Jim Flowers

Online Education: Needs Assessment for Faculty Development

The rapidly evolving paradigm of technology-based education has increased the number of faculty teaching online. The role of faculty has changed from the traditional classroom instruction format to an online community of learning. Therefore, faculty development in online education becomes a critical component during this transitional period. A survey of faculty of the College of Applied Science and Technology in a midwestern university was conducted to identify their level of perceived expertise in online teaching and the priorities of areas to be addressed in faculty development sessions. Benners five-stage sequential transformation from novice to expert was used to construct the questionnaire. Results showed that faculty who taught online perceived their level of expertise to range from advanced beginner to competent, whereas faculty who had not taught online were at the novice and advanced beginner levels. Redesigning and rethinking faculty roles emerged as the number one priority area to be addressed in continuing education sessions. Implications for faculty development for online education sessions are presented.

Impacts of Student Categorization of Their Online Discussion Contributions

This study examined the impacts of online graduate students categorizing their online discussion contributions according to an instructors criteria. Student messages before and after this categorizing activity were unitized by terminal punctuation; classified for function, skill, and level; and analyzed based on Henri and Rigaults (1996) content analysis framework. There was an unexpected decrease in the quantity of messages following the treatment. Even more surprising was the decrease in four quality measures of cognitive dialogue: percentage cognitive unit among four functions, percentage inference and percentage analysis or elaboration (or in-depth clarification) among five cognitive skills, and percentage high-level processing. This treatment seems to have inhibited cognitive dialogue, although qualitative data suggested that there may have been some advantages for some students.

Barriers and Strategies Toward the Implementation of a Full-Time Faculty-at-a-Distance Nurse Educator Role

Aim. The purpose of this two‐phase exploratory, descriptive study was to uncover and describe barriers and potential strategies toward implementation of a full‐time faculty‐at‐a‐distance nurse educator (FDNE) role, with all responsibilities of instruction, governance, research, and student service, as perceived by hirers and potential hires. Background. The faculty deficit has reached critical proportions that directly affect the nations nursing workforce. There is a growing need to use nontraditional methods to reinforce, energize, and expand faculty capacity. Method. The two‐phase study was conducted using online questionnaires with two samples: decision makers with regard to faculty hiring and current, experienced nurse faculty. Respondents were asked to rate how National League for Nursing Nurse Educator Core Competencies could be achieved by a FDNE. Results. The ability to facilitate student learning development and socialization was ranked most difficult, while engagement in scholarship and use of assessment and evaluation strategies were ranked least difficult. Both groups of respondents identified “tradition” and “perceived faculty role change” as the highest ranked barriers. Technological and administrative support and support of colleagues were seen as strategies for the implementation of the role. Conclusion. Perceived barriers to the FDNE were attitudinal and infrastructural. The findings of this study may pave the way toward development of a prefatory faculty‐at‐a‐distance model.

Microscopic characteristics of filled and extended phenol-formaldehyde resin-adhesive bonds

Clay, wheat flour, and pecan shell flour are often used as fillers or extenders in adhesive systems. To explore the minute characteristics of these materials, an examination was made of raw clay, wheat flour, and pecan flour with scanning electron microscopy. The size and shape of particles were found to differ among these three materials: clay particles were small and flat; wheat particles were rather large, ovate, and dimpled; while pecan shell particles were very irregular and often displayed a layered appearance. The presence of agglomerates was also seen. Phenol-formaldehyde adhesive samples containing each of these materials were cured and fractured, revealing markedly different fracture surfaces. Unlike the other materials, the wheat particles did not appear to be intact on the fracture surface of the resin samples. Flakeboard fracture surfaces containing these resins were also examined. Clay and pecan shell particles, but not wheat particles, were observed on flakeboard fracture surfaces.