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- Creators: Arizona State University
- Creators: Grumbach, Elizabeth
Description
As open-door institutions, community colleges provide access to students from a wide range of backgrounds, experiences, and cultures. Yet while enrollment of students of color in community colleges continues to increase, representation by faculty of color has not. This qualitative study investigated community college faculty search committee members' implicit and subjective observations, values, and beliefs about ethnic/racial diversity in order to gain an understanding of how they may influence the faculty hiring process. The researcher interviewed 12 subjects-- administrators and faculty members at three community colleges in a large district in the southwest region of the United States--who served on faculty search committees from 2006-2009. Findings revealed three major themes: (a) the communication of diversity; (b) search committee dynamics with the sub-themes of role of the chair, role of administration, and the issue of time; and (c) subjects' observations, values, and beliefs, with the sub-themes of conflict, the idea of a "good fit," colorblindness, self-perception of having attained enlightenment about diversity, and the blaming of applicant pools. Discussion of the results was facilitated by utilizing three critical race theory constructs: (a) the pervasiveness of racism as ordinary and normal, (b) the use of Whiteness as the normative standard, and (c) the rejection of liberalism. The findings support the literature's assertion that colleges and faculty search committees can publically claim to value diversity but engage in practices that are incongruent with such claims. Despite the best institutional rhetoric on faculty diversity, failure to address search committee members' values, beliefs, and behaviors will result in little change. Communication and effective leadership can help increase faculty of color representation at community colleges. Communication about the relevance and practical application of diversity should be strong and consistent. Additionally, search committee definitions of "qualified" need to be challenged specific to members' colorblindness and beliefs in the effectiveness of meritocracy. Moreover, leadership is needed to advocate and hold people responsible and accountable for inclusive practices. Critical race theory served as a useful theoretical framework to identify the obstacles and analyze policies and power structures that facilitate underrepresentation of faculty of color in community colleges.
ContributorsFujii, Stephanie J (Author) / De Los Santos, Jr., Alfredo G. (Thesis advisor) / Turner, Caroline S. (Thesis advisor) / Harper-Marinick, Maria (Committee member) / Arizona State University (Publisher)
Created2010
Description
Elizabeth Grumbach, the project manager of the Institute for Humanities Research's Digital Humanities Initiative, shares methodologies and best practices for designing a digital humanities project. The workshop will offer participants an introduction to digital humanities fundamentals, specifically tools and methodologies. Participants explore technologies and platforms that allow scholars of all skills levels to engage with digital humanities methods. Participants will be introduced to a variety of tools (including mapping, visualization, data analytics, and multimedia digital publication platforms), and how and why to choose specific applications, platforms, and tools based on project needs.
ContributorsGrumbach, Elizabeth (Author)
Created2018-09-26
Description
ABSTRACTThe purpose of this project was to discover how expert nurse faculty teach noticing
and cue recognition skills to undergraduate nursing students. The current health care
environment is complex, requiring new nurses to apply sound clinical judgment for safe
patient care. New nurses often struggle with the first phase of clinical judgment, which
includes noticing or cue recognition. Nurse educators often say that they teach clinical
judgment skills, however specific guidelines to accomplish this task are limited.
This study employed a qualitative exploratory descriptive design. Expert nursing
faculty (N=18) from across the USA were nominated by peers and participated in semistructured interviews in person or via webinar. Interviews were recorded, transcribed,
verified, and then coded using open and axial coding procedures in a grounded theory
approach. Themes were confirmed by three educators with experience in teaching clinical
judgment.
Fifteen themes emerged. Faculty employed a variety of methods to teach cue
recognition skills. In the clinical setting, faculty reported using orientation to the
environment, Socratic questioning, role modeling, guidance in cue collection, and open
discussion. Faculty teaching in simulation settings reported manipulating cues to reflect
real time consequences of missing cues and manipulating cues based on best available
evidence related to the scenarios.
Authentic clinical environments and human patient simulation provide
opportunities for undergraduate nursing students to learn cue recognition and noticing
skills. However, students need the support of nurse educators to guide their learning and
maintain overall safety. Expert nurse faculty possess a wealth of knowledge in how to teach
clinical judgment. Nurse educators reported using methods suitable across settings and
methods specific to clinical or simulation settings. The methods and strategies that expert
nurse educators reported for supporting students in clinical judgment can be used to build
and refine professional development programs for novice and continuing nurse educators.
ContributorsPoledna, Mari Christina (Author) / Hagler, Debbie (Thesis advisor) / Castro, Felipe (Thesis advisor) / O'Brien, Janet (Committee member) / Arizona State University (Publisher)
Created2023