Lois Trautvetter - Academia.edu (original) (raw)
Papers by Lois Trautvetter
The Review of Higher Education, 2010
ABSTRACT Is an undergraduate education more than the means to help students master their respecti... more ABSTRACT Is an undergraduate education more than the means to help students master their respective discipline(s) and get into professional or graduate schools and prepare them for good careers? Moral education has been experiencing a recent resurgence in American higher education evidenced by (a) emerging campus initiatives for civic engagement, (b) ethics focused on students, (c) serious scrutiny of faculty and student affairs professionals' roles, and (d) how colleges perpetuate individualistic or community-oriented ends such as integrity, respect, and tolerance for diversity. Is the modern university expected to prepare students to be active and moral citizens in society? If so, higher education institutions need to be responsible stewards of the traditional academy and responsive to the current challenges of our society by preparing students to be active and moral citizens by addressing the social ills and economic challenges of the world. And if this task is not the university's, where will these needs be met? Debating Moral Education: Rethinking the Role of the Modern University, edited by Elizabeth Kiss and J. Peter Euben, is an engaging collection of essays by prominent scholars from religious, philosophical, and political backgrounds who debate the role of morality and ethics in the university. This volume is the third in a series of books from the Kenan Institute for Ethics that started out as a working conference at Duke University. Readers who begin this book can easily imagine themselves caught up in the unfolding, urgent, but friendly controversy of scholarly opinions regarding moral education. The book, divided into four parts, is a well-constructed argument concerning whether the university has a responsibility and role in teaching its undergraduate students ethics and morality. The presented argument, obviously, cannot be discussed without exploring the historical narrative of today's "return to ethics" in higher education. Part 1 includes the editors' identification of 12 trends that characterize the return to moral education, as well as what they deem to be the four tasks for moral education today. This chapter is quickly followed by Julie Reuben's informative essay as a historical overview of the place of ethics in American higher education. The rest of the volume is divided into ways that accentuate "the debate" of the book by exchanging contradictory views. Part 2 highlights Stanley Fish's argument that higher education should not be involved in moral education at all. Kiss and Euben start the debate with an essay that critiques Fish's series of articles published in the Chronicle of Higher Education and New York Times, especially his assertion that the sole purpose of the university is "to pursue academic research and to train future researchers and any attempt to concern ourselves with students' lives outside the classroom amounts to discipleship or indoctrination" (p. 59). Fish counterattacks with his own reply to Kiss and Euben, followed by Stanley Hauerwas's essay, which agrees with Fish in some areas and disagrees with him in others but explores the mutual influences of religion and money in the pursuit of moral education. Part 3 examines the challenges and opportunities of contemporary politics and culture in moral education today. The authors in this section such as Wilson McWilliams, Susan McWilliams, Lawrence Blum, James Murphy, Patchen Markell, George Shulman, and Romand Coles offer different proposals and visions for the prospect of moral education, beginning with cultural and multicultural issues but broadening to include struggles over race and civic identity, as well as extreme cases of poverty and wealth as they relate to moral education. Finally the fourth part of the book focuses on what virtues—intellectual, civic, and political—institutions of higher education should focus on and how. Several of these essays mention a sense of community or working together as a goal of moral education. David Hoekema focuses on who the most influential "moral guides and teachers" are on college campuses: faculty, student affairs professionals, religious leaders, and/or student leaders of major campus organizations. He urges, "We only need to build institutional structures and expectations that will permit them to get to work" (p. 266). J. Donald Moon calls for "a common communicative culture" that will help citizens "to understand the possibility of discursively testing and revising their...
The Review of Higher Education, 2006
Routledge eBooks, Jun 29, 2023
Choice Reviews Online, Jul 1, 2006
2011 ASEE Annual Conference & Exposition Proceedings
Dr. Trautvetter studies faculty development and productivity issues, including those that enhance... more Dr. Trautvetter studies faculty development and productivity issues, including those that enhance teaching and research, motivation, and new and junior faculty development. She also studies gender issues in the STEM disciplines.
2011 ASEE Annual Conference & Exposition Proceedings
Women and Men in Engineering (AWE) and Assessing Women in Student Environments (AWISE) projects, ... more Women and Men in Engineering (AWE) and Assessing Women in Student Environments (AWISE) projects, and a co-principal investigator for the National Girls Collaborative project. Dr. Marra teaches course on assessment, evaluation and the design and implementation of effective online learning experiences.
About Campus, 2008
... Lois Calian Trautvetter is assistant professor and associate director of higher education adm... more ... Lois Calian Trautvetter is assistant professor and associate director of higher education administration and policy in Northwestern University's School of Education ... is built around a unique theme, but all are designed to help the student “(1) consider how the Christian faith can ...
Journal of Human Behavior in the Social Environment, 2008
New faculty in church-related institutions can struggle with many stresses (e.g., meeting expecta... more New faculty in church-related institutions can struggle with many stresses (e.g., meeting expectations, lack of collegiality, time restraints, balance of work and their contributions to their discipline, and balance of work and non-work activities). In addition, these faculty members are being asked to develop students holistically within a campus community and also to share their talents by being engaged in multiple external communities, as well. Since there is very little or no graduate preparation for these new faculty, it is important for them to understand the mission and identity of the institution and become engaged in its community by taking part in faculty development activities to receive clear expectations about their contributions, thereby reducing stress. Also colleges need to design an assessment program that simultaneously fosters the development of faculty and fulfills the mission of the institution, by looking at worth, as well as merit.
The Journal of Higher Education, 2006
Community College Journal of Research and Practice, 2007
Journal of College and Character, 2005
In our soon to be published book entitled Putting Students First: How Colleges Develop Students P... more In our soon to be published book entitled Putting Students First: How Colleges Develop Students Purposefully (Anker Press), we call for a reinvigoration of higher education's commitment to "put students first" by prioritizing a holistic approach to student development. This call is not unfamiliar to higher education. What is new, however, are the ways and contexts in which people-in theory and practice-advocate for keeping the student in student development and for adopting of a view of student development that is comprehensive and holistic. In our book, and by extension in this article, we use the term student development to include a full spectrum of holistic student learning and development goals that includes vocational, professional, intellectual, cognitive, social, civic, political, moral, ethical, and spiritual dimensions as well as a focus on values clarification and character development.
... Lisa R. Lattuca Pennsylvania State University Lois C. Trautvetter Northwestern University Sar... more ... Lisa R. Lattuca Pennsylvania State University Lois C. Trautvetter Northwestern University Sarah L. Codd Montana State University David B. Knight ... and social sciences dismissively, but the backbone of science, math and technical courses has remained strong (Culligan & Pena ...
Dr. Trautvetter studies faculty development and productivity issues, including those that enhance... more Dr. Trautvetter studies faculty development and productivity issues, including those that enhance teaching and research, motivation, and new and junior faculty development. She also studies gender issues in the STEM disciplines.
2011 ASEE Annual Conference & Exposition Proceedings
Online Learning
The purpose of this case study was to examine how a professional graduate program in higher educa... more The purpose of this case study was to examine how a professional graduate program in higher education administration developed seminar-style courses in a blended format. Blended courses involved two extended in-person weekend sessions with synchronous online sessions, and other asynchronous coursework in between. This study explored the importance of interaction, student satisfaction, and motivation to student success. Data were collected through student surveys and faculty interviews from 11 courses within the same graduate degree program at a private, highly-selective research university from spring 2016 through spring 2018. Class size was the biggest factor relating to student interaction. This study also found synchronous online discussions had a greater impact than other learning activities and that satisfaction and interaction had a slight increase over time as students and instructors became more comfortable with the format.
This session will present preliminary findings from Prototyping the Engineer of 2020: A 360-degre... more This session will present preliminary findings from Prototyping the Engineer of 2020: A 360-degree Study of Effective Education (P360), funded by the National Science Foundation. The study is designed to provide empirically based guidance for engineering programs seeking to recruit and retain diverse students and to prepare all new engineers for work in a changing global economy. Researchers identified six institutions that are, in different ways, already producing engineers with some of the attributes of the Engineer of 2020: Arizona State University, Harvey Mudd College, Howard University, MIT, the University of Michigan, and Virginia Tech. Brief presentations will identify educational and institutional practices and policies that appear to be especially effective in producing engineers with superior design, interdisciplinary, and contextual knowledge and skills. Presenters will also discuss linkages between effective curricula, instruction, and student experiences and supportive institutional cultures, practices, and policies.
The Review of Higher Education, 2010
ABSTRACT Is an undergraduate education more than the means to help students master their respecti... more ABSTRACT Is an undergraduate education more than the means to help students master their respective discipline(s) and get into professional or graduate schools and prepare them for good careers? Moral education has been experiencing a recent resurgence in American higher education evidenced by (a) emerging campus initiatives for civic engagement, (b) ethics focused on students, (c) serious scrutiny of faculty and student affairs professionals' roles, and (d) how colleges perpetuate individualistic or community-oriented ends such as integrity, respect, and tolerance for diversity. Is the modern university expected to prepare students to be active and moral citizens in society? If so, higher education institutions need to be responsible stewards of the traditional academy and responsive to the current challenges of our society by preparing students to be active and moral citizens by addressing the social ills and economic challenges of the world. And if this task is not the university's, where will these needs be met? Debating Moral Education: Rethinking the Role of the Modern University, edited by Elizabeth Kiss and J. Peter Euben, is an engaging collection of essays by prominent scholars from religious, philosophical, and political backgrounds who debate the role of morality and ethics in the university. This volume is the third in a series of books from the Kenan Institute for Ethics that started out as a working conference at Duke University. Readers who begin this book can easily imagine themselves caught up in the unfolding, urgent, but friendly controversy of scholarly opinions regarding moral education. The book, divided into four parts, is a well-constructed argument concerning whether the university has a responsibility and role in teaching its undergraduate students ethics and morality. The presented argument, obviously, cannot be discussed without exploring the historical narrative of today's "return to ethics" in higher education. Part 1 includes the editors' identification of 12 trends that characterize the return to moral education, as well as what they deem to be the four tasks for moral education today. This chapter is quickly followed by Julie Reuben's informative essay as a historical overview of the place of ethics in American higher education. The rest of the volume is divided into ways that accentuate "the debate" of the book by exchanging contradictory views. Part 2 highlights Stanley Fish's argument that higher education should not be involved in moral education at all. Kiss and Euben start the debate with an essay that critiques Fish's series of articles published in the Chronicle of Higher Education and New York Times, especially his assertion that the sole purpose of the university is "to pursue academic research and to train future researchers and any attempt to concern ourselves with students' lives outside the classroom amounts to discipleship or indoctrination" (p. 59). Fish counterattacks with his own reply to Kiss and Euben, followed by Stanley Hauerwas's essay, which agrees with Fish in some areas and disagrees with him in others but explores the mutual influences of religion and money in the pursuit of moral education. Part 3 examines the challenges and opportunities of contemporary politics and culture in moral education today. The authors in this section such as Wilson McWilliams, Susan McWilliams, Lawrence Blum, James Murphy, Patchen Markell, George Shulman, and Romand Coles offer different proposals and visions for the prospect of moral education, beginning with cultural and multicultural issues but broadening to include struggles over race and civic identity, as well as extreme cases of poverty and wealth as they relate to moral education. Finally the fourth part of the book focuses on what virtues—intellectual, civic, and political—institutions of higher education should focus on and how. Several of these essays mention a sense of community or working together as a goal of moral education. David Hoekema focuses on who the most influential "moral guides and teachers" are on college campuses: faculty, student affairs professionals, religious leaders, and/or student leaders of major campus organizations. He urges, "We only need to build institutional structures and expectations that will permit them to get to work" (p. 266). J. Donald Moon calls for "a common communicative culture" that will help citizens "to understand the possibility of discursively testing and revising their...
The Review of Higher Education, 2006
Routledge eBooks, Jun 29, 2023
Choice Reviews Online, Jul 1, 2006
2011 ASEE Annual Conference & Exposition Proceedings
Dr. Trautvetter studies faculty development and productivity issues, including those that enhance... more Dr. Trautvetter studies faculty development and productivity issues, including those that enhance teaching and research, motivation, and new and junior faculty development. She also studies gender issues in the STEM disciplines.
2011 ASEE Annual Conference & Exposition Proceedings
Women and Men in Engineering (AWE) and Assessing Women in Student Environments (AWISE) projects, ... more Women and Men in Engineering (AWE) and Assessing Women in Student Environments (AWISE) projects, and a co-principal investigator for the National Girls Collaborative project. Dr. Marra teaches course on assessment, evaluation and the design and implementation of effective online learning experiences.
About Campus, 2008
... Lois Calian Trautvetter is assistant professor and associate director of higher education adm... more ... Lois Calian Trautvetter is assistant professor and associate director of higher education administration and policy in Northwestern University's School of Education ... is built around a unique theme, but all are designed to help the student “(1) consider how the Christian faith can ...
Journal of Human Behavior in the Social Environment, 2008
New faculty in church-related institutions can struggle with many stresses (e.g., meeting expecta... more New faculty in church-related institutions can struggle with many stresses (e.g., meeting expectations, lack of collegiality, time restraints, balance of work and their contributions to their discipline, and balance of work and non-work activities). In addition, these faculty members are being asked to develop students holistically within a campus community and also to share their talents by being engaged in multiple external communities, as well. Since there is very little or no graduate preparation for these new faculty, it is important for them to understand the mission and identity of the institution and become engaged in its community by taking part in faculty development activities to receive clear expectations about their contributions, thereby reducing stress. Also colleges need to design an assessment program that simultaneously fosters the development of faculty and fulfills the mission of the institution, by looking at worth, as well as merit.
The Journal of Higher Education, 2006
Community College Journal of Research and Practice, 2007
Journal of College and Character, 2005
In our soon to be published book entitled Putting Students First: How Colleges Develop Students P... more In our soon to be published book entitled Putting Students First: How Colleges Develop Students Purposefully (Anker Press), we call for a reinvigoration of higher education's commitment to "put students first" by prioritizing a holistic approach to student development. This call is not unfamiliar to higher education. What is new, however, are the ways and contexts in which people-in theory and practice-advocate for keeping the student in student development and for adopting of a view of student development that is comprehensive and holistic. In our book, and by extension in this article, we use the term student development to include a full spectrum of holistic student learning and development goals that includes vocational, professional, intellectual, cognitive, social, civic, political, moral, ethical, and spiritual dimensions as well as a focus on values clarification and character development.
... Lisa R. Lattuca Pennsylvania State University Lois C. Trautvetter Northwestern University Sar... more ... Lisa R. Lattuca Pennsylvania State University Lois C. Trautvetter Northwestern University Sarah L. Codd Montana State University David B. Knight ... and social sciences dismissively, but the backbone of science, math and technical courses has remained strong (Culligan & Pena ...
Dr. Trautvetter studies faculty development and productivity issues, including those that enhance... more Dr. Trautvetter studies faculty development and productivity issues, including those that enhance teaching and research, motivation, and new and junior faculty development. She also studies gender issues in the STEM disciplines.
2011 ASEE Annual Conference & Exposition Proceedings
Online Learning
The purpose of this case study was to examine how a professional graduate program in higher educa... more The purpose of this case study was to examine how a professional graduate program in higher education administration developed seminar-style courses in a blended format. Blended courses involved two extended in-person weekend sessions with synchronous online sessions, and other asynchronous coursework in between. This study explored the importance of interaction, student satisfaction, and motivation to student success. Data were collected through student surveys and faculty interviews from 11 courses within the same graduate degree program at a private, highly-selective research university from spring 2016 through spring 2018. Class size was the biggest factor relating to student interaction. This study also found synchronous online discussions had a greater impact than other learning activities and that satisfaction and interaction had a slight increase over time as students and instructors became more comfortable with the format.
This session will present preliminary findings from Prototyping the Engineer of 2020: A 360-degre... more This session will present preliminary findings from Prototyping the Engineer of 2020: A 360-degree Study of Effective Education (P360), funded by the National Science Foundation. The study is designed to provide empirically based guidance for engineering programs seeking to recruit and retain diverse students and to prepare all new engineers for work in a changing global economy. Researchers identified six institutions that are, in different ways, already producing engineers with some of the attributes of the Engineer of 2020: Arizona State University, Harvey Mudd College, Howard University, MIT, the University of Michigan, and Virginia Tech. Brief presentations will identify educational and institutional practices and policies that appear to be especially effective in producing engineers with superior design, interdisciplinary, and contextual knowledge and skills. Presenters will also discuss linkages between effective curricula, instruction, and student experiences and supportive institutional cultures, practices, and policies.