Lisa Bunkowski
- Courses2
- Reviews2
- School: Texas A&M University Central Texas
- Campus:
- Department: History
- Email address: Join to see
- Phone: Join to see
-
Location:
1001 Leadership Pl
Killeen, TX - 76549 - Dates at Texas A&M University Central Texas: March 2012 - November 2013
- Office Hours: Join to see
Biography
Texas A&M University Central Texas - History
Director/Assistant Professor at Texas A&M University-Central Texas
Higher Education
Lisa
Bunkowski, PhD, EdD
Austin, Texas
As the Director of the Faculty Center for Teaching & Learning at Texas A&M University - Central Texas, I lead our faculty teaching and learning development initiatives, and focus on excellence and innovation in teaching, and teaching with technology. I am a member of the graduate faculty, and an Assistant Professor of Higher Education Leadership. In addition, I lead the Faculty Center Components of our university’s Quality Enhancement Plan (QEP). I am a Quality Matters (QM) Certified Master Reviewer, a Certified Course Review Manager, and our institutional QM Coordinator.
I chair the QA task force for the Texas A&M University System’s Council on Academic Technology and Innovative Education.
I recently completed a second doctorate - a globally focused Doctorate of Education Leadership at Lamar University. My first doctorate was a PhD in US History from the University of Kansas, with secondary fields in Latin American history and Women's/gender history. I am a member of the 2015 Institute for Emerging Leadership in Online Learning through Penn State and the Online Learning Consortium
My research areas include transformative learning, higher education leadership, and online teaching and mentoring.
Editorial Peer Review Board Member (2009 - ) for InSight: A Journal of Scholarly Teaching, Park University Center for Excellence in Teaching and Learning (CETL). Refereed/Peer-Reviewed Journal. ISSN: 1933-4850
Peer Reviewer (2016 - ) for the Journal of Distance Learning, a blind peer-reviewed, open access scholarly journal in educational practice in distance Learning. Texas Distance Learning Association.
Experience
Del Mar College
History Instructor
Teach U.S. History courses, work with the Honors program and the Title V, Learning Communities program.
Concordia University, Excelsior College, Austin Community College, etc.
Adjunct Professor
Teaching & Curriculum Development
U.S. History: Concordia University Texas (Austin); Austin Community College
American History & Design U.S. History curriculum: Ellis College (NYIT)
U.S. History and Women's Studies: Florida State College - Jacksonville (through 2008)
World History: SUNY-Empire State
Latin American History & Culture: Colorado Technical University
Society, Culture & Technology: DeVry University
Read & Advise on Master's Thesis work: Excelsior College (through 2011)Texas A&M University-Central Texas
Director, Faculty Center for Teaching Learning & Assistant Professor, Higher Education Leadership
As the Director of the Faculty Center for Teaching & Learning, I developed the by-laws and strategic plan from those I created for the Instructional Enhancement & Innovative Teaching office (in my previous position at A&M-Central Texas). The Faculty Center enhances the university’s mission of teaching excellence, champions the integration of innovative instructional technologies and assessment strategies, and promotes the advancement of research-based scholarly teaching, and supports the Quality Enhancement Plan (QEP): A Community of Writers. My other roles include:
•Texas A&M University System Quality Matters Consortium Representative, Certified Master Reviewer and Certified Course Review Manager
•Texas A&M University System Council on Academic Technology and Innovative Education (CATIE), member since 2011;
•Executive Committee, 2017- present.
•Texas A&M University System Task Force: Student Evaluation Systems, 2016 - 2017
•Texas A&M University System CATIE Task Force: Quality Assurance, 2015 - present, Chair, 2017 - present
In addition to my position as the Director of the Faculty Center for Teaching & Learning, I am an Assistant Professor of Higher Education Leadership (2017-present). I develop and teach classes in the Masters program in Higher Education Leadership.
Classes include the History and Organization of Higher Education; Research Methods in Higher Education; Critical Issues in Higher Education, and courses in the Technology Enhanced Learning specialization.
Faculty position: Assistant Professor of Higher Education Leadership (2018-present)
Graduate Faculty member (2018-present)Texas A&M University-Central Texas
Assistant Professor/Online Coordinator
I began my position at the university as a full-time faculty member (2009), but within two years, I had 50% release to manage peer review of online courses for School of Arts and Sciences. I assisted with training of faculty to teach online and to augment in-person courses with technology. I served on the Distance Learning Advisory Council, and on the Texas A&M University System Distance Education Advisory Council.
Faculty appointment: Assistant Professor, Humanities. Develop and teach upper level and graduate American history courses, all modalities. Service on the Library Committee, interim History program coordinator. Member of Arts & Sciences Assessment Committee.
Texas A&M University-Central Texas
Director, Instructional Enhancement & Innovation
In this position, I managed the university instructional design team. I also developed, organized, and facilitated faculty development efforts related to teaching online. I developed and facilitated the University Mentors Project, and facilitated the New Faculty Orientation series. My other roles included:
• Co-chair the A&M-Central Texas Council on Academic Technology and Innovative Education (CATIE).
• Texas A&M University System Council on Academic Technology and Innovative Education (CATIE), representative.
• Develop the Faculty Center for Teaching & Learning.
• Program Review committee for Access & Inclusion Office.
• A&M-Central Texas Quality Matters Coordinator.
Faculty appointment: Assistant Professor, Humanities. Develop and teach upper level and graduate American history courses, all modalities. Service on the Accountability Task Force, the Library Committee, and the Academic Standards Committee. Member of Arts & Sciences Curriculum Committee, International Student Association planning committee. Warrior Week planning committee, Scholar’s Day.
Texas A&M University-Central Texas
Assistant Professor, History
As an Assistant Professor, I developed and taught U.S. History courses at the junior, senior, and graduate level. In addition, I advised Master's Theses.
Faculty position: Assistant Professor of History (2009-2015)
Graduate Faculty member (2009-2016)University of Kansas
Assistant Instructor
1996-97: Teaching Assistant for U.S. History Survey course and upper-level course, America in the Second World War. 1997-2000: Assistant Instructor, multiple sections of U.S. History survey courses.
Park University
Assistant Professor/Online Instructor Evaluator/Mentor
Assistant Professor of History and Latin American Studies, part-time academic release as an online instructor evaluator and lead mentor for the College of Distance Learning at Park University. (2005-2009).
Park University
Adjunct Professor
Teaching and developing online U.S. History courses.
Education
Lamar University
Doctor of Education - Ed.D.
Educational Leadership
Excited to have completed my second doctorate. This time, an EdD with an emphasis on Distance Education & Global Education Leadership!Lamar University
Advanced Graduate Certificate
Online Education
Graduates of this unique program are highly prepared, marketable, and equipped with the knowledge of current trends, issues, and best practices within online education. [12-credit hour graduate certificate]The University of Kansas
Doctor of Philosophy (Ph.D.)
History
Publications
“Violent Environment: Women and Frontier Coffey County, Kansas: 1855-1880,” chapter 5 in Illuminating How Identities, Stereotypes, and Inequalities Matter Through Gender Studies. Nicole Farris, Mary Ann Davis, and D’Lane Compton, eds.
Springer
Our chapter abstract: "Violent Environment: Women and Frontier Coffey County, Kansas: 1855-1880," discusses the brutal murder of Mary Wiley and her young son, William in Coffey County, Kansas during the mid-19th century. It addresses the question of how concepts of gender and feminist theories can be more fully integrated into historical analysis. We have adopted the recent approach of "transdisciplinarity" to serve as a stronger bridge between the more conventional "gender & history" approach of the past twenty-five years and the literary and feminist theory foundations from which historians have drawn theoretical inspiration. Within our broader discussion of the historical context of gender and power in Coffey County, Kansas during the mid-1800s, we focus on two main themes: (1) conceptualizing patriarchy and violence, women as victims and perpetrators, and (2) an analysis of the body as the locus of violent discourse. By reading the various narratives associated with this violent event through the theoretical lenses reinvigorated from "border" disciplines, we gain a deeper understanding of gender and violence on the Kansas frontier as manifested in this case study.
“Violent Environment: Women and Frontier Coffey County, Kansas: 1855-1880,” chapter 5 in Illuminating How Identities, Stereotypes, and Inequalities Matter Through Gender Studies. Nicole Farris, Mary Ann Davis, and D’Lane Compton, eds.
Springer
Our chapter abstract: "Violent Environment: Women and Frontier Coffey County, Kansas: 1855-1880," discusses the brutal murder of Mary Wiley and her young son, William in Coffey County, Kansas during the mid-19th century. It addresses the question of how concepts of gender and feminist theories can be more fully integrated into historical analysis. We have adopted the recent approach of "transdisciplinarity" to serve as a stronger bridge between the more conventional "gender & history" approach of the past twenty-five years and the literary and feminist theory foundations from which historians have drawn theoretical inspiration. Within our broader discussion of the historical context of gender and power in Coffey County, Kansas during the mid-1800s, we focus on two main themes: (1) conceptualizing patriarchy and violence, women as victims and perpetrators, and (2) an analysis of the body as the locus of violent discourse. By reading the various narratives associated with this violent event through the theoretical lenses reinvigorated from "border" disciplines, we gain a deeper understanding of gender and violence on the Kansas frontier as manifested in this case study.
Transdisciplinarity: resistance and opportunity for growth
JAST: Journal of American Studies Turkey
This reflective essay explores the potential benefits of transdisciplinarity to students and to the broader academic community. It discusses the various reasons for resistance to the notion of interdisciplinarity held by many who are engaged and invested in traditional approaches to their disciplines. This essay examines several approaches to and definitions of the concept of transdisciplinarity. Blending the frameworks of Basarab Nicolescu, Roderick L. Lawrence, and Richard Johnson distills the essence of transdisciplinarity: the transformative nature of the exchange of knowledge, methods, and understanding between the disciplines. Through several brief case studies, this essay explores opportunities presented by a transdisciplinary approach for reinvigorating and potentially transforming the disciplines, and for engaging students and communities in transdisciplinary study. This is a time of opportunity to help create new approaches to learning and knowledge – within, between, and beyond traditional approaches to the disciplines.
“Violent Environment: Women and Frontier Coffey County, Kansas: 1855-1880,” chapter 5 in Illuminating How Identities, Stereotypes, and Inequalities Matter Through Gender Studies. Nicole Farris, Mary Ann Davis, and D’Lane Compton, eds.
Springer
Our chapter abstract: "Violent Environment: Women and Frontier Coffey County, Kansas: 1855-1880," discusses the brutal murder of Mary Wiley and her young son, William in Coffey County, Kansas during the mid-19th century. It addresses the question of how concepts of gender and feminist theories can be more fully integrated into historical analysis. We have adopted the recent approach of "transdisciplinarity" to serve as a stronger bridge between the more conventional "gender & history" approach of the past twenty-five years and the literary and feminist theory foundations from which historians have drawn theoretical inspiration. Within our broader discussion of the historical context of gender and power in Coffey County, Kansas during the mid-1800s, we focus on two main themes: (1) conceptualizing patriarchy and violence, women as victims and perpetrators, and (2) an analysis of the body as the locus of violent discourse. By reading the various narratives associated with this violent event through the theoretical lenses reinvigorated from "border" disciplines, we gain a deeper understanding of gender and violence on the Kansas frontier as manifested in this case study.
Transdisciplinarity: resistance and opportunity for growth
JAST: Journal of American Studies Turkey
This reflective essay explores the potential benefits of transdisciplinarity to students and to the broader academic community. It discusses the various reasons for resistance to the notion of interdisciplinarity held by many who are engaged and invested in traditional approaches to their disciplines. This essay examines several approaches to and definitions of the concept of transdisciplinarity. Blending the frameworks of Basarab Nicolescu, Roderick L. Lawrence, and Richard Johnson distills the essence of transdisciplinarity: the transformative nature of the exchange of knowledge, methods, and understanding between the disciplines. Through several brief case studies, this essay explores opportunities presented by a transdisciplinary approach for reinvigorating and potentially transforming the disciplines, and for engaging students and communities in transdisciplinary study. This is a time of opportunity to help create new approaches to learning and knowledge – within, between, and beyond traditional approaches to the disciplines.
A mentoring network for 21st century faculty
Journal of Education and Social Policy
Bunkowski, L. M. & Anderson, S. C. (2017). A mentoring network for 21st century faculty. Journal of Education and Social Policy, 4(3). New faculty today are characterized by greater diversity, a variety of appointment types, a familiarity with communication technologies, and a range of approaches to their academic careers, including an emphasis on work-life balance, collaboration, and collegial relationships. The arrival of a large cohort of new faculty in 2014 challenged the existing support structures of our university. As a new institution, we had not yet developed a formal framework to meet the orientation and mentoring needs of our new faculty. Inspired by recent scholarship, we developed an innovative mentoring network with orientation and professional development opportunities to appeal to next-generation faculty. The network we developed centered on group orientation and professional development sessions, augmented with mentoring options (peer, one-on-one, small group, and e-mentoring). This article provides an overview of the formation and scope of the project, and a discussion of the brief assessment and results of the 2-year pilot phase.
“Violent Environment: Women and Frontier Coffey County, Kansas: 1855-1880,” chapter 5 in Illuminating How Identities, Stereotypes, and Inequalities Matter Through Gender Studies. Nicole Farris, Mary Ann Davis, and D’Lane Compton, eds.
Springer
Our chapter abstract: "Violent Environment: Women and Frontier Coffey County, Kansas: 1855-1880," discusses the brutal murder of Mary Wiley and her young son, William in Coffey County, Kansas during the mid-19th century. It addresses the question of how concepts of gender and feminist theories can be more fully integrated into historical analysis. We have adopted the recent approach of "transdisciplinarity" to serve as a stronger bridge between the more conventional "gender & history" approach of the past twenty-five years and the literary and feminist theory foundations from which historians have drawn theoretical inspiration. Within our broader discussion of the historical context of gender and power in Coffey County, Kansas during the mid-1800s, we focus on two main themes: (1) conceptualizing patriarchy and violence, women as victims and perpetrators, and (2) an analysis of the body as the locus of violent discourse. By reading the various narratives associated with this violent event through the theoretical lenses reinvigorated from "border" disciplines, we gain a deeper understanding of gender and violence on the Kansas frontier as manifested in this case study.
Transdisciplinarity: resistance and opportunity for growth
JAST: Journal of American Studies Turkey
This reflective essay explores the potential benefits of transdisciplinarity to students and to the broader academic community. It discusses the various reasons for resistance to the notion of interdisciplinarity held by many who are engaged and invested in traditional approaches to their disciplines. This essay examines several approaches to and definitions of the concept of transdisciplinarity. Blending the frameworks of Basarab Nicolescu, Roderick L. Lawrence, and Richard Johnson distills the essence of transdisciplinarity: the transformative nature of the exchange of knowledge, methods, and understanding between the disciplines. Through several brief case studies, this essay explores opportunities presented by a transdisciplinary approach for reinvigorating and potentially transforming the disciplines, and for engaging students and communities in transdisciplinary study. This is a time of opportunity to help create new approaches to learning and knowledge – within, between, and beyond traditional approaches to the disciplines.
A mentoring network for 21st century faculty
Journal of Education and Social Policy
Bunkowski, L. M. & Anderson, S. C. (2017). A mentoring network for 21st century faculty. Journal of Education and Social Policy, 4(3). New faculty today are characterized by greater diversity, a variety of appointment types, a familiarity with communication technologies, and a range of approaches to their academic careers, including an emphasis on work-life balance, collaboration, and collegial relationships. The arrival of a large cohort of new faculty in 2014 challenged the existing support structures of our university. As a new institution, we had not yet developed a formal framework to meet the orientation and mentoring needs of our new faculty. Inspired by recent scholarship, we developed an innovative mentoring network with orientation and professional development opportunities to appeal to next-generation faculty. The network we developed centered on group orientation and professional development sessions, augmented with mentoring options (peer, one-on-one, small group, and e-mentoring). This article provides an overview of the formation and scope of the project, and a discussion of the brief assessment and results of the 2-year pilot phase.
Beliefs Regarding Faculty Participation in Peer Reviews of Online Courses
Internet Learning
Abstract: Prior to implementing a voluntary, unofficial Quality Matters peer review process for online courses at our institution, several faculty members openly expressed concerns about the process. To systematically identify and examine how highly endorsed these beliefs actually were, we used the Theory of Planned Behavior (Ajzen, 1985) to investigate faculty beliefs and their plans to participate in the peer review. This behavior prediction model provided a logical theoretical basis for this investigation because it targets intentions to perform volitional behaviors and directly examines salient beliefs underlying attitudes, subjective norms, and perceived behavioral control toward the behavior. Tough differences in belief endorsement between faculty members who chose to participate in the peer review and those who did not could not be tested statistically due to small sample sizes, a qualitative examination of the endorsement of the modal belief statements provided useful information about faculty members’ perceptions of completing the peer review. Our results indicated that many of the concerns and criticisms of the peer review process were not as highly endorsed as initially assumed. Our objective examination of faculty beliefs, instead of reliance on hearsay and a vocal minority, was useful in identifying genuine faculty concerns that could be directly addressed. Our data provided directions to guide administrative changes in our process to increase participation in internal peer reviews with the goal of improving the online course design quality.
“Violent Environment: Women and Frontier Coffey County, Kansas: 1855-1880,” chapter 5 in Illuminating How Identities, Stereotypes, and Inequalities Matter Through Gender Studies. Nicole Farris, Mary Ann Davis, and D’Lane Compton, eds.
Springer
Our chapter abstract: "Violent Environment: Women and Frontier Coffey County, Kansas: 1855-1880," discusses the brutal murder of Mary Wiley and her young son, William in Coffey County, Kansas during the mid-19th century. It addresses the question of how concepts of gender and feminist theories can be more fully integrated into historical analysis. We have adopted the recent approach of "transdisciplinarity" to serve as a stronger bridge between the more conventional "gender & history" approach of the past twenty-five years and the literary and feminist theory foundations from which historians have drawn theoretical inspiration. Within our broader discussion of the historical context of gender and power in Coffey County, Kansas during the mid-1800s, we focus on two main themes: (1) conceptualizing patriarchy and violence, women as victims and perpetrators, and (2) an analysis of the body as the locus of violent discourse. By reading the various narratives associated with this violent event through the theoretical lenses reinvigorated from "border" disciplines, we gain a deeper understanding of gender and violence on the Kansas frontier as manifested in this case study.
Transdisciplinarity: resistance and opportunity for growth
JAST: Journal of American Studies Turkey
This reflective essay explores the potential benefits of transdisciplinarity to students and to the broader academic community. It discusses the various reasons for resistance to the notion of interdisciplinarity held by many who are engaged and invested in traditional approaches to their disciplines. This essay examines several approaches to and definitions of the concept of transdisciplinarity. Blending the frameworks of Basarab Nicolescu, Roderick L. Lawrence, and Richard Johnson distills the essence of transdisciplinarity: the transformative nature of the exchange of knowledge, methods, and understanding between the disciplines. Through several brief case studies, this essay explores opportunities presented by a transdisciplinary approach for reinvigorating and potentially transforming the disciplines, and for engaging students and communities in transdisciplinary study. This is a time of opportunity to help create new approaches to learning and knowledge – within, between, and beyond traditional approaches to the disciplines.
A mentoring network for 21st century faculty
Journal of Education and Social Policy
Bunkowski, L. M. & Anderson, S. C. (2017). A mentoring network for 21st century faculty. Journal of Education and Social Policy, 4(3). New faculty today are characterized by greater diversity, a variety of appointment types, a familiarity with communication technologies, and a range of approaches to their academic careers, including an emphasis on work-life balance, collaboration, and collegial relationships. The arrival of a large cohort of new faculty in 2014 challenged the existing support structures of our university. As a new institution, we had not yet developed a formal framework to meet the orientation and mentoring needs of our new faculty. Inspired by recent scholarship, we developed an innovative mentoring network with orientation and professional development opportunities to appeal to next-generation faculty. The network we developed centered on group orientation and professional development sessions, augmented with mentoring options (peer, one-on-one, small group, and e-mentoring). This article provides an overview of the formation and scope of the project, and a discussion of the brief assessment and results of the 2-year pilot phase.
Beliefs Regarding Faculty Participation in Peer Reviews of Online Courses
Internet Learning
Abstract: Prior to implementing a voluntary, unofficial Quality Matters peer review process for online courses at our institution, several faculty members openly expressed concerns about the process. To systematically identify and examine how highly endorsed these beliefs actually were, we used the Theory of Planned Behavior (Ajzen, 1985) to investigate faculty beliefs and their plans to participate in the peer review. This behavior prediction model provided a logical theoretical basis for this investigation because it targets intentions to perform volitional behaviors and directly examines salient beliefs underlying attitudes, subjective norms, and perceived behavioral control toward the behavior. Tough differences in belief endorsement between faculty members who chose to participate in the peer review and those who did not could not be tested statistically due to small sample sizes, a qualitative examination of the endorsement of the modal belief statements provided useful information about faculty members’ perceptions of completing the peer review. Our results indicated that many of the concerns and criticisms of the peer review process were not as highly endorsed as initially assumed. Our objective examination of faculty beliefs, instead of reliance on hearsay and a vocal minority, was useful in identifying genuine faculty concerns that could be directly addressed. Our data provided directions to guide administrative changes in our process to increase participation in internal peer reviews with the goal of improving the online course design quality.
The Little Engine that Could – How to Start the Motor? Motivating the Online Student
Insight: Journal of Scholarly Teaching
Abstract: Motivation is a function of initiating and sustaining goal-directed action. In addition to individual variables, student motivation is influenced by situational variables that include course design, instructional approach, and to a great extent, faculty behavior. This article presents classic literature on motivation and offers a grounded set of instructional methods and strategies with which faculty can spark and sustain motivation that leads to deep rather than superficial learning in the online learner. These classic motivational techniques have a direct relationship with today's online learner. The authors highlight the significance of external influences and describe some of the many opportunities available to faculty to enhance the motivation of online students to learn.
“Violent Environment: Women and Frontier Coffey County, Kansas: 1855-1880,” chapter 5 in Illuminating How Identities, Stereotypes, and Inequalities Matter Through Gender Studies. Nicole Farris, Mary Ann Davis, and D’Lane Compton, eds.
Springer
Our chapter abstract: "Violent Environment: Women and Frontier Coffey County, Kansas: 1855-1880," discusses the brutal murder of Mary Wiley and her young son, William in Coffey County, Kansas during the mid-19th century. It addresses the question of how concepts of gender and feminist theories can be more fully integrated into historical analysis. We have adopted the recent approach of "transdisciplinarity" to serve as a stronger bridge between the more conventional "gender & history" approach of the past twenty-five years and the literary and feminist theory foundations from which historians have drawn theoretical inspiration. Within our broader discussion of the historical context of gender and power in Coffey County, Kansas during the mid-1800s, we focus on two main themes: (1) conceptualizing patriarchy and violence, women as victims and perpetrators, and (2) an analysis of the body as the locus of violent discourse. By reading the various narratives associated with this violent event through the theoretical lenses reinvigorated from "border" disciplines, we gain a deeper understanding of gender and violence on the Kansas frontier as manifested in this case study.
Transdisciplinarity: resistance and opportunity for growth
JAST: Journal of American Studies Turkey
This reflective essay explores the potential benefits of transdisciplinarity to students and to the broader academic community. It discusses the various reasons for resistance to the notion of interdisciplinarity held by many who are engaged and invested in traditional approaches to their disciplines. This essay examines several approaches to and definitions of the concept of transdisciplinarity. Blending the frameworks of Basarab Nicolescu, Roderick L. Lawrence, and Richard Johnson distills the essence of transdisciplinarity: the transformative nature of the exchange of knowledge, methods, and understanding between the disciplines. Through several brief case studies, this essay explores opportunities presented by a transdisciplinary approach for reinvigorating and potentially transforming the disciplines, and for engaging students and communities in transdisciplinary study. This is a time of opportunity to help create new approaches to learning and knowledge – within, between, and beyond traditional approaches to the disciplines.
A mentoring network for 21st century faculty
Journal of Education and Social Policy
Bunkowski, L. M. & Anderson, S. C. (2017). A mentoring network for 21st century faculty. Journal of Education and Social Policy, 4(3). New faculty today are characterized by greater diversity, a variety of appointment types, a familiarity with communication technologies, and a range of approaches to their academic careers, including an emphasis on work-life balance, collaboration, and collegial relationships. The arrival of a large cohort of new faculty in 2014 challenged the existing support structures of our university. As a new institution, we had not yet developed a formal framework to meet the orientation and mentoring needs of our new faculty. Inspired by recent scholarship, we developed an innovative mentoring network with orientation and professional development opportunities to appeal to next-generation faculty. The network we developed centered on group orientation and professional development sessions, augmented with mentoring options (peer, one-on-one, small group, and e-mentoring). This article provides an overview of the formation and scope of the project, and a discussion of the brief assessment and results of the 2-year pilot phase.
Beliefs Regarding Faculty Participation in Peer Reviews of Online Courses
Internet Learning
Abstract: Prior to implementing a voluntary, unofficial Quality Matters peer review process for online courses at our institution, several faculty members openly expressed concerns about the process. To systematically identify and examine how highly endorsed these beliefs actually were, we used the Theory of Planned Behavior (Ajzen, 1985) to investigate faculty beliefs and their plans to participate in the peer review. This behavior prediction model provided a logical theoretical basis for this investigation because it targets intentions to perform volitional behaviors and directly examines salient beliefs underlying attitudes, subjective norms, and perceived behavioral control toward the behavior. Tough differences in belief endorsement between faculty members who chose to participate in the peer review and those who did not could not be tested statistically due to small sample sizes, a qualitative examination of the endorsement of the modal belief statements provided useful information about faculty members’ perceptions of completing the peer review. Our results indicated that many of the concerns and criticisms of the peer review process were not as highly endorsed as initially assumed. Our objective examination of faculty beliefs, instead of reliance on hearsay and a vocal minority, was useful in identifying genuine faculty concerns that could be directly addressed. Our data provided directions to guide administrative changes in our process to increase participation in internal peer reviews with the goal of improving the online course design quality.
The Little Engine that Could – How to Start the Motor? Motivating the Online Student
Insight: Journal of Scholarly Teaching
Abstract: Motivation is a function of initiating and sustaining goal-directed action. In addition to individual variables, student motivation is influenced by situational variables that include course design, instructional approach, and to a great extent, faculty behavior. This article presents classic literature on motivation and offers a grounded set of instructional methods and strategies with which faculty can spark and sustain motivation that leads to deep rather than superficial learning in the online learner. These classic motivational techniques have a direct relationship with today's online learner. The authors highlight the significance of external influences and describe some of the many opportunities available to faculty to enhance the motivation of online students to learn.
Adaptation and transformative learning in an undergraduate history class
In L. Raw (Ed.) Adapted from the Original: Essays on the Value and Values of Works Remade for a New Medium. Jefferson, NC: McFarland.
Bunkowski, L. (2018). Adaptation and transformative learning in an undergraduate history class. In L. Raw (Ed.) Adapted from the Original: Essays on the Value and Values of Works Remade for a New Medium. Jefferson, NC: McFarland.. The purpose of this small, qualitative case study was to examine learner attitudes and perspectives about the transformative learning impact of the use of adaptation in this undergraduate history course. The research objectives guiding this study were to obtain learner perceptions of the impact of transformative learning through adaptation, and to evaluate the alignment of learner perceptions with my perceptions (as the instructor) of the efficacy of adaptation as a strategy for teaching history and achieving the learning objective: to improve historical thinking.
