts. Each manuscript provides insights for new and established faculty members. The first abstract presents a case study at a Research I: Doctoral University. Through a research assistantship and partnering with a department challenged to define and assess teaching effectiveness for higher load faculty members, three instruments were developed to determine best practices of effective teachers. The second abstract used quantitative methods and research to assess students' feedback on faculty members' teaching. And the third abstract used qualitative methods to assess themes in written comments from students' evaluation of teaching surveys.
Open Access
Friendships formed at the United States Air Force Academy: alumni perceptions of social capital and resilience
(Colorado State University. Libraries, 2019) Gauck, Brian Q., author; Makela, Carole, advisor; Chermack, Thomas J., committee member; Barbarick, Ken, committee member; Shelton, Paul, committee member
This study examined friendships among US Air Force Academy cadets from the perspective of Academy alumni. Alumni data reveal the value of cadet friendships where resultant social cohesion is tied to resilience throughout military training as well as to long-term professional relationships. Friendships are the locus of resilience within the Cadet Wing, and alumni experiences reveal that social capital development begins as early as Basic Cadet Training. The study's theoretical model, adapted from Weidman's (1989) study of college freshmen social interactivity, juxtaposes cadet attributes (demographic characteristics of entering first-year students) against normative pressures inherent in the military/academic training environment (related to social and task cohesion and gender hegemony). The profile of students entering the Academy is typified by exemplary academic, athletic and civic performance, and while the Academy offers social and academic support programs to address retention, the historically high attrition rate strongly suggests a relationally-mediated identity shift is necessary. This identity shift typically begins before or during Basic Cadet Training. Causal-comparative data analysis suggests formation of at least one trusted friendship is a strong determinant in cadets' ability to persist through social-normative pressures. Data reveal further that military-family ties, race, and gender are secondary considerations of friendship building concerning overall influence upon cadets' ability to endure military and academic stresses than were shared values, goals, and experiences.
Open Access
Policy administrator position diffusion: regionally accredited higher education institutions in the United States
(Colorado State University. Libraries, 2023) Pyke, Janelle L., author; Makela, Carole J., advisor; Doe, Sue, committee member; Shelton, Paul, committee member; Timpson, William, committee member
When I was asked to work with policies at my university, the process in place was hazy at best. I learned of the Association of College and University Administrators (ACUPA), which was an informal list serve at the time, but eventually incorporated as a recognized professional association. ACUPA membership represented a very small number of higher education institutions in the United States. This raised my curiosity as I wondered how many institutions have established such a position. Is it an emerging profession among regionally accredited higher education institutions in the United States? If so, why? An email invitation to participate in an online survey was sent to the chief academic officers, vice presidents for finance, and legal counsel at all (N = 2,889) regionally accredited higher education institutions in the United States and Washington, DC for which both contacts and IPEDS data were available. To establish prevalence, survey recipients were requested to respond even if their institution did not have the position. In addition to the survey, institutional characteristics were downloaded from the Integrated Postsecondary Education Data System (IPEDS) and merged with survey results. Everett Rogers (2003) Diffusion of Innovation theory was the framework to learn how and why this position was adopted or rejected. A binary logistic regression was used to determine if independent variables (institutional characteristics) contribute to the likelihood the dichotomous dependent variable (adoption or rejection of the position) had for one outcome versus the other. Based on the year of adoption, a cumulative frequency was generated which created the S-curve described by Rogers, depicting the rate of adoption. The survey collected data describing the position (e.g., FTEs, educational background, where it fits within the organization). Part of the qualitative portion of the survey was structured using Rogers' (2003) "innovation-decision process," which includes the following stages: knowledge, persuasion, decision, implementation, and confirmation of decision. Directed content analysis was chosen as the method of analyzing the open-ended responses. The S-curve created by plotting cumulative frequencies indicated an emerging profession. Although, the odds ratios suggest the odds of an institution establishing a policy administrator position decreases as the size of the institution decreases; institutions in all size categories reported having the position. Often expressed by respondents whose institutions do not have the position was the notion a full-time position could not be justified. However, the data show many positions are part time with varying percentages of an FTE devoted to policy work. Respondents stated goals or desired outcomes for the position and the issues to be addressed to achieve these goals and outcomes. This should be helpful to institutions considering the position as well as institutions who are just starting on the journey of establishing the position. A list of best practices emerged, which institutions may find helpful in implementing the position, to validate current policy practices whether or not they have the position, or may assist institutions in evaluating their need for the position.