NORTHCENTRAL UNIVERSITY

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Student: Leila H. Liberman
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EDU7101-8

Mel Finkenberg

Foundations for Doctoral Study in

Education

Assignment 7: Prepare an
Annotated Bibliography

Faculty Use Only

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Leila Liberman
EDU7101-8
Professor: Mel Finkenberg
Course: Foundation for Doctoral Study in Education
Assignment 7: Prepare an Annotated Bibliography
February 2015

Leila Liberman
EDU7101-8
Professor: Mel Finkenberg
Course: Foundation for Doctoral Study in Education
Assignment 7: Prepare an Annotated Bibliography
February 2015
Annotated Bibliography

Part 1: Added resource to outline from Week 4 related to my research topic outline
Elliott, M., Rhoades, N., Jackson, C. M., & Mandernach, B. J. (2015). Professional development:
Designing initiatives to meet the needs of online faculty. Journal Of Educators Online,
12(1), 160-188. Retrieved from
http://eds.b.ebscohost.com.proxy1.ncu.edu/eds/pdfviewer/pdfviewer?
vid=1&sid=9630ef1c-d81f-4d97-9248-74a2b7964aef%40sessionmgr114&hid=117
Part 2: Annotated Bibliography for the above reference
The purpose of this article is to review the concept of faculty development with concentration
given to online professors. The authors of this article are affiliated with two different universities.
One of the authors has produced other scholarly works, some of which are cited within this
article. The authors were very thorough and took into consideration full time and adjunct faculty.
They conducted a study, supported by the IRB, looking at faculty development from two aspects,
open, non-facilitated or time-limited, facilitated (Elliott, Rhoades, Jackson & Mandernach,
2015, p. 168). The consensus of the study was the teaching intuitions need to offer faculty
development opportunities with considering the pedagogical, theoretical and practical needs of
their online teaching faculty. This is an excellent resource for university administrative leaders to
review as they seek to develop more meaningful programs and workshops to enhance all levels
of growth for online faculty, new faculty and senior faculty members.

Part 3: Use the article below to write an annotated bibliography

Liberman 3

Leila Liberman
EDU7101-8
Professor: Mel Finkenberg
Course: Foundation for Doctoral Study in Education
Assignment 7: Prepare an Annotated Bibliography
February 2015
Shriner, M. (2006). Critical thinking in higher education: an annotated bibliography. Insight: A
Journal of Scholarly Teaching, 159-66. Retrieved from
http://eds.a.ebscohost.com.proxy1.ncu.edu/ehost/pdfviewer/pdfviewer?sid=6e28ee3ea82d-454d-b5b4-67efebdaa411%40sessionmgr4004&vid=1&hid=4203
The author, a reference librarian at Park University, strongly suggests that teaching critical
thinking is a necessity as more classes become a melting pot of students and curricula are
accessed internationally as well as within the United States of America. Shiner uses Park
Universitys Library to showcase thirteen scholarly articles depicting the need for students to
understand the concept of critical thinking and presents them to the reader as an annotated
bibliography. The scholarly articles reviewed are from different database search engines
supporting the ongoing need for research on developing faculty skills. Many of the scholarly
articles support the concept that students need to be exposed to active learning. This scholarly
article/annotated bibliography should be recommended for any educator preparing face-to-face
classroom activities or online asynchronous learning environment.

Liberman 4