student and organizational learning - CCLP - Iowa State University

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About the ContributorsApril AndersonChristopher A. Duree is the Chancellor of the Iowa Valley Community College District.With over two decades of administrative experience, he has served as a community collegeVice President of Academic Affairs, Provost, and is a past-president of the Iowa Associationof Career and Technical Education. Duree has been a consultant on institutional effectivenessissues, spoken about leadership and managing change with numerous audiences, andcontinues to research and write on the topic of community college leadership. He holdsa B.A. in Education from the University of Iowa, an M.S.E. in Education Administrationfrom Drake University, a Specialist in Education from Northwest Missouri State University,and a Ph.D. in Higher Education from Iowa State University.Latrice E. Eggleston is an assistant professor of higher education in the department ofeducational leadership and policy studies at Iowa State University. Her research interestsinclude workforce development, transfer student matriculation and retention, STEMeducation, and two-year college faculty and staff development. She is most passionateabout her research on access and retention issues for women and minorities in highereducation and its impact on the development of human capital. She received her B.A. inenglish and Ph.D. in educational policy studies from the University of Illinois at Urban-Champaign and her MS in educational administration and policy studies from the StateUniversity of New York at Albany.Dimitra L. Jackson is a Postdoctoral Research Associate in the Office of CommunityCollege Research and Policy at Iowa State University. Her research interest includescommunity college and university partnerships, transfer, and women in Science, Technology,Engineering and Mathematics (STEM).DRAFTAdditionally, she is interested in K-12 math and science preparation and the impact of thisacademic socialization on a student¹s decision to pursue advance degrees in STEM areas.She received her B.S. in Psychology from the University of Arkansas at Pine Bluff. Shereceived both her M.Ed in Educational Leadership and Policy Studies with an emphasis inStudent Affairs as well as her Ph.D. in Educational Leadership and Policy Studies with anemphasis in Higher Education Administration from Iowa State University.Michael E. Miller is an instructor of science at Indian Hills Community College as wellas a graduate student in the Department of Educational Leadership and Policy Studiesat Iowa State University. His research interests include community college faculty selfdeterminationof interests and efficacy in terms of faculty development opportunities. Hereceived his B.S. in Biology from Missouri State University and his M.S. in Molecular,Cellular and Developmental Biology from Iowa State University.iii
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Page 17 and 18: encourage adoption of learning mode
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Page 34 and 35: Literature ReviewLeadershipThe lite
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Page 38 and 39: FindingsThe findings for this study
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Page 49 and 50: Chapter 3Faculty Participation in a
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Page 53 and 54: of instructional practices; (2) pro
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[O]ne neat thing that the grant hel
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In terms of student success, MCIT h
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National Research Council. (1996).
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DRAFT
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What is needed for this historic fe
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vocational skills are integrated, s
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on-site. A team of five researchers
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Center Program administrators and f
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was clearly important to helping cr
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technician skill sets that have bee
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DRAFT
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DRAFT
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Purpose and Research QuestionsThe N
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elieved that the ATE initiatives we
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equestrian center. Since its incept
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Document review of handout workshee
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explicitly clear in their interview
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Discussion and ConclusionsThe inten
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Gold, N. & Powe, K. W. (2001). Asse
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Chapter 6Faculty Perceptions of Lea
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Faculty Perceptions of Leadership a
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Most literature concerning faculty
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MethodologyA qualitative, construct
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[O]ne workshop I attended in was in
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Holding formal positions in ATE Cen
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Other faculty members view their ro
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When developing or identifying lead
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Koller, A., Margiotta, F., Taylor,
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Chapter 7Voices of Advanced Technol
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Voices of Advanced Technological Ed
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trends in national legislation (i.e
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Bloom’s student learning theory c
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Focus Group 2 consisted of 4 Veteri
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“Lots and lots of laboratory acti
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“I try to get as much interaction
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Corbin, J. & Strauss, A. (2008). Ba
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