Joan S. Stark

A Conceptual Framework for the Study of Preservice Professional Programs in Colleges and Universities.

Students in colleges and universities seeking preservice preparation for professional careers now outnumber those pursuing liberal studies. This enrollment pattern challenges college and university administrators, even in some colleges formerly devoted to liberal arts, to become familiar with an increasingly diverse set of programs. Because professional preparation programs vary so greatly on dimensions such as educational goals, expected outcomes, teaching methods, student time commitment, relations with practitioners, and even educational level (baccalaureate or postbaccalaureate), it is not easy for administrators to develop a working understanding of each of them.

Modifying the Major: Discretionary Thoughts from Ten Disciplines

Abstract: A content analysis of ten task force reports on improving the undergraduate major in ten liberal arts fields revealed that each discipline’s epistemological character strongly influenced methodology, pedagogy, and curricular innovation. These patterns were consistent with previous theory and research on disciplinary differences, suggesting that disciplinary traditions and perspectives may impede curricular reform. Pragmatic concerns, however, may encourage faculty to move beyond such impediments to change.

Disciplinary Differences in Course Planning

A nationally representative sample of faculty teaching introductory college courses revealed ten factors influencing course planning. Discipline-related content and perceptions of student characteristics were important influences while facilities, resources, and campus support services were far less influential. The strength of these influences differed substantially by discipline but only modestly by institutional type. The authors constructed ten reliable scales from the derived factors that can be used to assess the relative strength of influences on campuses.

Program-Level Curriculum Planning: An Exploration of Faculty Perspectives on Two Different Campuses

This study explored faculty views about curriculum planning in academic programs. Using a semistructured format, researchers interviewed 59 faculty members at two very different campuses about their assumptions and the influences upon them as they work with colleagues in planning program curriculum. Although many of the same factors influence course and program planning, we observed that, compared to course planning, program planning is irregular (even infrequent), typically responds to a specific catalyst, and is more dependent upon a supportive institutional climate and leadership. We consider ways that institutional researchers can help provide a supportive climate for responsive and regular planning that will link planning and assessment more closely.

How Do We Know a "Continuous Planning" Academic Program When We See One?

Forty-four departments judged by provosts at randomly selected institutions to be engaged in effective curriculum planning were studied to identify practices of continuous curriculum planning. Based on these data, we present four criteria and twenty indicators for assessing a departments continuous program planning and suggest uses of the criteria and indicators for research and departmental self-study.

CURRICULUM LEADERSHIP ROLES OF CHAIRPERSONS IN CONTINUOUSLY PLANNING DEPARTMENTS

Forty-four chairpersons of departments judged by academic vice presidents at randomly selected institutions to be engaged in especially effective curriculum planning were interviewed about their roles. The interviews suggest 7 leadership roles used in the curriculum development process. The roles varied by institutional type, department size, and personal choice. This article reviews the conceptual framework that guided the study, describes the interview population and sample, illustrates the leadership roles with quotations, relates the roles to curriculum planning and organizational contexts, and develops implications for researchers.

Comparing Educational Accreditation Standards in Selected Professional Fields.

Colleges and universities are discussing the purposes and processes of specialized program accreditation. Proponents of program-level accreditation argue that external validation of quality by appropriate professional groups fosters continued excellence, assures the public of program quality, provides programs with internal negotiation leverage, promotes interinstitutional communication, and enhances the prestige and credibility of the professional program [1 1, 19]. Critics, however, cite accreditations drain on faculty time and resources, potential suppression of educational creativity, inconsistent interpretation of standards, and the absence of data demonstrating relationships between accreditation standards and educational outcomes [7, 17]. Despite the continuing discussion about the merits of specialized accreditation, little evidence has been gathered about the relationship between accreditation standards and educational excellence in professional education programs. In addition, there have been few examinations of accreditation standards across professional fields to compare their emphasis on elements of professional education that purportedly contribute to program quality. This lack of research is surprising in

The Student Goals Exploration: Reliability and Concurrent Validity

This paper reports the reliability and concurrent validity of the Student Goals Exploration, a paper and pencil inventory that measures goals students bring to college and college courses. Reliabilities demonstrating internal consistency and correlations demonstrating concurrent validity with three existing scales (LOGO II, the Need for Cognition Scale, and the Goal Instability Scale) suggest that the SGE provides good indicators for (a) general college goals, (b) general academic orientations toward courses, (c) subject-specific goals in courses, (d) specific goal attributes, and (e) levels of student confidence in course success.

Faculty roles and role preferences in ten fields of professional study

Teaching faculty in ten entry-level professional fields reported varying amounts of time devoted to teaching, research, consulting, and professional practice but did not differ in time devoted to administration. The faculty members own role view was most closely related to time use, but for time spent in teaching and research, faculty age and institutional type (but not gender) were also significant predictors. Even after several general demographic characteristics and environmental variables that potentially differentiate professional from discipline-based faculty are taken into account, different professional fields may be characterized by group climates which influence or reinforce certain faculty roles.

Criteria Used for Qualitative Research in the Refereeing Process.

Qualitative research, which is gaining wider acceptance within higher education scholarship, may need different criteria from those applied to quantitative methods. The researchers analyzed the comments of Review of Higher Education referees who reviewed qualitative submissions to document the criteria that they applied. The analysis showed that reviewers emphasized good writing and clear articulation of all elements of the study and its execution.