62 research outputs found

    Ethical Leadership in Intercollegiate Athletics

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    Ethical leadership and a values-based culture should be two sides of the same coin in intercollegiate athletics. Needed are ethical leaders serving as role models of integrity, trustworthiness, honesty, fairness, and respect for others. Ethical leaders model how values should guide actions and decisions as well as implement reward systems that hold others accountable for ethical conduct. Athletic directors and other athletic administrators with the moral courage to do what is right regardless of circumstances can nurture values-based cultures as they shape and develop the lives of athletes and colleagues they influence. The purposes of this theoretical work are to explicate ethical leadership, explain the connection between ethical leadership and a values-based culture, and propose a model for developing and sustaining ethical leadership in a values-based culture

    Responsible Conduct: The Ethics of It All in Life and Research

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    The teaching and learning of ethics as applied generally to the human condition as well as specifically to ethics in research are explored in this discourse. This first section focuses on individual moral dilemmas whereas the second depicts professional ethics in a more complicated tension between the personal moral self and the professional rules, regulations, and ethical expectations of a particular institution

    The Growth of National Women's Tennis, 1904 -1940

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    This is the publisher's version, also found at http://ehis.ebscohost.com/ehost/detail?vid=3&sid=c44c6951-cd63-49fb-892a-28de0462b47f%40sessionmgr104&hid=106&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=s3h&AN=2007988

    A Model for Mentoring University Faculty

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    This is the author's accepted manuscript, post peer-review. The publisher's official version is available at: http://dx.doi.org/10.1080/00131725.2011.602466Operational characteristics for successful mentoring programs of new university faculty include clarity of purpose of the program, methods for matching mentors and protégés, mentor training, mentor-protégé relationship building, and program effectiveness assessment. Strengths of formal, informal, peer, group or consortia, intra-departmental, inter-departmental, and research mentoring approaches to mentoring from the literature are presented. Using characteristics and outcomes from successful programs, a proposed four-stage model of conceptualization, design and development, implementation, and evaluation can lead to the benefits of socialization into the culture, emotional support, networking, and increased job performance

    Ten School-Based Strategies for Student Success

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    This is the author's accepted manuscript, post peer-review. The publisher's official version is available at: http://dx.doi.org/10.1080/00228958.2010.10516697To enhance student learning, implement positive school-wide charges that effectively support teachers and principals

    Sport and Human Values

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    This is the publisher's official version, which the author has permission to share. It is also available electronically from: http://dx.doi.org/ 10.1111/j.0022-3840.1983.1604_4.

    Leaders of Character Model Values-Based Leadership

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    Caring Teachers -- The Key to Student Learning

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    This is the author's accepted manuscript, post peer-review. The publisher's official version is available at: http://dx.doi.org/10.1080/00228958.2007.10516474When students know that their teachers genuinely care, they respond by exerting greater effort to reach their potential

    Effective Teaching and Learning—A Five-Step Process

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    The Aristotelian triptych—tell them what you are going to tell them, tell them, and tell them what you told them—offers an excellent organizational framework for successful teaching. Two essentialities for learners interspersed with the Aristotelian triptych are—why listen (i.e., what’s in it for me?) and so what now (i.e., what’s its use to me?). In combination, an effective teaching and learning process requires five sequential steps. First, teachers preview how the course’s disciplinary content is organized. Second, teachers communicate information clearly and specifically to convince students how and why listening will personally benefit them. Third, teachers lead interactive classes utilizing a variety of instructional approaches interspersed with engaging learning activities. Fourth, through learning assessments, teachers reinforce learning. Fifth, students use new knowledge and skills learned

    Follow the Yellow Brick Road to a Successful Professional Career in Higher Education

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    This is the author's accepted manuscript, post peer-review. The publisher's official version is available at: http://dx.doi.org/10.1080/00131720902991251.Mentors and other colleagues can help guide faculty through various career stages as they develop and demonstrate their competence in teaching, research, and service; earn tenure and promotion; balance personal and professional responsibilities; meet post-tenure review expectations; and enjoy career-long productivity and satisfaction. Nurturing the ongoing development of faculty, including through faculty helping each other grow professionally, will prepare them to successfully meet the changes and challenges facing higher education
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