Perceptions Versus Reality: First Year/Early Career Faculty Expectations and Experiences through the Lens of Negentropy

McAvoy, John P.; Freeman, Sydney; Carr‐Chellman, Alison A.; Kitchel, Allen

doi:10.1080/13603124.2021.1882703

Cited by 2 publications

(2 citation statements)

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“…So then, what are the common characteristics of negentropic stakeholders? Extending earlier work that addressed the ways negentropic faculty members contribute to changes in university systems, (MacAvoy et al, 2021) but applied to K-12 stakeholders instead of faculty, we can begin to draw a picture of the negentropic teacher, leader, and change agent characteristics.…”

Section: What Are the Parts Of The System?mentioning

confidence: 99%

Negentropy: Principles and Use in PK-12 Schools

Carr‐Chellman

Kitchel

Olive

2022

International Journal of Educational Reform

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Recent articles have introduced ideas from Physics, specifically, negentropy, to the social sciences. Applications have been primarily in higher education, online learning, and organizations. This article applies negentropy to PK-12 school contexts, discussing the principles for application of systemic school reform and improvement. Negentropy is the reversal of common disintegration and degradation of systems through explicit attention to the reversal of energy losses. Negentropic actions can be taken by school stakeholders to release new energy and recapture energy that is leaving the organization. This paper describes the principles of negentropy in schools, distinguishes it from other common school change theories (systemic school change, entrepreneurial, innovation) and offers implementation advice.

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Section: What Are the Parts Of The System?mentioning

confidence: 99%

Negentropy: Principles and Use in PK-12 Schools

Carr‐Chellman

Kitchel

Olive

2022

International Journal of Educational Reform

Self Cite

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“…In addition, balancing competing activities other than teaching, such as research and service, is a challenge for most academics and administrative evaluators, especially for faculty just starting in the profession [4]. Many find themselves struggling to develop and deliver classes while maintaining a steady stream of research [5]. While a doctoral program prepares academics well for research, the programs are not usually designed to train university teachers [6].…”

Section: Introductionmentioning

confidence: 99%

Teaching in Higher Education after COVID-19: Optimizing Faculty Time and Effort Using a Proposed Model

Bajwa,

Tudor,

Varela

et al. 2024

Education Sciences

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We propose a model for use in higher education after COVID-19 that addresses how to organize class methods for effective and efficient teaching outcomes for both students and instructors. Faculty have a finite amount of time that they may spend on their courses and must determine which time combinations produce the best outcomes. First, we discuss the key work-related challenges faced by faculty and contend that competing demands on faculty time result in inefficient allocation of their time and effort. We then model the issue as an optimization problem and illustrate through examples how to help faculty choose optimal method combinations along with time spent. We use time as a measure of effort and define which combination of methods might be most effective for achieving course learning objectives. There are opportunities for wider use of this methodology, as effective application of effort toward meeting the appropriate learning objectives should create better outcomes. Numerical examples are used to demonstrate the applicability of the proposed model, including how administrators can use it to support and encourage faculty.

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Perceptions Versus Reality: First Year/Early Career Faculty Expectations and Experiences through the Lens of Negentropy

Cited by 2 publications

References 55 publications

Negentropy: Principles and Use in PK-12 Schools

Negentropy: Principles and Use in PK-12 Schools

Teaching in Higher Education after COVID-19: Optimizing Faculty Time and Effort Using a Proposed Model

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