Poster Sessions


A Multi-Campus Study of Faculty Beliefs About Tenure and Post-Tenure Review

Karen Etzkorn, The University of Tennessee

This poster will present the results of a survey completed by nearly 1,200 tenured and tenure-track faculty across a multi-campus system in response to the following research questions: How do faculty perceive their tenure and post-tenure experiences?; How do faculty evaluate their own department heads relative to the promotion and tenure?; and What do faculty perceive to be the most effective and fair way to conduct tenure and post-tenure reviews? This poster will showcase empirical data that answer the research questions and provide an overview of lessons learned as well as targeted recommendations regarding the development of new tenure-related policies and initiatives.


Best Practices for Retention, Persistence, and Success of Students from Traditionally Underrepresented Groups in STEM at Oregon State University

Stephanie Ramos, Oregon State University

The Oregon State University National Science Foundation funded STEM Leaders Program supports underrepresented first-year freshmen and incoming transfer students to conduct research their second term at the university. The program is comprised of three main components including: a one-credit orientation course, professional development workshops, and meetings with peer mentors and program staff. We have monitored and have preliminary assessments on the impact of undergraduate research which we plan to share with other research programs, colleges, and universities.


Leadership Education and Assessment in a Medical School

Erin Barry, Uniformed Services University of the Health Sciences

The Uniformed Services University (USU) educates and trains the next generation of health professional leaders for the United States Army, Navy, Air Force, and Public Health Service. Leadership education has long been a part of this university’s mission. Leader and Leadership Education and Development (LEAD) is a four-year program for all medical students at USU. The curriculum is woven throughout all years of undergraduate medical education focusing on formation of professional identity, acquisition of relevant knowledge and skills, and learning through experience. The program includes assessment of students’ knowledge and performance, faculty knowledge and performance, and program effectiveness.


Lessons Learned: a Faculty Development Center in Egypt

Aziza Ellozy and Hoda Mostafa, American University in Cairo

The Center for Learning and Teaching at the American University in Cairo, established in 2002, was the first and only such center in the Middle East North Africa (MENA) region. This presentation will highlight lessons learned in launching and sustaining a successful faculty development center and overcoming institutional and cultural barriers that kept our faculty from adopting evidence-based, active learning and technology enhanced practices in their classrooms. We will present data that shows the kinds of services that have had the most impact over the years, what motivated our faculty to learn and change and the role of the academic leadership. Today, because online education is becoming increasingly important in higher education, we will discuss the challenge in supporting faculty transitioning to online course design and delivery.


Non-tenure Faculty Evaluations Affecting Campus Climates

Marina Collado, Fairleigh Dickinson University

Although the practice of evaluating faculty work has undergone changes, the practice continues to pose issues of fairness, transparency, and effectiveness. Annual faculty evaluations affect faculty behavior affecting institutional climates. This presentation will help academic leaders to implement well-functioning practices decreasing the chance of legal action. Engaging faculty in the process motivates faculty towards excellence. Changing the way faculty are evaluated changes the campus climate.


Non-Adversarial Stewardship: 50 Grievances To 0 With One Conversation

Krista Lussier and Michael Looney, Thompson Rivers University

Conflict exists within unionized higher educational institutions and these conflicts are fraught with misunderstandings, misrepresentations, and confusion. Challenges occur when union representatives approach administration with one-sided information and without respectful and clear communication. An old-school view of labor relations is not working in the context of today’s post-secondary climate and building positive relationships is necessary to facilitate conversations that can resolve potential grievances in a timely manner. This poster presentation will outline the history of an embittered relationship between the union and administration at a University in Canada, identify the process undertaken to improve communication and the relationship, and discuss the positive results that occurred due to the change in climate.


Quality Assurance: We Are as Strong as The Weakest Link

Bharathi Sengodan, AIMST University

This undertaking brings forth the process of the quality assurance system established to maintain, support, and improve any academic program. For cyclic quality assurance and monitoring of the program, the areas included for evaluation are: vision, mission, educational goals and learning outcomes; curriculum design and delivery; assessment of students; student selection and support services; academic staff; educational resources; program monitoring and review; leadership, governance and administration; and self-review report. This process is successful as it is done systematically involving all stakeholders of the program and is incorporated as part of regular work.


University Mass Shootings: A Prevention and Intervention Plan for Chairs and Deans

Karin Jordan, Penn State Altoona

Researchers such as the Citizens Crime Commission of New York reported an increase in the number of college/university shootings on or near campuses over the past 15 years. Out of 190 shootings, 250 victims were students. This poster session will provide an overview of programs that can serve as prevention strategies including but not limited to: on-campus counseling services and a CARE Team; and intervention strategies including: ALICE training; Learn/Know incident command strategies; one-click activation; campus wide alert/communication system; safe rooms; and university/SAFETY. This poster session will provide a comprehensive prevention and intervention plan for chairs and deans.


Your Divided Classroom: Faculty Engage in an Era of Disunion

Summer Cherland and Andrea Rivers, South Mountain Community College

This poster synthesizes the efforts of faculty to develop and lead a one-day symposium on teaching in the 21st century. The poster demonstrates the collaboration, process, and logistics of this seminar, which included educators from all levels and content expertise. The aim of the symposium was to engage educators in six challenging topics, including historical monuments, immigration, political division, mass shootings, race and racism, and sex, gender, and orientation. An evaluation is included of subsequent embraces by classroom teachers and faculty in higher education to embrace difficult topics in their classrooms, and design deliberate activities.