WorldWideScience

Sample records for junior faculty members

  1. A Mentoring Program to Help Junior Faculty Members Achieve Scholarship Success

    Science.gov (United States)

    2014-01-01

    The University of North Carolina Eshelman School of Pharmacy launched the Bill and Karen Campbell Faculty Mentoring Program (CMP) in 2006 to support scholarship-intensive junior faculty members. This report describes the origin, expectations, principles, and best practices that led to the introduction of the program, reviews the operational methods chosen for its implementation, provides information about its successes, and analyzes its strengths and limitations. PMID:24672062

  2. The Junior Faculty Laboratory: an innovative model of peer mentoring.

    Science.gov (United States)

    Johnson, Kimberly S; Hastings, S Nicole; Purser, Jama L; Whitson, Heather E

    2011-12-01

    Mentoring in academic medicine has been shown to contribute to the success of junior faculty, resulting in increased productivity, career satisfaction, and opportunities for networking. Although traditional dyadic mentoring, involving one senior faculty member and one junior protégé, is the dominant model for mentoring in the academic environment, there is increasing recognition that the sharing of knowledge, skills, and experiences among peers may also contribute to the career development of junior faculty. The authors describe the structure, activities, and outcomes of the Junior Faculty Laboratory (JFL), a self-organized, flexible, and dynamic peer-mentoring model within the Duke University Center for the Study of Aging and Human Development. As an innovative mentoring model, JFL is entirely peer driven, and its activities are determined by the real-time needs of members. In contrast to some other peer-mentoring models, JFL lacks senior faculty input or a structured curriculum, members are multidisciplinary, meeting times are project driven rather than preset, and participation in collaborative projects is optional based on the interests and needs of group members. Additionally, JFL was not formed as a substitute for, but as a complement to, the dyadic mentoring relationships enjoyed by its members. The model, now in its fifth year, has demonstrated success and sustainability. The authors present the JFL as an innovative, mentoring model that can be reproduced by other junior faculty seeking to foster collegial relationships with peers while simultaneously enhancing their career development.

  3. Research Resources Survey: Radiology Junior Faculty Development.

    Science.gov (United States)

    Krupinski, Elizabeth A; Votaw, John R

    2015-07-01

    To assess resources available to junior faculty in US academic radiology departments for research mentorship and funding opportunities and to determine if certain resources are more common in successful programs. An anonymous survey covering scientific environment and research mentorship and was sent to vice-chairs of research of radiology departments. Results were evaluated to identify practices of research programs with respect to mentorship, resources, and opportunities. Academy of Radiology Research's 2012 National Institutes of Health (NIH) grants and awards list was used to determine if environment and practices correlate with funding. There was a 51% response rate. A greater fraction of clinical faculty gets promoted from assistant to associate professor than research faculty. Research faculty overall submits more funding applications. Most programs support start-up costs and K-awards. Over half of the departments have a vice-chair for faculty development, and most have formal mentorship programs. Faculty members are expected to teach, engage in service, publish, and apply for and get research funding within 3 years of hire. Top-tier programs as judged by NIH awards have a combination of MDs who devote >50% effort to research and PhD faculty. Key factors holding back both clinical and research junior faculty development were motivation, resources, and time, although programs reported high availability of resources and support at the department level. Better marketing of resources for junior faculty, effort devoted to mentoring clinical faculty in research, and explicit milestones/expectations for achievement could enhance junior faculty success, promote interest in the clinician–scientist career path for radiologists, and lead to greater research success.

  4. Development, implementation, and impact of a collaborative junior faculty engagement and professional growth program: The Young Faculty Leadership Initiative.

    Science.gov (United States)

    Pate, Adam; Smith, Jennifer; Caldwell, David; Horace, Alexis; Zagar, Michelle

    2018-03-01

    To develop, implement, and evaluate the effect of a faculty engagement and professional growth program targeted at junior faculty members. A faculty engagement and growth program based on adult learning theory was piloted in a clinical sciences department. Effect of the model was evaluated using a pre/post-survey evaluating faculty output and work engagement using the Utrecht Work Engagement Scale (UWES). Average number of publications/projects with cross-campus collaboration increased (0.58 versus 1.25, P = 0.03, 95%CI 0.059-1.264). Involvement in national/state organizations, number of accepted poster presentations, and grants submitted and/or funded all increased (p>0.05). Total UWES score increased (4.13 vs. 4.495 p = 0.21) with the greatest subscale increase in vigor (3.833 vs 4.347, P = 0.1). A faculty engagement and growth program targeting junior faculty members using adult learning theory as a framework may provide a novel and economic way for schools to support the development of these critical team members. Copyright © 2017 Elsevier Inc. All rights reserved.

  5. An assessment of the faculty development needs of junior clinical faculty in emergency medicine.

    Science.gov (United States)

    Farley, Heather; Casaletto, Jennifer; Ankel, Felix; Young, Kelly D; Hockberger, Robert

    2008-07-01

    Academic physicians must be able to access the resources necessary to support their ongoing professional development and meet requirements for continued academic advancement. The authors sought to determine the self-perceived career development needs of junior clinical faculty in emergency medicine (EM) and the availability of educational resources to meet those needs. An educational "needs assessment" survey was distributed to 954 American College of Emergency Physicians (ACEP) members listed in the ACEP database as being faculty at EM residency programs in the United States and having graduated from an EM residency within the past 7 years. Respondents were asked to rank the importance of 22 areas of faculty development to their own professional growth and then to indicate whether educational resources in each area were available to them. Respondents were also asked to note the educational formats they prefer. A search for currently available resources in each topic area was undertaken and compared to the survey results. A total of 240 responses were received. Self-perceived career development needs were identified in the following areas: bedside teaching, lecture development, business skills, managerial skills, educational research, mentorship and career counseling, interpersonal skills, leadership skills, scholarly writing skills, physician wellness, and knowledge of the faculty development process. While a review of currently available educational resources revealed lectures, conferences, and online materials pertinent to most of these topics, a relative lack of resources in the areas of mentorship and physician wellness was identified. Junior clinical faculty in EM perceive a lack of educational resources in a number of areas of faculty development. The academic community of EM should strive to improve awareness of and access to currently existing resources and to develop additional resources to address the area of physician wellness. The lack of mentorship in

  6. The Robert Wood Johnson Foundation Nurse Faculty Scholars Program: An opportunity for junior nurse faculty

    Science.gov (United States)

    Coffman, Maren J.; Goodman, Janice H.; Thomas, Tami L.; Roberson, Donna

    2014-01-01

    The Robert Wood Johnson Foundation Nurse Faculty Scholars program provides promising junior faculty extramural funding, expert mentoring, and the training needed to be successful in the academic role. The Nurse Faculty Scholars program, which admitted its first cohort in 2008, is designed to address the nursing faculty shortage by enhancing leadership, educational, and research skills in junior nursing faculty. This article provides an overview of the program, its purpose, and its eligibility requirements. The authors give strategies for selecting mentors, developing the written application, and preparing for an oral interview. Finally, the authors provide an analysis of funded institutions, research design and methods from current and recently funded projects, and rank and positions held by nursing mentors. PMID:22818282

  7. Does formal mentoring for faculty members matter? A survey of clinical faculty members.

    Science.gov (United States)

    Mylona, Elza; Brubaker, Linda; Williams, Valerie N; Novielli, Karen D; Lyness, Jeffrey M; Pollart, Susan M; Dandar, Valerie; Bunton, Sarah A

    2016-06-01

    Mentoring relationships, for all medical school faculty members, are an important component of lifelong development and education, yet an understanding of mentoring among medical school clinical faculty members is incomplete. This study examined associations between formal mentoring relationships and aspects of faculty members' engagement and satisfaction. It then explored the variability of these associations across subgroups of clinical faculty members to understand the status of mentoring and outcomes of mentoring relationships. The authors hypothesised that academic clinical faculty members currently in formal mentoring relationships experience enhanced employee engagement and satisfaction with their department and institution. Medical school faculty members at 26 self-selected USA institutions participated in the 2011-2014 Faculty Forward Engagement Survey. Responses from clinical faculty members were analysed for relationships between mentoring status and perceptions of engagement by faculty members. Of the 11 953 clinical faculty respondents, almost one-third reported having a formal mentoring relationship (30%; 3529). Most mentored faculty indicated the relationship was important (86%; n = 3027), and over three-fourths were satisfied with their mentoring experience (77%; n = 2722). Mentored faculty members across ranks reported significantly higher levels of satisfaction and more positive perceptions of their roles in the organisation. Faculty members who were not receiving mentoring reported significantly less satisfaction with their workplace environment and lower overall satisfaction. Mentored clinical faculty members have significantly greater satisfaction with their department and institution. This multi-institutional study provides evidence that fostering mentoring opportunities may facilitate faculty members' satisfaction and engagement, which, in turn, may help medical schools retain high-quality faculty staff committed to the multidimensional

  8. Multidisciplinary Mentoring Programs to Enhance Junior Faculty Research Grant Success.

    Science.gov (United States)

    Freel, Stephanie A; Smith, Paige C; Burns, Ebony N; Downer, Joanna B; Brown, Ann J; Dewhirst, Mark W

    2017-10-01

    Junior faculty face challenges in establishing independent research careers. Declining funding combined with a shift to multidisciplinary, collaborative science necessitates new mentorship models and enhanced institutional support. Two multidisciplinary mentorship programs to promote grant success for junior faculty were established at the Duke University School of Medicine beginning in 2011. These four-month programs-the Path to Independence Program (PtIP) for National Institutes of Health (NIH) R applicants and the K Club for NIH K applicants-use multiple senior faculty mentors and professional grant-writing staff to provide a 20-hour joint curriculum comprising a series of lectures, hands-on workshops, career development counseling, peer groups, and an internal study section. In March 2016, the authors analyzed the success rate for all NIH grants submitted by participants since program enrollment. In a 2015 postprogram survey, participants rated their feelings of support and competency across six skill factors. From October 2011 to March 2016, the programs engaged 265 senior faculty mentors, 145 PtIP participants, and 138 K Club participants. Success rates for NIH grant applications were 28% (61 awards/220 decisions) for PtIP participants-an increase over the 2010 Duke University junior faculty baseline of 11%-and 64% (38/59) for K Club participants. Respondents reported significantly increased feelings of support and self-ratings for each competency post program. The authors plan to expand the breadth of both the mentorship pool and faculty served. Broad implementation of similar programs elsewhere could bolster success, satisfaction, and retention of junior faculty investigators.

  9. Junior College Faculty Job Satisfaction.

    Science.gov (United States)

    Frankel, Joanne

    Some of the research done to date concerning job satisfaction of junior college faculty is reviewed in this "Brief." Part I of the "Brief" describes four frameworks that have been applied to the analysis of job satisfaction: the traditional approach, the two-factor approach, the need hierarchy, and the cognitive dissonance approach. Part II…

  10. The Impact of a Junior Faculty Fellowship Award on Academic Advancement and Retention.

    Science.gov (United States)

    Connelly, Maureen T; Sullivan, Amy M; Chinchilla, Manuel; Dale, Margaret L; Emans, S Jean; Nadelson, Carol Cooperman; Notman, Malkah Tolpin; Tarbell, Nancy J; Zigler, Corwin M; Shore, Eleanor G

    2017-08-01

    Academic faculty experience barriers to career development and promotion. In 1996, Harvard Medical School (HMS) initiated an intramural junior faculty fellowship to address these obstacles. The authors sought to understand whether receiving a fellowship was associated with more rapid academic promotion and retention. Junior faculty fellowship recipients and all other instructor and assistant professors at HMS between 1996 and 2011 were identified. Using propensity score modeling, the authors created a matched comparison group for the fellowship recipients based on educational background, training, academic rank, department, hospital affiliation, and demographics. Time to promotion and time to leaving were assessed by Kaplan-Meier curves. A total of 622 junior faculty received fellowships. Faculty who received fellowships while instructors (n = 480) had shorter times to promotion to assistant professor (P Women instructors advanced more quickly than matched controls, while male instructors' rates of promotions did not differ. Fellowships to support junior faculty were associated with shorter times to promotion for instructors and more sustained faculty retention for both instructors and assistant professors. This suggests that relatively small amounts of funding early in faculty careers can play a critical role in supporting academic advancement and retention.

  11. Women in Academic Medicine: Measuring Stereotype Threat Among Junior Faculty.

    Science.gov (United States)

    Fassiotto, Magali; Hamel, Elizabeth Otto; Ku, Manwai; Correll, Shelley; Grewal, Daisy; Lavori, Philip; Periyakoil, V J; Reiss, Allan; Sandborg, Christy; Walton, Gregory; Winkleby, Marilyn; Valantine, Hannah

    2016-03-01

    Gender stereotypes in science impede supportive environments for women. Research suggests that women's perceptions of these environments are influenced by stereotype threat (ST): anxiety faced in situations where one may be evaluated using negative stereotypes. This study developed and tested ST metrics for first time use with junior faculty in academic medicine. Under a 2012 National Institutes of Health Pathfinder Award, Stanford School of Medicine's Office of Diversity and Leadership, working with experienced clinicians, social scientists, and epidemiologists, developed and administered ST measures to a representative group of junior faculty. 174 School of Medicine junior faculty were recruited (62% women, 38% men; 75% assistant professors, 25% instructors; 50% white, 40% Asian, 10% underrepresented minority). Women reported greater susceptibility to ST than did men across all items including ST vulnerability (p gender identification (p women reported lower beliefs in advancement (p = 0.021); however, they had similar career interest and identification, felt just as connected to colleagues, and were equally likely to pursue careers outside academia (all p > 0.42). Innovative ST metrics can provide a more complete picture of academic medical center environments. While junior women faculty are susceptible to ST, they may not yet experience all of its consequences in their early careers. As such, ST metrics offer a tool for evaluating institutional initiatives to increase supportive environments for women in academic medicine.

  12. Experiences, attitudes and barriers towards research amongst junior faculty of Pakistani medical universities

    Directory of Open Access Journals (Sweden)

    Kauser Samreen

    2009-11-01

    Full Text Available Abstract Background The developing world has had limited quality research and in Pakistan, research is still in its infancy. We conducted a study to assess the proportion of junior faculty involved in research to highlight their attitude towards research, and identify the factors associated with their research involvement. Methods A cross-sectional study was conducted in four medical universities/teaching hospitals in Pakistan, representing private and public sectors. A pre-tested, self-administered questionnaire was used to collect information from 176 junior faculty members of studied universities/hospitals. Logistic regression analysis was used to identify factors related to attitudes and barriers in research among those currently involved in research with those who were not. Results Overall, 41.5% of study subjects were currently involved in research. A highly significant factor associated with current research involvement was research training during the post-graduate period (p Conclusion Less than half of the study participants were currently involved in research. Research output may improve if identified barriers are rectified. Further studies are recommended in this area.

  13. Predictors of job satisfaction among academic faculty members: do instructional and clinical staff differ?

    Science.gov (United States)

    Chung, Kevin C; Song, Jae W; Kim, H Myra; Woolliscroft, James O; Quint, Elisabeth H; Lukacs, Nicholas W; Gyetko, Margaret R

    2010-10-01

    This study aimed to identify and compare predictors of job satisfaction between instructional and clinical faculty members. A 61-item faculty job satisfaction survey was distributed to 1898 academic faculty members at the University of Michigan Medical School. The anonymous survey was web-based. Questions covered topics on departmental organisation, research, clinical and teaching support, compensation, mentorship, and promotion. Levels of satisfaction were contrasted between faculty members on the two tracks, and predictors of job satisfaction were identified using linear regression models. Response rates for the instructional and clinical faculty groups were 43.1% and 46.7%, respectively. Clinical faculty members reported being less satisfied with how they were mentored and fewer reported understanding the process for promotion. There was no significant difference in overall job satisfaction between the two faculty groups. Surprisingly, clinical faculty members with mentors were significantly less satisfied with how they were mentored and with career advancement, and were significantly less likely to choose an academic career if they had to do it all over again compared with instructional faculty mentees. Additionally, senior-level clinical faculty members were significantly less satisfied with their opportunities to mentor junior faculty members compared with senior-level instructional faculty staff. Significant predictors of job satisfaction for both groups included areas of autonomy, meeting career expectations, work-life balance, and departmental leadership. In the clinical track only, compensation and career advancement variables also emerged as significant predictors of overall job satisfaction. Greater emphasis must be placed on faculty members' well-being at both the institutional level and the level of departmental leadership. Efforts to enhance job satisfaction and improve retention are more likely to succeed if they are directed by locally designed

  14. Leadership Skills of Faculty Members at Al-Istiqlal University: Cadets' Point of Views

    Science.gov (United States)

    Samra, Mahmoud A. Abu

    2014-01-01

    The aim of this study is to determine the availability of leadership skills of faculty members (civilian and military personnel) at Al- Istiqlal university (AIU). The population of the study was composed of AIU students, including juniors and sophomores. A random sample, consisting of 137 cadets, was chosen. The researcher developed a…

  15. Mentoring and role models in recruitment and retention: a study of junior medical faculty perceptions.

    Science.gov (United States)

    Steele, Margaret M; Fisman, Sandra; Davidson, Brenda

    2013-05-01

    This study explored the views of junior faculty toward informing mentorship program development. Mixed sampling methodologies including questionnaires (n = 175), focus groups (female, n = 4; male, n = 4), and individual interviews (female n = 10; male, n = 9) of junior faculty were conducted in clinical departments at one academic health sciences center. Questionnaire results indicated that having role models increased commitment to an academic career; mentorship experience during residency training was a high incentive to pursue an academic career; and junior faculty did have identifiable mentorship experiences. Focus group results revealed that mentoring as well as the presence of role models a few years ahead of the junior faculty would promote career development. Females preferred similar age role models who spoke the same language, particularly in the area of promotion. Females identified several challenges and issues including a lack of researcher role models, a range of perceptions regarding the merits of formal versus informal mentoring, and the idea that mentors should provide advice on promotion and grants. Males valued advice on finances while females wanted advice on work-life balance. Mentorship emerged as an important factor in academic faculty recruitment and retention, with varying perceptions of how it should be institutionalized. Role models were viewed as important for retention, and a paucity of mid-career, female researcher role models suggests a gap to be filled in future programmatic efforts.

  16. Burnout in Female Faculty Members.

    Science.gov (United States)

    Cassidy-Vu, Lisa; Beck, Keli; Moore, Justin B

    2017-04-01

    Despite approximately equal numbers of male and female medical school graduates, women are entering academic medicine at a lower rate than their male colleagues. Of those who do assume a faculty position, female faculty members report higher levels of burnout, often attributable to gender-specific difficulties in clinical expectations and maintenance of work-life balance. Many of these struggles are attributable to issues that are amenable to supportive policies, but these policies are inconsistent in their availability and practice. This commentary presents evidence for inconsistencies in the day-to-day experience of female faculty members, and proposes solutions for the mitigation of the challenges experienced more often by female faculty members with the goal of diversifying and strengthening academic medicine.

  17. A Multifaceted Mentoring Program for Junior Faculty in Academic Pediatrics.

    Science.gov (United States)

    Chen, Mary M; Sandborg, Christy I; Hudgins, Louanne; Sanford, Rania; Bachrach, Laura K

    2016-01-01

    The departure of physician-scientists from education and research into clinical practice is a growing challenge for the future of academic medicine. Junior faculty face competing demands for clinical productivity, teaching, research, and work-life integration, which can undermine confidence in the value of an academic career. Mentorship is important to foster career development and satisfaction in junior faculty. The goals of this academic pediatrics department were to develop, implement, and evaluate a multifaceted pediatric mentoring program to promote retention and satisfaction of junior faculty. Program elements included one-on-one mentor-mentee meetings, didactic workshops, grant review assistance, and facilitated peer-group mentoring. Program effectiveness was assessed using annual surveys of mentees and structured mentee exit interviews, as well as retention data for assistant professors. The mentees were instructors and assistant professors in the department of pediatrics. Seventy-nine mentees participated in the program from 2007 through 2014. The response rate from seven annual surveys was 84%. Sixty-nine percent of mentees felt more prepared to advance their careers, 81% had a better understanding of the criteria for advancement, 84% were satisfied with the program, and 95% found mentors accessible. Mentees who exited the program reported they most valued the one-on-one mentoring and viewed the experience positively regardless of promotion. Retention of assistant professors improved after initiation of the program; four of 13 hired from 2002 to 2006 left the institution, whereas 18 of 18 hired from 2007 to 2014 were retained. This multifaceted mentoring program appeared to bolster satisfaction and enhance retention of junior pediatric faculty. Mentees reported increased understanding of the criteria for promotion and viewed the program as a positive experience regardless of career path. Individual mentor-mentee meetings were needed at least twice yearly

  18. Successful ADVANCE Initiatives for Junior Women Faculty in STEM

    Science.gov (United States)

    Riskin, Eve

    2015-01-01

    The NSF ADVANCE program was designed to transform university policies, procedures, and practices so that women faculty could advance in STEM faculty careers, obtain tenure, and ultimately become academic leaders. The results have been impressive. The most recent data from the American Society of Engineering Education (Fall 2013) show that the average percentage of women faculty in U.S. Colleges of Engineering is now 14.5%; it was just 9% when ADVANCE started in 2001.This talk will describe programs to support and promote junior women faculty that have been successful in recruiting and retaining women in STEM. These programs include mentoring, professional development, and work/life balance initiatives. Suggestions will be made for ways to disseminate low-cost successful ADVANCE programs to other institutions so that they can successfully support their own women faculty in STEM. One effort is the University of Washington's LEAD-it-Yourself! online toolkit that will enable other universities to run their own leadership workshops for department chairs and deans.

  19. Pharmacy faculty members' perspectives on the student/faculty relationship in online social networks.

    Science.gov (United States)

    Metzger, Anne H; Finley, Kristen N; Ulbrich, Timothy R; McAuley, James W

    2010-12-15

    To describe pharmacy faculty members' use of the online social network Facebook and compare the perspectives of faculty members with and without Facebook profiles regarding student/faculty relationships. An electronic survey instrument was sent to full-time faculty members (n = 183) at 4 colleges of pharmacy in Ohio seeking their opinions on student/faculty relationships on Facebook. If respondents answered "yes" to having a Facebook profile, they were asked 14 questions on aspects of being "friends" with students. If respondents answered "no," they were asked 4 questions. Of the 95 respondents (52%) to the survey instrument, 44 faculty members (46%) had a Facebook profile, while 51 faculty members (54%) did not. Those who had a profile had been faculty members for an average of 8.6 years, versus 11.4 years for those who did not have a Facebook profile. Seventy-nine percent of faculty members who used Facebook were not "friends" with their students. The majority of respondents reported that they would decline/ignore a "friend" request from a student, or decline until after the student graduated. Although a limited number of faculty members had used Facebook for online discussions, teaching purposes, or student organizations, the majority of universities did not have policies on the use of social networking sites. Online social network sites are used widely by students and faculty members, which may raise questions regarding professionalism and appropriate faculty/student relationships. Further research should address the student/preceptor relationship, other online social networking sites, and whether students are interested in using these sites within the classroom and/or professional organizations.

  20. A Bumpy Border Crossing into the Teaching Culture on a U.S. Campus: Experience of a Chinese Faculty Member

    Science.gov (United States)

    Cheng, Qiang; Wang, Jian; Zhang, Shaoan

    2013-01-01

    Guided by cultural border crossing and teacher identity development theories, this case study explores the bumpy process of a junior Chinese faculty member's border crossing into the U.S. teaching culture and analyzes the challenges, coping strategies, and consequences of his border crossing on teaching and teacher identity development. The…

  1. How much guidance is given in the operating room? Factors influencing faculty self-reports, resident perceptions, and faculty/resident agreement.

    Science.gov (United States)

    Torbeck, Laura; Williams, Reed G; Choi, Jennifer; Schmitz, Connie C; Chipman, Jeffrey G; Dunnington, Gary L

    2014-10-01

    Guidance in the operating room impacts resident confidence and ability to function independently. The purpose of this study was to explore attending surgeon guidance practices in the operating room as reported by faculty members themselves and by junior and senior residents. This was an exploratory, cross-sectional survey research study involving 91 categorical residents and 82 clinical faculty members at two academic general surgery training programs. A series of analyses of variance along with descriptive statistics were performed to understand the impact of resident training year, program, and surgeon characteristics (sex and type of surgery performed routinely) on guidance practices. Resident level (junior versus senior) significantly impacted the amount of guidance given as reported by faculty and as perceived by residents. Within each program, junior residents perceived less guidance than faculty reported giving. For senior guidance practices, however, the differences between faculty and resident practices varied by program. In terms of the effects of surgeon practice type (mostly general versus mostly complex cases), residents at both institutions felt they were more supervised closely by the faculty who perform mostly complex cases. More autonomy is given to senior than to junior residents. Additionally, faculty report a greater amount of change in their guidance practices over the training period than residents perceive. Faculty and resident agreement about the need for guidance and for autonomy are important for achieving the goals of residency training. Copyright © 2014 Elsevier Inc. All rights reserved.

  2. A Multi-faceted Mentoring Program for Junior Faculty in Academic Pediatrics

    Science.gov (United States)

    Chen, Mary M.; Sandborg, Christy I.; Hudgins, Louanne; Sanford, Rania; Bachrach, Laura K.

    2016-01-01

    Problem The departure of physician-scientists from education and research into clinical practice is a growing challenge for the future of academic medicine. Junior faculty face competing demands for clinical productivity, teaching, research and work-life integration which can undermine confidence in the value of an academic career. Mentorship is important to foster career development and satisfaction in junior faculty. Intervention The goals of this academic pediatrics department were to develop, implement, and evaluate a multi-faceted pediatric mentoring program to promote retention and satisfaction of junior faculty. Program elements included one-on-one mentor-mentee meetings, didactic workshops, grant review assistance, and facilitated peer-group mentoring. Program effectiveness was assessed using annual surveys of mentees, structured mentee exit interviews as well as retention data for assistant professors. Context The mentees were Instructors and Assistant Professors in the department of pediatrics Outcome Seventy-nine mentees participated in the program from 2007 through 2014. The response rate from seven annual surveys was 84%. Sixty-nine percent of mentees felt more prepared to advance their careers, 81% had a better understanding of the criteria for advancement, 84% were satisfied with the program, and 95% found mentors accessible. Mentees who exited the program reported they most valued the one-on-one mentoring and viewed the experience positively regardless of promotion. Retention of Assistant Professors improved after initiation of the program; 4 of 13 hired from 2002–2006 left the institution whereas 18 of 18 hired from 2007–2014 were retained. Lessons Learned This multi-faceted mentoring program appeared to bolster satisfaction and enhance retention of junior pediatric faculty. Mentees reported increased understanding of the criteria for promotion and viewed the program as a positive experience regardless of career path. Individual mentor

  3. A 10-Year Analysis of American Society for Radiation Oncology Junior Faculty Career Development Awards

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    Kimple, Randall J., E-mail: rkimple@humonc.wisc.edu [Department of Human Oncology, University of Wisconsin, Madison, Wisconsin (United States); Kao, Gary D. [Department of Radiation Oncology, University of Pennsylvania, Philadelphia, Pennsylvania (United States)

    2013-03-15

    Purpose: Between 2000 and 2010, the American Society for Radiation Oncology (ASTRO) awarded 22 Junior Faculty Career Development Awards (JFA) totaling $4.4 million. This study aimed to evaluate the impact of these awards on the grantees' career development, including current position, publications, and subsequent independent grant funding. Methods: Each awardee was requested via email and telephone to provide an updated curriculum vitae, a National Institutes of Health (NIH) biosketch, and information regarding current position of employment. Twenty-one of the 22 JFA recipients complied. Reported grant funding was extracted from each candidate's CV, and the amounts of NIH grants obtained were confirmed via NIH REPORTER. Reported publications were confirmed via PubMed. Results: All survey respondents (21 of 21) have remained in academic positions. Subsequent aggregate grant funding totaled more than $25 million (range, $0-$4.1 million), 5.9 times the initial investment. NIH grant funding totaled almost $15 million, 3 times the initial investment. Awardees have published an average of 34.6 publications (range, 0-123) for an overall rate of 4.5 papers/year (range, 1-11). Conclusions: ASTRO JFAs over the past decade have been strongly associated with grantees remaining in academic positions, success in attracting private and NIH grants, and publication productivity. In an era of dwindling federal research funding, the support provided by the ASTRO JFA may be especially helpful to support the research careers of promising junior faculty members.

  4. A 10-year analysis of American Society For Radiation Oncology Junior Faculty Career Development Awards.

    Science.gov (United States)

    Kimple, Randall J; Kao, Gary D

    2013-03-15

    Between 2000 and 2010, the American Society for Radiation Oncology (ASTRO) awarded 22 Junior Faculty Career Development Awards (JFA) totaling $4.4 million. This study aimed to evaluate the impact of these awards on the grantees' career development, including current position, publications, and subsequent independent grant funding. Each awardee was requested via email and telephone to provide an updated curriculum vitae, a National Institutes of Health (NIH) biosketch, and information regarding current position of employment. Twenty-one of the 22 JFA recipients complied. Reported grant funding was extracted from each candidate's CV, and the amounts of NIH grants obtained were confirmed via NIH REPORTER. Reported publications were confirmed via PubMed. All survey respondents (21 of 21) have remained in academic positions. Subsequent aggregate grant funding totaled more than $25 million (range, $0-$4.1 million), 5.9 times the initial investment. NIH grant funding totaled almost $15 million, 3 times the initial investment. Awardees have published an average of 34.6 publications (range, 0-123) for an overall rate of 4.5 papers/year (range, 1-11). ASTRO JFAs over the past decade have been strongly associated with grantees remaining in academic positions, success in attracting private and NIH grants, and publication productivity. In an era of dwindling federal research funding, the support provided by the ASTRO JFA may be especially helpful to support the research careers of promising junior faculty members. Copyright © 2013 Elsevier Inc. All rights reserved.

  5. A 10-Year Analysis of American Society for Radiation Oncology Junior Faculty Career Development Awards

    International Nuclear Information System (INIS)

    Kimple, Randall J.; Kao, Gary D.

    2013-01-01

    Purpose: Between 2000 and 2010, the American Society for Radiation Oncology (ASTRO) awarded 22 Junior Faculty Career Development Awards (JFA) totaling $4.4 million. This study aimed to evaluate the impact of these awards on the grantees' career development, including current position, publications, and subsequent independent grant funding. Methods: Each awardee was requested via email and telephone to provide an updated curriculum vitae, a National Institutes of Health (NIH) biosketch, and information regarding current position of employment. Twenty-one of the 22 JFA recipients complied. Reported grant funding was extracted from each candidate's CV, and the amounts of NIH grants obtained were confirmed via NIH REPORTER. Reported publications were confirmed via PubMed. Results: All survey respondents (21 of 21) have remained in academic positions. Subsequent aggregate grant funding totaled more than $25 million (range, $0-$4.1 million), 5.9 times the initial investment. NIH grant funding totaled almost $15 million, 3 times the initial investment. Awardees have published an average of 34.6 publications (range, 0-123) for an overall rate of 4.5 papers/year (range, 1-11). Conclusions: ASTRO JFAs over the past decade have been strongly associated with grantees remaining in academic positions, success in attracting private and NIH grants, and publication productivity. In an era of dwindling federal research funding, the support provided by the ASTRO JFA may be especially helpful to support the research careers of promising junior faculty members

  6. Measurement and comparison of nursing faculty members' critical thinking skills.

    Science.gov (United States)

    Blondy, Laurie C

    2011-03-01

    Nursing faculty members strive to teach students to think critically. It has long been assumed that nursing faculty members are good at critical thinking because they are expected to teach these skills to students, but this assumption has not been well supported empirically. Faculty members question their ability to think critically and are unsure of their skills. The purpose of this study was to address this assumption by measuring nursing faculty members' critical thinking skills and compare the faculty mean score to that of a student norming group, and to the mean scores of other nursing faculty studies. Findings can be used to increase nursing faculty members' understanding of their critical thinking skills, prompt discussion about critical thinking skills, and to help faculty members address concerns and uncertainty about the concept of critical thinking. This study also helps establish an empirical basis for future research.

  7. TEACHING IN ONLINE COURSES: Experiences of Instructional Technology Faculty Members

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    Omur AKDEMIR

    2008-04-01

    Full Text Available The Internet and computer technology have altered the education landscape. Online courses are offered throughout the world. Learning about the experiences of faculty members is important to guide practitioners and administrators. Using qualitative research methodology, this study investigated the experiences of faculty members teaching online courses. A convenience sampling was used to select the instructional technology faculty members to investigate their experiences in online courses. Semi-structured interviews with faculty members teaching online courses were used as the primary source to collect data about the experiences of faculty members in online courses. Results of the study showed that faculty members' interest in using technology and the amount of time available to them for online course design affected the quality of online courses. The findings of this study also indicated that design quality of online courses is affected by the interest of faculty members to use the technology and the time that they can devote to planning, designing, and developing online courses. The poor design of existing online courses, high learning expectations of ndividuals from these courses, and the future of online courses are the concerns of faculty members. Higher education institutions should support workshops and trainings to increase the skills and interests of non-instructional design faculty members to design and develop online courses.

  8. The Opinion of Students and Faculty Members about the Effect of the Faculty Performance Evaluation.

    Science.gov (United States)

    Ghahrani, Nassim; Siamian, Hasan; Balaghafari, Azita; Aligolbandi, Kobra; Vahedi, Mohammad

    2015-08-01

    One of the most common ways that in most countries and Iran in determining the status of teacher training is the evaluation by students. The most common method of evaluation is the survey questionnaire provided to the study subjects, comprised of questions about educational activities. The researchers plan to evaluate the opinion of students and faculty members about the effect of the faculty performance evaluation at Mazandaran University of Medical Sciences in 2014-15. In this descriptive cross-sectional survey of attitudes of students and professors base their evaluation on the impact on their academic performance, have been studied. The populations were 3904 students and 149 faculty members of basic sciences Mazandaran University of Medical Sciences. Sample of 350 students and 107 students using Cochran formula faculty members through proportional stratified random sampling was performed. The data of the questionnaire with 28 questions on a Likert Spectrum, respectively. Statistical Analysis Data are descriptive and inferential statistics using Kruskal-Wallis and Mann-Whitney U test is done. Based on the results obtained from total of 350 students, 309 students and from total of 107 faculty members, 76 faculty of basic sciences, participated in this study. The most of the students, 80 (25.9%) of the Faculty of Allied Medical Sciences and most of the faculty of basic sciences, 33 (4.43) of the medicine science faculty. Comments Mazandaran University of Medical Sciences in comparison to the scope of the evaluation should test using Binominal test; we can conclude that in the field of regulatory, scientific, educational, and communications arena, there were no significant differences between the views of students. The greatest supporter of the education of 193 (62%) and most challengers of exam 147 (48%), respectively. Regarding the viewpoints of the faculty members at Mazandaran University of Medical Sciences towards the evaluation domains, using binomial test

  9. The Opinion of Students and Faculty Members about the Effect of the Faculty Performance Evaluation

    Science.gov (United States)

    Ghahrani, Nassim; Siamian, Hasan; Balaghafari, Azita; Aligolbandi, Kobra; Vahedi, Mohammad

    2015-01-01

    Background: One of the most common ways that in most countries and Iran in determining the status of teacher training is the evaluation by students. The most common method of evaluation is the survey questionnaire provided to the study subjects, comprised of questions about educational activities. The researchers plan to evaluate the opinion of students and faculty members about the effect of the faculty performance evaluation at Mazandaran University of Medical Sciences in 2014-15. Methods: In this descriptive cross-sectional survey of attitudes of students and professors base their evaluation on the impact on their academic performance, have been studied. The populations were 3904 students and 149 faculty members of basic sciences Mazandaran University of Medical Sciences. Sample of 350 students and 107 students using Cochran formula faculty members through proportional stratified random sampling was performed. The data of the questionnaire with 28 questions on a Likert Spectrum, respectively. Statistical Analysis Data are descriptive and inferential statistics using Kruskal-Wallis and Mann-Whitney U test is done. Results: Based on the results obtained from total of 350 students, 309 students and from total of 107 faculty members, 76 faculty of basic sciences, participated in this study. The most of the students, 80 (25.9%) of the Faculty of Allied Medical Sciences and most of the faculty of basic sciences, 33 (4.43) of the medicine science faculty. Comments Mazandaran University of Medical Sciences in comparison to the scope of the evaluation should test using Binominal test; we can conclude that in the field of regulatory, scientific, educational, and communications arena, there were no significant differences between the views of students. The greatest supporter of the education of 193 (62%) and most challengers of exam 147 (48%), respectively. Regarding the viewpoints of the faculty members at Mazandaran University of Medical Sciences towards the evaluation

  10. Pharmacy practice department chairs' perspectives on part-time faculty members.

    Science.gov (United States)

    Fjortoft, Nancy; Winkler, Susan R; Mai, Thy

    2012-05-10

    To identify the benefits and consequences of having part-time faculty members in departments of pharmacy practice from the department chair's perspective. A stratified purposive sample of 12 pharmacy practice department chairs was selected. Eleven telephone interviews were conducted. Two investigators independently read interview notes and categorized and enumerated responses to determine major themes using content analysis. The investigators jointly reviewed the data and came to consensus on major themes. Benefits of allowing full-time faculty members to reduce their position to part-time included faculty retention and improved individual faculty work/life balance. Consequences of allowing part-time faculty positions included the challenges of managing individual and departmental workloads, the risk of marginalizing part-time faculty members, and the challenges of promotion and tenure issues. All requests to switch to part-time status were faculty-driven and most were approved. There are a variety of benefits and consequences of having part-time faculty in pharmacy practice departments from the chair's perspective. Clear faculty and departmental expectations of part-time faculty members need to be established to ensure optimal success of this working arrangement.

  11. Pharmacy Practice Department Chairs’ Perspectives on Part-Time Faculty Members

    Science.gov (United States)

    Winkler, Susan R.; Mai, Thy

    2012-01-01

    Objective. To identify the benefits and consequences of having part-time faculty members in departments of pharmacy practice from the department chair’s perspective. Methods. A stratified purposive sample of 12 pharmacy practice department chairs was selected. Eleven telephone interviews were conducted. Two investigators independently read interview notes and categorized and enumerated responses to determine major themes using content analysis. The investigators jointly reviewed the data and came to consensus on major themes. Results. Benefits of allowing full-time faculty members to reduce their position to part-time included faculty retention and improved individual faculty work/life balance. Consequences of allowing part-time faculty positions included the challenges of managing individual and departmental workloads, the risk of marginalizing part-time faculty members, and the challenges of promotion and tenure issues. All requests to switch to part-time status were faculty-driven and most were approved. Conclusions. There are a variety of benefits and consequences of having part-time faculty in pharmacy practice departments from the chair’s perspective. Clear faculty and departmental expectations of part-time faculty members need to be established to ensure optimal success of this working arrangement. PMID:22611268

  12. Role Perception among Faculty Members at Teacher Education Colleges

    Science.gov (United States)

    Grobgeld, Esther; Teichman-Weinberg, Ariela; Wasserman, Egoza; Barchilon Ben-Av, Mercedes

    2016-01-01

    The goal of this study was to examine how faculty members at academic colleges of education perceive their role and to consider elements of their work that need to be included in a professional profile definition. All faculty of one college of education were asked: "What are the tasks/obligations of a faculty member at a college of education?…

  13. A Women in Radiology Group Fosters Career Development for Faculty and Trainees.

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    Gaetke-Udager, Kara; Knoepp, Ursula S; Maturen, Katherine E; Leschied, Jessica R; Chong, Suzanne; Klein, Katherine A; Kazerooni, Ella

    2018-07-01

    The objective of our study was to evaluate the outcomes of a women in radiology (WIR) group during the first 6 years of its existence, including members' satisfaction, activities, and differences based on seniority. An anonymous questionnaire was distributed to group members. Survey questions were related to the usefulness of sessions, mentoring, professional opportunities, and camaraderie. Comparisons were made on the basis of training status and seniority. Continuous variables were compared using means, t tests, and correlations, and categoric variables were compared using counts, percentages, and chi-square tests or Mantel-Haenszel tests. Surveys were sent to 61 women, including trainees and faculty; the response rate was 49% (38% of trainees and 53% of faculty). Overall satisfaction score for WIR sessions was high (mean summary score, 1.42 ± 0.37 [SD], with 1 meaning very satisfied and 4 meaning very unsatisfied). Trainees and junior faculty were more likely than senior faculty to report expanded internal networking opportunities (94% vs 69%; p = 0.07), to have gained a mentor (67% vs 8%; p = 0.001), and to have increased research involvement (33% vs 0%; p = 0.02). Both groups were equally likely to have become mentors. Almost all respondents (93%) reported increased camaraderie among women in the department. A WIR group can provide career development tools for its members. In this study, trainees and junior faculty reported increased networking and research involvement and gaining a mentor but were equally likely as senior faculty to have become mentors. Most members reported increased camaraderie among women in the department. A WIR group may help to accelerate professional development among trainees and junior faculty, thereby contributing to a more diverse and enabled workforce.

  14. Faculty Member Perceptions of Academic Leadership Styles at Private Colleges

    Science.gov (United States)

    Gidman, Lori Kathleen

    2013-01-01

    The leadership style of academic leaders was studied through the eyes of faculty members. This empirical study looked at faculty perceptions of academic leadership with the use of a numerical survey as the basis for observation. Faculty members at six private liberal arts institutions completed the Multifactor Leadership Questionnaire (MLQ) in…

  15. New Clinical Faculty Training Program: Transforming Practicing Dentists into Part-Time Dental Faculty Members.

    Science.gov (United States)

    Adams, Brooke N; Kirkup, Michele L; Willis, Lisa H; Reifeis, Paul E

    2017-06-01

    At Indiana University School of Dentistry, a New Clinical Faculty Training (NCFT) program was created with the primary goals of informing new part-time faculty members of clinical policies and assessment guidelines and thus developing qualified and satisfied faculty members. The aim of this study was to determine if participation in the training program improved the participants' satisfaction and competence in comparison to their colleagues who did not participate in the program. Two cohorts were compared: a control group of part-time faculty members who did not receive formal training when they were hired (n=21; response rate 58.3%); and the intervention group, who had participated in the NCFT program (n=12; response rate 80%). A survey of faculty members in the control group gathered information on their experiences when initially hired, and a pretest was administered to measure their knowledge of clinical policies. After the control group was given an overview of the program, their feedback was collected through post surveys, and a posttest identical to the pretest was given that found statistically significant increases on questions one (p=0.003) and four (p=0.025). In February 2014, 15 new faculty members participated in the pilot implementation of the NCFT program. Of those 15, 12 (the intervention group) completed follow-up surveys identical to the pre survey used with the control group. Statistically significant differences were found for the factors clinical teaching (p=0.005) and assessment training (p=0.008) with better responses for the NCFT group. These results suggest that participation in the program was associated with improved clinical teaching knowledge and job satisfaction.

  16. Educational Background and Academic Rank of Faculty Members within US Schools of Pharmacy.

    Science.gov (United States)

    Assemi, Mitra; Hudmon, Karen Suchanek; Sowinski, Kevin M; Corelli, Robin L

    2016-05-25

    Objective. To characterize the educational background and academic rank of faculty members in US schools of pharmacy, estimate the extent to which they are employed by institutions where they received previous training, and determine whether differences in degree origin and rank exist between faculty members in established (≤1995) vs newer programs. Methods. A cross-sectional study was conducted using the American Association of Colleges of Pharmacy (AACP) faculty database and demographic information from the public domain. Results. Among 5516 faculty members, 50.3% held two or more types of degrees. Established schools had a higher median number of faculty members and a higher mean faculty rank than did newer schools. Conclusion. The difference in mean faculty rank highlights the shortage of experienced faculty members in newer schools. Future research efforts should investigate educational attainment in correlation to other faculty and school characteristics and prospectively track and report trends related to pharmacy faculty members composition.

  17. Issues Causing Stress among Business Faculty Members

    Science.gov (United States)

    Adrian, C. Mitchell; Cox, Susie S.; Phelps, Lonnie D.; Schuldt, Barbara A.; Totten, Jeff W.

    2014-01-01

    This study examines factors contributing to faculty stress. Factors including demographics, tenure, discipline, and teaching medium are all examined. Whereas once faculty members were inundated with learning new electronic technology (and the stress it created), many appear to have become somewhat comfortable with this change and have adapted to…

  18. Continuity or Change? Gender, Family, and Academic Work for Junior Faculty in Ontario Universities

    Science.gov (United States)

    Acker, Sandra; Webber, Michelle; Smyth, Elizabeth

    2016-01-01

    Over the past 40 or so years, women's share of faculty positions in Canada and elsewhere has increased considerably, if not yet reaching parity. Yet working in the gendered university remains problematic. This article uses data from a qualitative research project in which 38 junior academics were interviewed about their responses to being on the…

  19. Student and faculty member perspectives on lecture capture in pharmacy education.

    Science.gov (United States)

    Marchand, Jon-Paul; Pearson, Marion L; Albon, Simon P

    2014-05-15

    To examine faculty members' and students' use and perceptions of lecture recordings in a previously implemented lecture-capture initiative. Patterns of using lecture recordings were determined from software analytics, and surveys were conducted to determine awareness and usage, effect on attendance and other behaviors, and learning impact. Most students and faculty members were aware of and appreciated the recordings. Students' patterns of use changed as the novelty wore off. Students felt that the recordings enhanced their learning, improved their in-class engagement, and had little effect on their attendance. Faculty members saw little difference in students' grades or in-class engagement but noted increased absenteeism. Students made appropriate use of recordings to support their learning, but faculty members generally did not make active educational use of the recordings. Further investigation is needed to understand the effects of lecture recordings on attendance. Professional development activities for both students and faculty members would help maximize the learning benefits of the recordings.

  20. Perceptions and use of iPad technology by pharmacy practice faculty members.

    Science.gov (United States)

    DiVall, Margarita V; Zgarrick, David P

    2014-04-17

    To explore the potential of tablet technology to address the specific workload challenges of pharmacy practice faculty members and to evaluate tablet usage after a department-wide iPad initiative. After conducting a needs assessment to determine pharmacy faculty attitudes towards tablet technology and to identify potential usage scenarios, all faculty members in a department of pharmacy practice received an iPad. After iPad distribution, training sessions and virtual tutorials were provided. An anonymous survey was administered to evaluate the pilot. The needs assessment survey revealed positive attitudes towards iPad technology, identified use scenarios, and led to a department-wide iPad pilot program. Most faculty members used iPads for connectivity with students (86%), paper/project annotation (68%), assessment (57%), and demonstration of tools used in practice (36%). For teaching, 61% of faculty members used iPads in seminars/laboratories, 57% used iPads in the experiential setting, and 43% used iPads in the classroom. Use of iPads for patient-care activities varied and depended on site support for mobile technology. The 23 faculty members with external practice sites used iPads to a greater extent and had more positive attitudes towards this technology compared with campus-based faculty members. Integration of tablet technology into the pharmacy education setting resulted in faculty-reported increased productivity and decreased paper waste. It also allowed faculty members to experiment with new teaching strategies in the classroom and experiential setting. Administrators at institutions exploring the use of tablet technology should allocate resources based on faculty needs and usage patterns.

  1. Impact of Faculty Development Workshops in Student-Centered Teaching Methodologies on Faculty Members' Teaching and Their Students' Perceptions.

    Science.gov (United States)

    Tricio, Jorge A; Montt, Juan E; Ormeño, Andrea P; Del Real, Alberto J; Naranjo, Claudia A

    2017-06-01

    The aim of this study was to assess, after one year, the impact of faculty development in teaching and learning skills focused on a learner-centered approach on faculty members' perceptions of and approaches to teaching and on their students' learning experiences and approaches. Before training (2014), all 176 faculty members at a dental school in Chile were invited to complete the Approaches to Teaching Inventory (ATI) to assess their teaching approaches (student- vs. teacher-focused). In 2015, all 496 students were invited to complete the Study Process Questionnaire (R-SPQ-2F) to assess their learning approaches (deep or surface) and the Course Experience Questionnaire (CEQ) to measure their teaching quality perceptions. Subsequently, faculty development workshops on student-centered teaching methodologies were delivered, followed by peer observation. In March 2016, all 176 faculty members and 491 students were invited to complete a second ATI (faculty) and R-SPQ-2 and CEQ (students). Before (2014) and after (2016) the training, 114 (65%) and 116 (66%) faculty members completed the ATI, respectively, and 89 (49%) of the then-181 faculty members completed the perceptions of skills development questionnaire in September 2016. In 2015, 373 students (75%) completed the R-SPQ-2F and CEQ; 412 (83%) completed both questionnaires in 2016. In 2014, the faculty results showed that student-focused teaching was significantly higher in preclinical and clinical courses than in the basic sciences. In 2016, teacher-focused teaching fell significantly; basic science teaching improved the most. Students in both the 2015 and 2016 cohorts had lower mean scores for deep learning approaches from year 1 on, while they increased their scores for surface learning. The students' perceptions of faculty members' good teaching, appropriate assessment, clear goals, and e-learning improved significantly, but perception of appropriate workload did not. Teaching and learning skills development

  2. Enhancing the Careers of Under-Represented Junior Faculty in Biomedical Research: The Summer Institute Program to Increase Diversity (SIPID).

    Science.gov (United States)

    Rice, Treva K; Liu, Li; Jeffe, Donna B; Jobe, Jared B; Boutjdir, Mohamed; Pace, Betty S; Rao, Dabeeru C

    2014-01-01

    The Summer Institute Program to Increase Diversity (SIPID) in Health-Related Research is a career advancement opportunity sponsored by the National Heart, Lung, and Blood Institute. Three mentored programs address difficulties experienced by junior investigators in establishing independent research careers and academic advancement. Aims are to increase the number of faculty from under-represented minority groups who successfully compete for external research funding. Data were collected using a centralized data-entry system from three Summer Institutes. Outcomes include mentees' satisfaction rating about the program, grant and publications productivity and specific comments. Fifty-eight junior faculty mentees (38% male) noticeably improved their rates of preparing/submitting grant applications and publications, with a 18-23% increase in confidence levels in planning and conducting research. According to survey comments, the training received in grantsmanship skills and one-on-one mentoring were the most valuable program components. The SIPID mentoring program was highly valued by the junior faculty mentees. The program will continue in 2011-2014 as PRIDE (PRogram to Increase Diversity among individuals Engaged in health-related research). Long-term follow-up of current mentees will be indexed at five years post training (2013). In summary, these mentoring programs hope to continue increasing the diversity of the next generation of scientists in biomedical research.

  3. Minority faculty members' resilience and academic productivity: are they related?

    Science.gov (United States)

    Cora-Bramble, Denice; Zhang, Kehua; Castillo-Page, Laura

    2010-09-01

    To explore whether there is a relationship between resilience and academic productivity of minority faculty members in U.S. academic health centers. For the purposes of the study, the authors defined academic productivity as peer-reviewed and non-peer-reviewed publications, grants, and academic promotion. In 2007, the authors simultaneously collected quantitative and qualitative data by using a triangulation (mixed-method) design. Past participants in the Association of American Medical Colleges' Minority Faculty Career Development Seminar completed the Web-based 70-item Personal Resilience Questionnaire (PRQ). In addition, two focus groups were conducted with past seminar participants. Seventy-four minority faculty members completed the PRQ, and 15 participated in the two focus groups. The quantitative data showed a positive correlation between demographic, educational, and academic productivity variables and certain resilience subscale scores. Common themes that emerged from the qualitative data were categorized under four major domains: existing barriers to academic advancement, internal protective factors or cultural buffers, external institutional or environmental facilitators, and necessary attributes for ensuring academic productivity and advancement. Certain resilience subscales showed correlation with academic productivity of minority faculty members, and specific personal and/or cultural characteristics were identified as enablers. Minority faculty members may benefit from skill development and coaching that extends beyond the traditional scope of faculty development programs and that specifically targets modifiable resilience characteristics. Additional research is needed, but such nontraditional, resilience-centered intervention strategies may positively affect the advancement of minority faculty in academic medicine.

  4. Evaluation of Faculty Members by Students in Birjand University of Medicine, 2003-2004

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    Masood Ziaie

    2009-02-01

    Full Text Available Background and purpose: Evaluation of faculty members is a kind of educational evaluation to determine success of faculty members in reaching the educational goals. Regarding the controversy about the validity of this kind of evaluation, this study was done to examine faculty members and students view point about content and implementation of evaluation of faculty members by students and feedback of the results in the second term of academic year 2003-4 in Birjand University of Medicine.Methods: All faculty members and students participated in this descriptive study. Their opinions were studied using two questionnaires for students and faculty members separately, whose content validity were confirmed after a survey from specialists and pilot study and reliability of results werestudied through calculating Cronbach’s alpha coefficient for internal consistency .Data were analyzed through calculating frequencies and K2-test, α=0.05.Results: Of all faculty members, 95% ( 30 from clinical and 30 from non clinical departments were aware of having been evaluated by students, 81.7% of them recognize educational development center of the University as the responsible body for evaluation. 91.7% of them received the feedback of the evaluation results. 45% of them agreed that announcement of evaluation results was helpful to improve teaching. 40% believed that questionnaires were responded without dutifulness andcarefulness by students.Conclusion: The aim of teaching evaluation is to improve teaching by faculty members. But it seems that many faculty members do not regard this evaluation tool so valid for measuring their teaching activities. The inappropriateness of most of the questionnaires, unfair judgment of student, and careless selection of the sample of students who answer the questionnaires are major issues for further development.Key words: EVALUATION, FACULTY MEMBER, STUDENT, MEDICAL UNIVERSITY OF BIRJAND

  5. New Faculty Members' Emotions: A Mixed-Method Study

    Science.gov (United States)

    Stupnisky, Robert H.; Pekrun, Reinhard; Lichtenfeld, Stephanie

    2016-01-01

    The current study developed when new faculty members spontaneously reported discrete emotions during focus groups exploring the factors affecting their success. Qualitative analysis using the framework of Pekrun's control-value theory of emotions revealed 18 different emotions with varying frequencies. A follow-up survey of 79 new faculty members…

  6. Top Ten Workplace Issues for Faculty Members and Higher Education Professionals

    Science.gov (United States)

    Petry, Greta

    2011-01-01

    A faculty member may be surprised to hear that the AAUP-affiliated United University Professions--one of the largest academic unions in the nation, with more than 33,000 members across New York State--includes a growing number of academic professionals who are not faculty members. Professionals at a public college or university range from the…

  7. Attitude toward plagiarism among Iranian medical faculty members.

    Science.gov (United States)

    Ghajarzadeh, Mahsa; Norouzi-Javidan, Abbas; Hassanpour, Kiana; Aramesh, Kiarash; Emami-Razavi, Seyed Hassan

    2012-01-01

    The goal of this study was to assess attitude towards plagiarism in faculty members of Medical School at Tehran University of Medical Sciences. One hundred and twenty medical faculty members of Tehran University of Medical Sciences were enrolled in this cross-sectional study. They were asked to answer to valid and reliable Persian version of attitude towards plagiarism questionnaire. Attitude toward plagiarism, positive attitude toward self-plagiarism and plagiarism acceptance were assessed. Eighty seven filled-up questionnaires were collected. Mean total number of correct answers was 11.6±3.1. Mean number of correct answers to questions evaluating self-plagiarism was 1.7±0.4 and mean number of correct answers to questions evaluating plagiarism acceptance was 1.4±0.2. There was no significant correlation between plagiarism acceptance and self-plagiarism (r=0.17, P=0.1). It is essential to provide materials (such as workshops, leaflets and mandatory courses) to make Iranian medical faculty members familiar with medical research ethics issues such as plagiarism.

  8. Attitude toward Plagiarism among Iranian Medical Faculty Members

    Directory of Open Access Journals (Sweden)

    Seyed Hassan Emami-Razavi

    2012-11-01

    Full Text Available The goal of this study was to assess attitude towards plagiarism in faculty members of Medical School at Tehran University of Medical Sciences. One hundred and twenty medical faculty members ofTehran University of Medical Sciences were enrolled in this cross-sectional study. They were asked to answer to valid and reliable Persian version of attitude towards plagiarism questionnaire. Attitude toward plagiarism, positive attitude toward self-plagiarism and plagiarism acceptance were assessed. Eighty seven filled-up questionnaires were collected. Mean total number of correct answers was 11.6 ± 3.1. Mean number of correct answers to questions evaluating self-plagiarism was 1.7 ± 0.4 and mean number of correct answers to questions evaluating plagiarism acceptance was 1.4 ± 0.2. There was no significant correlation between plagiarism acceptance and self-plagiarism (r=0.17, P=0.1. It is essential to provide materials (such as workshops, leaflets and mandatory courses to make Iranian medical faculty members familiar with medicalresearch ethics issues such as plagiarism.

  9. The New Faculty Members' Concerns: The Case of Jordanian Universities

    Science.gov (United States)

    Qudais, Mahmoud Abu; Al-Omari, Aieman; Smadi, Rana

    2009-01-01

    The present study aimed to identify and interpret concerns of the new faculty members in Jordanian universities. A total of 336 new faculty members who participated in this study were asked to rate their perceptions of issues related to teaching, research, service, balancing work and home life and the academic culture of their workplace. Means and…

  10. Teaching Styles and Occupational Stress among Chinese University Faculty Members

    Science.gov (United States)

    Zhang, Li-fang

    2007-01-01

    The primary aim of this research is to investigate the predictive power of occupational stress for teaching style among university faculty members. A sample of 144 faculty members from a large university in the People's Republic of China rated themselves on three ability scales and responded to the Thinking Styles in Teaching Inventory and to four…

  11. Mentoring Postsecondary Tenure-Track Faculty: A Theory-Building Case Study and Implications for Institutional Policy

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    Davis, Dannielle Joy; Boyer, Patricia; Russell, Isela

    2011-01-01

    The featured research uses theory-building case study to understand the experiences of junior faculty in a mentoring program. Findings suggest the importance of professional interaction for faculty members' integration into their campus communities. An explanatory model illustrates the findings and supplements discussion of the implications for…

  12. Factors influencing residents' evaluations of clinical faculty member teaching qualities and role model status.

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    Arah, Onyebuchi A; Heineman, Maas J; Lombarts, Kiki M J M H

    2012-04-01

      Evaluations of faculty members are widely used to identify excellent or substandard teaching performance. In order to enable such evaluations to be properly interpreted and used in faculty development, it is essential to understand the factors that influence resident doctors' (residents) evaluations of the teaching qualities of faculty members and their perceptions of faculty members as role-model specialists.   We carried out a cross-sectional survey within a longitudinal study of the System for Evaluation of Teaching Qualities (SETQ) of clinical teachers. The study sample included 889 residents and 1014 faculty members in 61 teaching programmes spanning 22 specialties in 20 hospitals in the Netherlands. Main outcome measures included residents' (i) global and (ii) specific ratings of faculty member teaching qualities, and (iii) global ratings of faculty members as role-model specialists. Statistical analysis was conducted using adjusted multivariable logistic generalised estimating equations.   In total, 690 residents (77.6%) completed 6485 evaluations of 962 faculty members, 848 (83.6%) of whom also self-evaluated. More recently certified faculty members, those who had attended a teacher training programme, and those who spent more time teaching than seeing patients or conducting research were more likely to score highly on most teaching qualities. However, faculty members who had undergone teacher training were less likely to be seen as role models (odds ratio [OR] 0.72, 95% confidence interval [CI] 0.59-0.88). In addition, faculty members were evaluated slightly higher by male than female residents on core teaching domains and overall teaching quality, but were less likely to be seen as role models by male residents (OR 0.80, 95% CI 0.67-0.97). Lastly, faculty members had higher odds of receiving top scores in specific teaching domains from residents in the first 4 years of residency and were less likely to be considered as role models by more

  13. Sociology Faculty Members Employed Part-Time in Community Colleges: Structural Disadvantage, Cultural Devaluation, and Faculty-Student Relationships

    Science.gov (United States)

    Curtis, John W.; Mahabir, Cynthia; Vitullo, Margaret Weigers

    2016-01-01

    The large majority of faculty members teaching in community colleges are employed on a part-time basis, yet little is known about their working conditions and professional engagement. This article uses data from a recent national survey of faculty members teaching sociology in community colleges to provide this information, with particular…

  14. Exploring Faculty Members' Motivation and Persistence in Academic Service-Learning Pedagogy

    Science.gov (United States)

    Darby, Alexa; Newman, Gabrielle

    2014-01-01

    This qualitative study provides a theoretical framework for understanding faculty members' motivation to persist in utilizing academic service-learning pedagogy. Twenty-four faculty members from a private liberal arts university in the southeastern United States were interviewed about the benefits and challenges of teaching academic…

  15. Self-Expression, Social Roles, and Faculty Members' Attitudes towards Online Teaching

    Science.gov (United States)

    Glass, Chris R.

    2017-01-01

    There is a widening gap between administrators' and faculty members' attitudes towards online education. This post-positivist grounded theory study explored features of the experiences that shaped sixteen faculty members' attitudes towards online education. Two features are identified: (a) they strived to express subject matter of personal…

  16. A mutually beneficial collaboration between the European Academy of Allergy and Clinical Immunology Junior Members and Clinical and Translational Allergy.

    Science.gov (United States)

    Tomazic, Peter Valentin; Graessel, Anke; Silva, Diana; Eguiluz-Gracia, Ibon; Guibas, George V; Grattan, Clive; Bousquet, Jean; Tsilochristou, Olympia

    2016-01-01

    The European Academy of Allergy and Clinical Immunology (EAACI) Junior Members (JM) comprise the largest EAACI section with around 4000 clinicians and scientists under 35 years of age working in the field of allergy and clinical immunology. The Junior Member collaboration with Clinical and Translational Allergy Journal is a mutually beneficial relationship providing Junior Members of EAACI with excellent opportunities to publish their work in the Journal, enhance their visibility in their respective field, and get involved with Journal-related activities and processes. In the future, this collaboration will grow, not only by the consolidation of these activities, but also by the implementation of new initiatives, such as a platform for discussing and/or publishing Junior Members' dissertations in the Journal. From the CTA perspective, the collaboration presents an opportunity to promote a new generation of allergists with experience of conducting and presenting research, with improved skills in critical review.

  17. Nursing Faculty Members' Perspectives of Faculty-to-Faculty Workplace Incivility among Nursing Faculty Members

    Science.gov (United States)

    Amos, Kimberly S.

    2013-01-01

    In recent years, nursing faculty incivility has been a searing topic of research. Nursing research included studies on incivility among nursing students, incivility between nursing students and nursing faculty, and incivility in the clinical setting. However, literature specifically on nursing faculty incivility was limited. This descriptive,…

  18. Relating Training to Job Satisfaction: A Survey of Online Faculty Members

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    Hoekstra, Brian

    2014-01-01

    The purpose of this study was to determine whether training affected the job satisfaction reported by online faculty members. A convenience sample of 492 Iowa Community College Online Consortium (ICCOC) faculty members were invited to participate in a quantitative survey, and 148 responded. Overall Job Satisfaction was operationalized through the…

  19. Impact on Junior Faculty of Teaching Opportunities During Predoctoral Education: A Survey-Based Study.

    Science.gov (United States)

    Hum, Lauren; Park, Sang E

    2016-04-01

    Dental schools have addressed full-time faculty shortages by utilizing part-time faculty and postdoctoral students as teachers. Studies have also shown that peer tutors in dental schools can be used effectively in addition to or in place of faculty, but there has been little research on whether the peer tutoring experience influences tutors to pursue academic careers. This study surveyed junior faculty at 60 U.S. dental schools about their predoctoral tutoring and teaching experiences. Data from 122 respondents were analyzed. The results indicated that more recent graduates had more peer tutoring opportunities available than those who graduated prior to the 1980s and that the teaching experiences influenced the respondents' decisions to pursue academic careers. Additionally, those peer tutoring programs that placed more responsibility on the peer tutors, signifying trust from the institution, were the most successful in influencing respondents' decisions to pursue academia. Finally, when comparing their predoctoral teaching experiences to faculty development of teaching skills at their current institutions, the majority of the respondents reported that the faculty development was better. However, the peer tutoring programs considered equal to or better than faculty development were more influential in stimulating participants' academic career interest. These results suggest that dental schools can look to peer tutoring and teaching programs to stimulate students' interest in academia that can help reduce faculty shortages in the long term, but only if programs are developed that place greater responsibility and trust in students and that equal the quality of faculty development programs.

  20. Educational needs of faculty members of Shahid Sadoughi University of Medical Sciences in 2011

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    S. S Mazloomy Mahmoodabad

    2012-11-01

    Full Text Available Introduction: Identifying educational needs is an essential step in planning faculty development programs. It plays an important role in promoting the quality of education. The aim of this study was to determine and prioritize the educational needs of clinical and non clinical faculty members of Faculty of Medicne of Shahid Sadoughi University of Medical Sciences. Methods: A questionnaire was developed for this cross-sectional study using the indices identified by reviewing the literature. The questionnaire was sent to all faculty members of Medical Faculty (n=260. The items were scored from 1 to 20 according to the importance of the educational needs. Data was analyzed by SPSS software. Results: Different areas of educational needs of the clinical faculty members were respectively prioritized as: familiarity with National Medical Universities Ranking Schemeresearch, personal development, administrative and executive activities, education, specialized activities outside the university and health services and health promotion. In the non clinical faculty members: research, familiarity with National Medical Universities Ranking Schemeeducation, personal development, specialized activities outside the university, administrative and executive activities. The first priority of education in the clinical faculty members was design, implementation and analysis of oral exams. In research domain priorities were data analysis skills and the first priority of education in the non clinical faculty members was how to foster critical thinking and reasoning in research and critical appraisal skills. Conclusion: Faculty members need all of the seven studiedmajor areas. It is recommended further research to determine the weight of these seven areas using a standard method.

  1. Attitudes of health sciences faculty members towards interprofessional teamwork and education.

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    Curran, Vernon R; Sharpe, Dennis; Forristall, Jennifer

    2007-09-01

    Faculty attitudes are believed to be a barrier to successful implementation of interprofessional education (IPE) initiatives within academic health sciences settings. The purpose of this study was to examine specific attributes of faculty members, which might relate to attitudes towards IPE and interprofessional teamwork. A survey was distributed to all faculty members in the medicine, nursing, pharmacy and social work programmes at our institution. Respondents were asked to rate their attitudes towards interprofessional health care teams, IPE and interprofessional learning in an academic setting using scales adopted from the peer-reviewed literature. Information on the characteristics of the respondents was also collected, including data on gender, prior experience with IPE, age and years of practice experience. A total response rate of 63.0% was achieved. Medicine faculty members reported significantly lower mean scores (P nursing faculty on attitudes towards IPE, interprofessional teams and interprofessional learning in the academic setting. Female faculty and faculty who reported prior experience in IPE reported significantly higher mean scores (P teamwork. The findings have implications for both the advancement of IPE within academic institutions and strategies to promote faculty development initiatives. In terms of IPE evaluation, the findings also highlight the importance of measuring baseline attitudinal constructs as part of systematic evaluative activities when introducing new IPE initiatives within academic settings.

  2. Pharmaceutical science faculty publication records at research-intensive pharmacy colleges and schools.

    Science.gov (United States)

    Thompson, Dennis F; Nahata, Milap C

    2012-11-12

    To determine yearly (phase 1) and cumulative (phase 2) publication records of pharmaceutical science faculty members at research-intensive colleges and schools of pharmacy. The publication records of pharmaceutical science faculty members at research-intensive colleges and schools of pharmacy were searched on Web of Science. Fifty colleges and schools of pharmacy were randomly chosen for a search of 1,042 individual faculty members' publications per year from 2005 to 2009. A stratified random sample of 120 faculty members also was chosen, and cumulative publication counts were recorded and bibliometric indices calculated. The median number of publications per year was 2 (range, 0-34). Overall, 22% of faculty members had no publications in any given year, but the number was highly variable depending on the faculty members' colleges or schools of pharmacy. Bibliometric indices were higher for medicinal chemistry and pharmaceutics, with pharmacology ranking third and social and administrative sciences fourth. Higher bibliometric indices were also observed for institution status (ie, public vs private) and academic rank (discipline chairperson vs non-chairperson and professor vs junior faculty member) (ppharmaceutical science disciplines and academic ranks within research-intensive colleges and schools of pharmacy. These data may be important for benchmarking purposes.

  3. Research Productivity of Teaching Faculty Members in Nigerian Federal Universities: An Investigative Study

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    Olatokunbo Christopher Okiki

    2013-12-01

    Full Text Available This study assessed the level of research productivity of teaching faculty members in Nigerian federal universities. The findings of the study show that the research productivity of the teaching faculty members in Nigerian federal universities is high in journal publications, technical reports, conference papers, working papers, and occasional papers. The research productivity is higher in Northeast (M=22.53; SD=25.73, and Southwest (M=21.74; SD=87.28, and North Central (M=20.69; SD=31.24 Nigeria. Also, the mean score of information resources availability (M=2.41; SD=0.90 indicates that information resources are readily available to teaching faculty members in Nigerian federal universities. The barriers to research productivity by teaching faculty members in the universities include low Internet bandwidth (M=3.793; SD=1.162 and financial constraint (M=3.543; SD=1.257. Besides, the study has shown the strengths and weaknesses of the teaching faculty members in Nigerian universities in terms of their research output.

  4. Dental Student and Faculty Perceptions of Uncivil Behavior by Faculty Members in Classroom and Clinic.

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    Ballard, Richard W; Hagan, Joseph L; Fournier, Suzanne E; Townsend, Janice A; Ballard, Mary B; Armbruster, Paul C

    2018-02-01

    Uncivil behavior by a faculty member or student can threaten a classroom environment and make it less conducive to learning. The aim of this study was to explore faculty behaviors that dental faculty and students perceive to be uncivil when exhibited in the classroom and clinic. In 2015, all faculty, administrators, and students at a single academic dental institution were invited to participate in an electronic survey that used a five-point Likert scale for respondents to indicate their agreement that 33 faculty behaviors were uncivil. Response rates were 49% for faculty and 59% for students. Significant differences were found between student and faculty responses on 22 of the 33 behavioral items. None of the three category composite scores differed significantly for students compared to faculty respondents. The category composite scores were not significantly associated with gender, ethnicity, or age for faculty or students. Overall, this study found significant differences between students and faculty about perceived uncivil faculty behaviors, though not for categories of behaviors.

  5. A Set of Descriptive Case Studies of Four Dance Faculty Members' Pedagogical Practices

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    Sims, Meredith; Erwin, Heather

    2012-01-01

    Dance faculty members come from a variety of backgrounds, which lead to varied knowledge bases and varied teaching practices. More information is needed about the current pedagogical practices of higher education dance faculty. This study sought to provide a description of four faculty members' pedagogical approaches to a dance technique class in…

  6. Organizational culture in nursing schools in Turkey: faculty members' perspectives.

    Science.gov (United States)

    Kantek, F; Baykal, U

    2009-09-01

    Among the benefits of examining an organization's culture are the opportunity to understand the basic mechanisms of the institutional and structural procedures, to determine the need for change and to ensure the development and satisfaction of the faculty members. To determine the perceptions of faculty members of organizational culture at nursing schools in Turkey and to examine different perceptions in relation to demographic variables. The study was conducted with 180 faculty members from seven nursing schools in state universities located in different geographical regions of Turkey that granted permission for the study. All faculty members in these schools with at least 1 year of institutional experience were included in the research. No sampling was required. A demographic information form and an organizational culture scale were used as data collection materials. The organizational culture scale contains 30 items and resolves the organizational culture in three dimensions. The minimum score obtained was 1 and the maximum was 5. The mean score for faculty members' in total scale was 3.40 (SD = 0.68), while it was 3.26 (SD = 0.77) for the management style dimension, 3.39 (SD = 0.73) for the organizational commitment/relations dimension and 3.68 (SD = 0.73) for the student-oriented dimension. There was no statistical difference between the perception of organizational culture and work experience at the institution, marital status or educational status, but there were differences in age, number of years in the profession and academic titles. It was found that strong perceptions have been established in nursing schools in regard to student-oriented practices, and that groups consisting of senior academic personnel and experienced academicians are considered to be better at perceiving the importance of the organizational culture. The administrators are recommended to promote policies to enhance the participation in decision-making processes and regularly monitor

  7. Blend or not to blend: a study investigating faculty members perceptions of blended teaching

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    Mehmet A Ocak

    2010-12-01

    Full Text Available This study examined faculty members’ perceptions of blended teaching from several perspectives. A total of 73 faculty members in Turkish Higher Education context participated in the study by completing an online survey that combined quantitative and qualitative approaches. Based on a data analysis, the faculty members’ perceptions were sorted into six categories: (a satisfaction with blended teaching, (b perceived impact on the role of the faculty, (c perceived impact on student learning, (d perceived impact on student motivation, (e advantages of blended teaching, and (f disadvantages of blended teaching. Findings indicated that faculty members were likely to agree that blended teaching provides a high degree of satisfaction and that it requires more time and commitment from the faculty. The faculty members perceived that blended teaching improves student learning and, to some extent, improves motivation. The faculty members also emphasized the importance of institutional support and the use of technology to mitigate student problems. This study presents these faculty members’ perceptions, which are helpful for those planning to implement a blended teaching approach, and makes suggestions for trouble-shooting and taking advantage of the opportunities in a blended environment successfully.

  8. Communication Skills of Dentist Faculty Members of Islamic Azad University Based on a Student Survey and its Relation with Faculties Evaluation by Students

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    saeideh Abzan

    2009-11-01

    Full Text Available Background and purpose: Given the fact that identifying the problems of faculty members improvement are important, we investigated the communication skills of faculty members and examined if here isany association between good communication skill and the scores faculty members get from students evaluation in dental school of Islamic Azad University in Tehran.Methods: In this cross-sectional study, the students filled a questionnaire which assessed the communication skill (verbal and non verbal of faculty members based on a Likert’s type scale ranging from very good, to good, moderate, and poor at two weeks after the beginning of the course.The verbal communication skill were assessed based on 7 factors and the non verbal communication skill were evaluated based on 11 items .These items were extracted from standard communication text for content validity and the reliability was examined through a pilot test-retest procedure withr=0.85. Two weeks before the end of the same semester the students completed the faculties’ evaluation form which included 16 items. The validity and reliability of the faculty evaluation have previouslyestablished.The students selected one choice out of a range of very good, good, moderate, poor for each of the above items. The data were examined for correlation of communication skill with faculty evaluation by students by chi-square test.Results: In this study 1278 students assessed 154 faculty members in 234 class or clinics by completing 9107 questionnaire for communication skill and 9107 from for evaluation of faculty members. Of all participants 55.4% evaluated communication skills of faculty members as good, 31.8% as moderate and 12.8% as poor. Faculties were evaluated as good by 54%, of students, as moderate by 32.8% and as poor by 14.2%. Faculties with higher communication skill scores tend to have higher evaluationscores (p<0.001 Conclusions: It seems that the communication skill of faculty members of Islamic

  9. Job Satisfaction Analysis of Faculty Members in Public Sector Engineering Universities: An Empirical Investigation

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    AMEER ALI SHAHANI

    2017-07-01

    Full Text Available Most of the researchers have conducted study on the job satisfaction of the faculty members in Non? Engineering Universities only few have paid their attention in the Public Sector Engineering Universities. This study is the first attempt towards the research on faculty members? job satisfaction in public sector engineering universities of Sindh, Pakistan. The focus of this research is to assess the faculty members?job satisfaction on the perspectives of different factors i.e. compensation, research and technology, management style, recognition, working environment, in-service teaching training. The data was collected and analyzed using SPSS version 17.0 on five point likert scale. Regression, Correlation and ANOVAs (Analysis of Variance tests were conducted. Results showed that faculty members of the public sector engineering universities have lower job satisfaction. The finding suggested that, the study is useful for the management of universities in order to rectify the areas of dissatisfaction and to tackle the issues related to the faculty members regarding their job satisfaction.

  10. Ethical Climate, Organizational Commitment, and Job Satisfaction of Full-Time Faculty Members

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    Moore, Heather Louise

    2012-01-01

    The purpose of this quantitative study was to better understand the relationship of perceived ethical climate on the organizational commitment and job satisfaction of full-time faculty members in institutions of higher education. Full-time faculty members are the forefront employees of any educational institution, and they have a direct impact on…

  11. How Do the Faculty Members Go for Trolls? A View from An Emerging Country

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    Elif Bugra KUZU DEMIR

    2017-07-01

    Full Text Available This paper focuses on the findings of an exploratory, qualitative phenomenological study and investigates opinions and evaluations of faculty members about trolls encountered in social media and mass medium. The research was carried out in Anadolu University in Turkey. A total of 18 faculty members from 9 faculties in 12 different departments responded to 4 interview questions. Faculty members' views on trolls were elicited through 2 rounds of semi-structured focus group interviews. Findings were based on content analyses of interview transcripts. Results are presented in four categories which emerged from perceptions, strategies, incidences and feelings. Trolls’ aims and their success in doing so when it comes to the research group are discussed. This research concludes that purity, hazard and intelligence of trolls are still dubious facts for the Anadolu University faculty members.

  12. Information Seeking Behaviour of Faculty Members of Rajabhat Universities in Bangkok

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    Neela J. Deshpande

    2005-12-01

    Full Text Available This article reports the results of a study of the information seeking behaviour of faculty members of Rajabhat Universities in Bangkok, Thailand. Data were collected by using a questionnaire from seven faculties in Rajabhat Universities. Results show that most of respondents (forty one percent stated their method of seeking information by consulting a knowledgeable person in the field. Two hundred and thirteen respondents (82 percent seek information for preparing lectures. Fifty-four percent of faculty members access more documents was references from a book. It is revealed that most of the faculty members (57 percent used textbooks. Seventy four percent of respondents read information materials in Thai and twenty four percent read materials in English. The Internet had been almost universally adopted; they trace materials from the library via the Internet. Google.com was used for searching information by respondents. They use frequently e-mail for communication. It is found that 42 percent of respondents use the ERIC (Education Resources Information Centre database. The majority of respondents faced the common problem while seeking information i.e. unavailability of information.

  13. Part-time and job-share careers among pharmacy practice faculty members.

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    Griffin, Brooke; Vest, Kathleen; Pohl, Shaunte; Mazan, Jennifer; Winkler, Susan

    2014-04-17

    Part-time and job-share policies may allow pharmacy practice faculty members to achieve work/life balance while pursuing their professional goals. Precedent for alternative work schedules within the health professions community can be found throughout the literature; however, little is known about part-time roles in academic pharmacy. The design and implementation of 3 different alternative faculty appointments are described and department chair and faculty perspectives are shared. Teaching, service, and scholarship responsibilities, as well as outcomes before and after changes in appointment, are described. Advantages and disadvantages, including advice for other colleges of pharmacy, are presented. Alternate appointments may be a key factor in retaining highly qualified faculty members who continue to bring their expertise to teaching, precepting, and scholarship within a college or school of pharmacy.

  14. Recognition of Core Elements of Medical Professionalism among Medical Students and Faculty Members

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    irdous Jahan

    2016-05-01

    Full Text Available Objectives: Medical students and future physicians have chosen to pursue a profession that requires personal integrity, compassion and a constant awareness of the commitment made by them. Professionalism includes personal behaviors, knowledge, and competency. It includes the attitudes and values one holds and that run through the profession as a whole. Medical students learn professionalism during the course by either direct teaching or experiential learning. We conducted this study to estimate the self-reported level of practice of the core elements of professionalism by medical students and medical faculty and compared the two groups. Methods: One-hundred and nine students and 83 faculty members of Oman Medical College completed a professionalism questionnaire. The survey questions related to core elements of professionalism and were grouped under professional knowledge, professional skills, professional attitude, and qualities essential for professionalism. Results: The response rate was 65.6% (109 of 166 among students and 75.5% (83 of 110 from faculty members. Response to the questions on professional skills between the student and faculty group was significantly different (p < 0.001. Similarly, there was a significant difference in the responses related to professional attitude between the student and faculty group (p < 0.001. Students and faculty members have a significant difference in opinion regarding up to date knowledge of basic and clinical sciences and clinical competency (p = 0.024. Similarly, significant differences in opinion regarding up to date knowledge of basic and clinical sciences and clinical competency in clinical and basic sciences faculty members (p = 0.001. Students identified good communication skills (82.6%, and faculty staff identified up to date professional knowledge (62.7% as the most important aspect of professionalism. Conclusions: Both students and teaching faculty agreed that the top most professional

  15. Negative ageing stereotypes in students and faculty members from three health science schools.

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    León, Soraya; Correa-Beltrán, Gloria; Giacaman, Rodrigo A

    2015-06-01

    To explore the ageing stereotypes held by health students and faculty members in three health science schools in Chile. This cross-sectional study surveyed 284 students and faculty members from the dental, physical therapy and speech therapy schools of the University of Talca, Chile. A validated 15-question questionnaire about negative stereotypes was used (CENVE). The questions were divided into three categories: (i) health, (ii) social factors and motivation and (iii) character and personality. The scores for each category were grouped into the following categories: (i) positive, (ii) neutral and (iii) negative. Negative stereotypes were compared across genders, socio-economic status levels, classes, positions (student or faculty member) and schools. The majority of the participants held neutral stereotypes towards ageing, followed by positive perceptions. No differences were detected between the genders, schools or classes. While most of the students had neutral perceptions about ageing, the faculty's perceptions were rather positive (p = 0.0182). In addition, people of lower-middle socio-economic status held more positive stereotypes about ageing than the participants of high and middle status (p = 0.0496). Stereotypes about ageing held by health-related students and faculty members appear to be rather neutral. The stereotypes seem to be better among students with some clinical experience, students of lower socio-economic status and faculty members. © 2013 John Wiley & Sons A/S and The Gerodontology Society. Published by John Wiley & Sons Ltd.

  16. The demographic and academic profile of Irish dental school faculty members.

    LENUS (Irish Health Repository)

    O'Sullivan, Eleanor M

    2010-04-23

    AIM: This paper reviews the demographic, academic and professional profile of Irish dental school faculty members. Faculty duties are explored. METHODS AND MATERIALS: Custom-designed questionnaires were distributed to faculty members for self-completion, adopting a \\'mixed-method\\' approach with quantitative and qualitative components. Response rate was 64.60%. RESULTS: Demographic profile reveals a male-dominated regime (64%). Males also occupy a disproportionate number of senior academic positions. The age profile mirrors international trends with 75% of staff over 40 and c.33% over 50, including 78% of professorial staff (p < 0.001). Dental school faculties are comprised of highly educated professionals with the following qualifications: 89% BDS, 43% FDS, 39% Masters, 16% Doctorates. Most (77%) have 10+ years of clinical experience, while 47% have over 20 years\\' experience. Clinical experience varied by age, rank (p < 0.001) and gender (p < 0.05). A review of contractual agreements and duties confirms the major role of part-time clinical staff in dental education, comprising the largest single group (48%) delivering the bulk of the clinical teaching. However, 54% of part-time clinical staff have less than five years teaching experience. This study also explores staff views of various faculty roles. CONCLUSIONS: This report provides a benchmark profile of Irish dental school faculty members. It reflects on the heavily skewed age groups of our current dental educators and the impending retirement of many senior academics. Educational organisations need to explore ways to make a career in dental education financially and sociologically attractive and provide adequate support for existing faculty to ensure their development during these challenging times.

  17. Factors Affecting Job Satisfaction among the Faculty Members at Guilan University of Medical Sciences

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    Fardin Mehrabian

    2013-08-01

    Full Text Available Introduction: Job satisfaction plays a pivotal role in the performance of university faculty members. Identification of the factors influencing job satisfaction can be useful in advancing the educational and research objectives of the university. The aim of the present study was to analyze the factors influencing job satisfaction among the faculty members of Guilan University of medical sciences. Methods: This study was a descriptive cross-sectional research that was conducted in 2012. The statistical population of the research included 139 faculty members at faculties of Guilan University of Medical Sciences selected using stratified random sampling. The instrument of data collection was a questionnaire consisting of two sections; the first section contained 10 questions about demographic information and the second section comprised of 19 questions which was designed based on Herzberg's two-factor theory. The questionnaire was scored according to 5-point Likert scale. Data were analyzed by SPSS 18 software and descriptive statistics indices of frequency, mean, standard deviation and Pearson correlation coefficient reported.Results: 66.2% of the faculty members were male, 62.6% were clinical faculty members and 37.4% basic sciences faculty members. The most important factors affecting the faculty members’ job satisfaction were job security (4.14±0.96, friendly relationship with colleagues (4.01±0.81, and technology and technical knowledge (3.99±0.87. The most important motivational factors influencing job satisfaction were interest in job (4.24+0.71, achievement (3.99±0.87 and equal opportunities for career promotion (3.95±0.99.Conclusion: stability and job satisfaction, creating friendly working environment, proper environmental conditions, professor’s welfare and providing spiritual and material incentives are factors that influence the professor’s job satisfaction.

  18. Nursing directors' leadership styles and faculty members' job satisfaction in Taiwan.

    Science.gov (United States)

    Chen, Hsiu-Chin; Baron, Mark

    2006-10-01

    Nursing leaders in Taiwan seldom receive the leadership training necessary to lead an academic organization. As a result, leaders may experience burn out, and dissatisfaction among faculty may increase. This study examined nursing faculty members' perceptions of nursing directors' leadership and their job satisfaction levels to understand how perceptions of leadership styles related to job satisfaction in Taiwan. This descriptive, correlational, cross-sectional study used self-administered questionnaires. Transformational leadership theory supported the research framework. Nine schools with nursing programs awarding diplomas to students participated in this study. A total of 175 questionnaires were returned (72% response rate). The findings indicated that Taiwan's nursing directors tend to display transformational leadership more frequently in their workplaces and that Taiwan's nursing faculty members are moderately satisfied in their jobs. In addition, nursing faculty in Taiwan are more satisfied with directors who practice the leadership style of attributed idealized influence.

  19. Part-time and Job-Share Careers Among Pharmacy Practice Faculty Members

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    Griffin, Brooke; Vest, Kathleen; Pohl, Shaunte; Mazan, Jennifer; Winkler, Susan

    2014-01-01

    Part-time and job-share policies may allow pharmacy practice faculty members to achieve work/life balance while pursuing their professional goals. Precedent for alternative work schedules within the health professions community can be found throughout the literature; however, little is known about part-time roles in academic pharmacy. The design and implementation of 3 different alternative faculty appointments are described and department chair and faculty perspectives are shared. Teaching, ...

  20. Organizational role stress among medical school faculty members in Iran: dealing with role conflict

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    Brommels Mats

    2007-05-01

    Full Text Available Abstract Background Little research has been conducted to investigate role stress experienced by faculty members in medical schools in developing countries. This becomes even more important when the process of reform in medical education has already taken place, such as the case of Iran. The objectives of this study were to investigate and assess the level and source of role-related stress as well as dimensions of conflict among the faculty members of Iranian medical schools. Variables like the length of academic work, academic rank, employment position, and the departments of affiliation were also taken into consideration in order to determine potentially related factors. Methods A survey was conducted at three different ranks of public medical schools. The validated Organizational Role Stress Scale was used to investigate the level of role stress and dimensions of role conflict among medical faculty members. The response rate was 66.5%. Results The findings show that role stress was experienced in high level among almost all faculty members. All three studied medical schools with different ranks are threatened with relatively the same levels of role stress. Specific differences were found among faculty members from different disciplines, and academic ranks. Also having permanent position and the length of services had significant correlation with the level of role stress. The major role- related stress and forms of conflict among faculty members were role overload, role expectation conflict, inter-role distance, resource inadequacy, role stagnation, and role isolation. Conclusion The most role-related stressors and forms of conflict among faculty members include too many tasks and everyday work load; conflicting demands from colleagues and superiors; incompatible demands from their different personal and organizational roles; inadequate resources for appropriate performance; insufficient competency to meet the demands of their role; inadequate

  1. Evaluation of doctoral nursing programs in Japan by faculty members and their educational and research activities.

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    Arimoto, Azusa; Gregg, Misuzu F; Nagata, Satoko; Miki, Yuko; Murashima, Sachiyo

    2012-07-01

    Evaluation of doctoral programs in nursing is becoming more important with the rapid increase in the programs in Japan. This study aimed to evaluate doctoral nursing programs by faculty members and to analyze the relationship of the evaluation with educational and research activities of faculty members in Japan. Target settings were all 46 doctoral nursing programs. Eighty-five faculty members from 28 programs answered the questionnaire, which included 17 items for program evaluation, 12 items for faculty evaluation, 9 items for resource evaluation, 3 items for overall evaluations, and educational and research activities. A majority gave low evaluations for sources of funding, the number of faculty members and support staff, and administrative systems. Faculty members who financially supported a greater number of students gave a higher evaluation for extramural funding support, publication, provision of diverse learning experiences, time of supervision, and research infrastructure. The more time a faculty member spent on advising doctoral students, the higher were their evaluations on the supportive learning environment, administrative systems, time of supervision, and timely feedback on students' research. The findings of this study indicate a need for improvement in research infrastructure, funding sources, and human resources to achieve quality nursing doctoral education in Japan. Copyright © 2011 Elsevier Ltd. All rights reserved.

  2. Teacher Effectiveness in Relation to Emotional Intelligence Among Medical and Engineering Faculty Members

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    Ajeya Jha

    2012-11-01

    Full Text Available Studies have revealed that emotional intelligence (EI influences an individual's job performance in terms of organizational commitment and job satisfaction. But prior studies were limited mostly to the corporate sector. Therefore the present study was conducted to understand the correlation between EI and teaching performance in the case of faculty members at medical and engineering colleges, as courses related to these two fields are quite extensive and demanding which often leads to stress among students (Saipanish, 2003; Foster & Spencer, 2003; Schneider, 2007; Ray and Joseph, 2010. A total of 250 faculty members from three medical and four private engineering colleges of Uttar Pradesh, India, participated in the study. Emotional intelligence scale (EIS, 2007, Teacher Effectiveness Scale (TES, 2010 and Teacher Rating Scale (TRS, 2003 were administered to measure the emotional intelligence, self-reported teacher effectiveness and student rated teacher effectiveness of the faculty members respectively. All materials used in the study are constructed and standardized on Indian population. The study revealed a positive correlation between EI and teacher effectiveness, both self-reported and students rated. Among ten components of EI considered in the study; emotional stability, self-motivation, managing relations, self-awareness and integrity emerged as the best predictors of teacher effectiveness. Gender differences on the scores of EI and Teacher Effectiveness was insignificant. The EI and self-reported teacher effectiveness of engineering faculty members were relatively higher than those of medical faculty. However, according to students’ rating there was no significant difference in teacher effectiveness among the two groups. Implications of this research from the perspective of training faculty members are discussed.

  3. Job Satisfaction in Basic and Clinical Faculty Members in Shiraz University of Medical Sciences, Iran

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    Mehdi Saberi-Firoozi

    2009-02-01

    Full Text Available Background and Purpose: Shiraz University of Medical Sciences as one of the oldest and largest universities of medicine in Iran with 50 years history has more than 450 faculty members and 5000 students. This study is an attempt to find out the level of job satisfaction among Shiraz University ofMedical Sciences’ faculty members.Methods: In midterm of 2003-2004, data on job satisfaction level among 404 faculty members from all schools of Shiraz University of Medical Sciences were collected. The translation of Spector’s job satisfaction score was used including 34 questions in 9 items of job satisfaction and each one based on Likert’s Scale with score an of 1-5. A question related to overall job satisfaction of faculty members was added.Results: Of all faculties,, 252 responded to the questionnaire and 70.1% expressed satisfaction in response the added question. The mean scores of job satisfaction in items of coworkers, work nature, supervision, management methods, academic relations, promotion, salary and suitable benefits were3.771, 3.265, 2.557, 2.454, 2.395, and 2.376 out of 5 respectively (F=223.8, p=0.0001. In the promotion item, the satisfaction of female faculty was lower than male subjects. The level of job satisfaction was not different between clinical faculty members of Medical School with or without private activity. The results of linear regression analysis between the items of job satisfaction revealed that reimbursement and fringe benefits could predict the overall job satisfaction (r2=0.70, p<0.01.Conclusion: As a whole, the faculty members of the university were satisfied with their jobs, but a correction in reimbursement, benefits and promotion regulations especially in lower academic ranks is needed to improve the level of job satisfaction in this group.Key words: JOB SATISFACTION, FACULTY MEMBER, BASIC AND CLINICAL DEPARTMENTS, FULLTIME, PART-TIME

  4. Southern Coup: Recruiting African American Faculty Members at an Elite Private Southern Research University

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    Barrett, Thomas Gregory; Smith, Theophus

    2008-01-01

    Competition for highly qualified African American faculty members among elite universities in the United States remains keen. Two of the most successful research universities at recruiting African American faculty members are located in the Southeast. Employing a conceptual framework grounded in organizational culture and climate literature, in…

  5. Does race still matter in nursing? The narratives of African-American nursing faculty members.

    Science.gov (United States)

    Beard, Kenya V; Julion, Wrenetha A

    The rise in undergraduate enrollment of African-American students has not translated into more African-American faculty members, although they could mentor minority students and promote an ethos that encourages their academic success. Discrimination against African-American faculty members continues, which could lessen their presence. This study explored the narratives of 23 African-American faculty members to determine if race still matters in nursing. A narrative approach grounded in social constructionism and critical race theory was used to illustrate the journey of African-American faculty into and throughout academia and to reveal factors related to decisions to enter and remain in academia. Most of the participants stated that they faced racial discrimination that tested their resilience and reinforced their commitment to the academy. Intentional actions and open discourse could strengthen institutional commitments to racial diversity and facilitate the recruitment and retention of racially diverse nursing faculties. Copyright © 2016 Elsevier Inc. All rights reserved.

  6. Through the looking glass: how reflective learning influences the development of young faculty members.

    Science.gov (United States)

    Higgins, Stacy; Bernstein, Lisa; Manning, Kimberly; Schneider, Jason; Kho, Anna; Brownfield, Erica; Branch, William T

    2011-01-01

    Faculty development is needed that will influence clinical teachers to better enable them to transmit humanistic values to their learners and colleagues. We sought to understand the processes whereby reflective learning influenced professional growth in a convenience sample of young faculty members. We analyzed appreciative inquiry narratives written over 4 years using the constant comparative method to identify major underlying themes and develop hypotheses concerning how reflective learning influenced participants in the faculty development program. Six of the participants and the facilitator were participant observers in the qualitative analysis. Group support, validation, and cohesion led to adoption of common values that informed the professional development of the participants over 4 years of the study. Common values influenced the group members as they progressed in their careers. Faculty development programs that focus on humanism and reflective learning can facilitate the growth of young faculty members by influencing their values and attitudes at crucial phases of their careers.

  7. Training Needs for Faculty Members: Towards Achieving Quality of University Education in the Light of Technological Innovations

    Science.gov (United States)

    Abouelenein, Yousri Attia Mohamed

    2016-01-01

    The aim of this study was to identify training needs of university faculty members, in order to achieve the desired quality in the light of technological innovations. A list of training needs of faculty members was developed in terms of technological innovations in general, developing skills of faculty members in the use of technological…

  8. Knowledge of Pharmacogenetics among Healthcare Professionals and Faculty Members of Health Training Institutions in Ghana.

    Science.gov (United States)

    Kudzi, W; Addy, B S; Dzudzor, B

    2015-03-01

    Pharmacogenetics has a potential for optimizing drug response and identifying risk of toxicity for patients. Pharmacogenetics knowledge of healthcare professionals and the unmet need for pharmacogenetics education in health training institutions are some of the challenges of integrating pharmacogenetics into routine medical practice. To assess pharmacogenetics knowledge among healthcare professionals and faculty members of health training institutions in Ghana. Semi-structured questionnaires were used to interview healthcare professionals from selected public and private hospitals. Faculty members from health training institutions were also interviewed. The respondents were Medical doctors 42 (46.7%), Pharmacists 29 (32.2%) and Nurses 19 (21.1%). Healthcare professionals rated their knowledge of Pharmacogenetics as Excellent 5 (5.6%), Very Good 10 (11.2%), Good 53 (60%) and Poor 19 (21.4%). Thirty-two faculty members from health training institutions were also interviewed. Faculty members rated their knowledge of pharmacogenetics as Excellent 2 (6.3%), Very Good 3 (9.4%), Good 9 (28.1%), Fair 12 (37.5%) and Poor 6 (18.8%). Thirty seven percent (12) of these faculty members said pharmacogenetics was not part of their institutions' curriculum, 7 (22%) did not know if pharmacogenetics was part of their curriculum and only 13 (40.6%) said it was part of their curriculum. Few healthcare professionals and faculty members of training institutions are aware of the discipline of pharmacogenetics. There is the need for continuous professional education on pharmacogenetics and development of competency standards for all healthcare professionals in Ghana.

  9. Organisational commitment levels of faculty members in sport ...

    African Journals Online (AJOL)

    This study aimed to reveal the organisational commitment levels of faculty members to teaching at higher education institutions in Turkey. To be able to obtain participants' views, the organisational commitment scale developed by Allen and Meyer in 1990 was used and data was analysed by means of the SPSS 17.0 ...

  10. Satisfaction of Iranian Medical Universities’ faculty members towards holding Shahid Motahari Annual Educational Festival

    Science.gov (United States)

    HOSSEINI, SEYYED NASROLLAH; MOHSENI BAND PEY, ANOSHIRAVAN; HOSSEINI, SEYYED ALI; KARAMI MATIN, BEHZAD; MIRZAEI ALAVIJEH, MEHDI; JALILIAN, FARZAD

    2015-01-01

    Introduction Shahid Motahari Annual Educational Festival aims to improve the quality of medical education in the Islamic Republic of Iran, and has held since 2008. The present study was performed to determine the satisfaction level of Iranian medical universities’ faculty members about holding Shahid Motahari Annual Educational Festival during the past six years, from 2008 to 2014. Methods This cross-sectional study was conducted on 473 faculty members (FMs) including deputies and educational administrators, managers, and faculty members of medical education development centers, members of scientific committees, and faculty members who participated in Shahid Motahari Festival from 42 medical sciences universities in Iran. Data collection instruments were two reliable and valid questionnaires on the background and also participants’ satisfaction towards Shahid Motahari Educational Festival. Data were analyzed using SPSS Software, version 14. Results Among all participants, 30 FMs (6.3%) were educational deputies, 36 FMs (7.6%) managers of medical education development centers, 226 FMs (56.2%) members of scientific committees, 29 FMs (6.1%) members of the national committees, 343 FMs (27.5%) attendees, and 264 FMs (55.8%) had participated for retraining. The total satisfaction level of the participants was 73.3% which shows a good satisfaction level. Conclusion The results identified the main important strength points such as “proposals’ review process at the country level” and weakness points such as “organizing the festival”. PMID:26457313

  11. Attitudes of Faculty Members at Najran University towards Students' Assessment for Their Teaching Performance

    Science.gov (United States)

    Zakri, Ali; Qablan, Yahya

    2015-01-01

    This study aimed to investigate the attitudes of faculty members at Najran University towards students' assessment for their teaching performance. The sample of the study consisted of (184) faculty members from Najran University, Kingdome of Saudi Arabia. A questionnaire was developed and distributed to the sample of the study. The result showed…

  12. Perceived benefits and challenges of interprofessional education based on a multidisciplinary faculty member survey.

    Science.gov (United States)

    Lash, David Benjamin; Barnett, Mitchell J; Parekh, Nirali; Shieh, Anita; Louie, Maggie C; Tang, Terrill T-L

    2014-12-15

    To identify differences among faculty members in various health professional training programs in perceived benefits and challenges of implementing interprofessional education (IPE). A 19-item survey using a 5-point Likert scale was administered to faculty members across different health disciplines at a west coast, multicollege university with osteopathic medicine, pharmacy, and physician assistant programs. Sixty-two of 103 surveys (60.2%) were included in the study. Faculty members generally agreed that there were benefits of IPE on patient outcomes and that implementing IPE was feasible. However, group differences existed in belief that IPE improves care efficiency (p=0.001) and promotes team-based learning (p=0.001). Program divergence was also seen in frequency of stressing importance of IPE (p=0.009), preference for more IPE opportunities (p=0.041), and support (p=0.002) within respective college for IPE. Despite consensus among faculty members from 3 disciplines that IPE is invaluable to their curricula and training of health care students, important program level differences existed that would likely need to be addressed in advance IPE initiatives.

  13. Perceptions of pharmacy students, faculty members, and administrators on the use of technology in the classroom.

    Science.gov (United States)

    DiVall, Margarita V; Hayney, Mary S; Marsh, Wallace; Neville, Michael W; O'Barr, Stephen; Sheets, Erin D; Calhoun, Larry D

    2013-05-13

    To gather and evaluate the perceptions of students, faculty members, and administrators regarding the frequency and appropriateness of classroom technology use. Third-year pharmacy students and faculty members at 6 colleges and schools of pharmacy were surveyed to assess their perceptions about the type, frequency, and appropriateness of using technology in the classroom. Upper-level administrators and information technology professionals were also interviewed to ascertain overall technology goals and identify criteria used to adopt new classroom technologies. Four hundred sixty-six students, 124 faculty members, and 12 administrators participated in the survey. The most frequently used and valued types of classroom technology were course management systems, audience response systems, and lecture capture. Faculty members and students agreed that faculty members appropriately used course management systems and audience response systems. Compared with their counterparts, tech-savvy, and male students reported significantly greater preference for increased use of classroom technology. Eighty-six percent of faculty members reported having changed their teaching methodologies to meet student needs, and 91% of the students agreed that the use of technology met their needs. Pharmacy colleges and schools use a variety of technologies in their teaching methods, which have evolved to meet the needs of the current generation of students. Students are satisfied with the appropriateness of technology, but many exhibit preferences for even greater use of technology in the classroom.

  14. Challenges of Measuring a Faculty Member Activity in Medical Schools

    OpenAIRE

    Mohammadi, A; Mojtahedzadeh, R; Emami Razavi, S H

    2011-01-01

    Background One of the features of Mission Based Management is measuring the activities of faculty members and departments and their contributions to the school's mission. As it is important to assess the school's readiness for such a system, in this study we assessed the view points of Tehran Medical School's department chairs about faculty members’ activities. Methods We used focus group technique to identify participants' view points. We divided 30 department chairs into homogenous groups o...

  15. Ergonomics Calibration Training Utilizing Photography for Dental Hygiene Faculty Members.

    Science.gov (United States)

    Partido, Brian B

    2017-10-01

    Dental and dental hygiene clinical faculty members often do not provide consistent instruction, especially since most procedures involve clinical judgment. Although instructional variations frequently translate into variations in student performance, the effect of inconsistent instruction is unknown, especially related to ergonomics. The aim of this study was to determine whether photography-assisted calibration training would improve interrater reliability among dental hygiene faculty members in ergonomics evaluation. The photography-assisted ergonomics calibration program incorporated features to improve accessibility and optimize the quality of the training. The study used a two-group repeated measures design with a convenience sample of 11 dental hygiene faculty members (eight full-time and three part-time) during the autumn 2016 term at one U.S. dental school. At weeks one and seven, all participants evaluated imaged postures of five dental students using a modified-dental operator posture assessment instrument. During weeks three and five, training group participants completed calibration training using independent and group review of imaged postures. All pre-training and post-training evaluations were evaluated for interrater reliability. Two-way random effects intraclass coefficient (ICC) values were calculated to measure the effects of the training on interrater reliability. The average measure of ICC of the training group improved from 0.694 with a 95% confidence interval (CI) of 0.001 to 0.965 (F(4,8)=3.465, p>0.05) to 0.766 with a 95% CI of 0.098 to 0.972 (F(4,8)=7.913, p<0.01). The average measure of ICC of the control group improved from 0.821 with a 95% CI of 0.480 to 0.978 (F(4,28)=7.702, p<0.01) to 0.846 with a 95% CI of 0.542 to 0.981 (F(4,28)=8.561, p<0.01). These results showed that the photography-assisted calibration training with the opportunity to reconcile different opinions resulted in improved agreement among these faculty members.

  16. Millennial Dental Hygiene Students' Learning Preferences Compared to Non-Millennial Faculty Members' Teaching Methods: A National Study.

    Science.gov (United States)

    Turner, April M; Prihoda, Thomas J; English, Dana K; Chismark, Aubreé; Jacks, Mary E

    2016-09-01

    The aim of this study was to compare the learning preferences of millennial dental hygiene students (born between 1982 and 2002) in the U.S. with the teaching methods used by their non-millennial instructors. Cross-sectional surveys were developed with 21-item, five-point Likert scales to examine students' preferences for and faculty use of lecture, collaborative activities, technology, independent work, and group discussion. Surveys were emailed to U.S. dental hygiene program directors in September 2015. The respondents totaled 800 students and 343 faculty members-approximately 5% of all dental hygiene students and 6.8% of all dental hygiene faculty members in the U.S. The results showed that the responding faculty members (88.7%) used case studies more than the students (61.2%) preferred and that the students (71.4%) preferred games when learning more than the faculty members (57.2%) used them (pStudent respondents (82.1%) preferred handouts for lecture more than did the faculty respondents (58.8%; pstudents to read before class 39.3% more than student respondents read (pStudent respondents preferred study guides for exams 39.2% more than the faculty respondents provided them (pstudents work in groups more than these students preferred (57.8%), and 92% of these faculty members used group activities in class (pstudents in this study were consistent with previous research on millennial traits. This study found areas of disagreement between students and faculty members on the use of case studies, study guides, and group work. Although these students stated they preferred lecture over group work, trends in education stress using active learning over lecture.

  17. Forging a Research Pathway: Perspectives of Two Post-Tenure Female Faculty Members

    Science.gov (United States)

    McIntyre, Laureen J.; Hellsten, Laurie-Ann M.

    2014-01-01

    This paper presents an auto-ethnographic exploration of two post-tenure female faculty member's experiences developing their programs of research. Self-reflection was used to explore the factors that have helped or hindered the development of their research program, and the continued challenges they faced as female faculty. Composite themes were…

  18. New policies help faculty members balance work, rest of life

    OpenAIRE

    Trulove, Susan

    2007-01-01

    Virginia Tech has joined a cadre of leading universities with progressive work/life policies that provide flexibility for faculty members and graduate students to address special family and personal issues without jeopardizing their professional progress.

  19. The Effect of Multitasking to Faculty Members' Academic Works

    Science.gov (United States)

    Baran, Bahar

    2013-01-01

    Faculty members in higher education institutions which technology produced in and used actively try to overcome simultaneous one more works because of their intensive works and responsibilities. This study associated simultaneously doing one more academic works to multitasking. Multitasking may have a detrimental effect on academic works since it…

  20. Faculty Member's Guide to U.S. Immigration Law. Revised.

    Science.gov (United States)

    Smith, Eugene H.; Baron, Marvin J.

    Immigration laws and regulations pertaining to foreign students and scholars are summarized as an aid to faculty members. Basic immigration documents and terminology are explained, including the passport, visa, immigration status or classification, Form 1-20 ID, the "green card", and Departure Record. Classes of nonimmigrants are described,…

  1. Medical faculty members' attitude on lesson planning Semnan University of Medical Sciences

    Directory of Open Access Journals (Sweden)

    Masomeh Saberian

    2003-01-01

    Full Text Available Background: Lesson planning has a distinct role in enhancing education quality, as well as maintaining the friendly and dynamic atmosphere of the academic environment and increasing student's initiatives for achieving better educational attainments. Lesson planning is a process for defining the goals, understanding the needs, and specifying available tools and possible limitations. Lesson planning is a written description of this process, which shows the materials, the route, the time, and the place of instructions, as well as a method for evaluating students. Purpose: to identify the attitudes of Semnan University of Medical Sciences (SUMS on lesson planning. Methods: Fifty-three faculty members of the SUMS participated in this study. A questionnaire was used, which contained 8 demographic questions, and 24 r questions for identification the faculty members' attitude. Questionnaires were distributed among the faculty members in sealed envelopes, without denoting their names. The questionnaires were gathered after being completed. Results were analyzed by calculating the mean, standard deviation, absolute and relative frequencies, and using Chi-square and Fischer exact test at the level of 5%. Results: II was shown that 88% of faculty members favoured lesson planning before the beginning of the semester. But they found lesson planning a difficult task, because of their heavy workload. Of the faculty members, 60.4% organized their teaching classes according to a designed lesson plan, and believed that it did affect the quality of their teaching, but 49.1% disagreed with distributing the designed lesson plan among the students. Discussion: Although professor favoured lesson planning and find it necessary to work according to such a plan, workload and lack of knowledge are defined as two main obstacles in doing so. It is believed that by decreasing the professor's workload and provision of lesson planning workshops, these problems could be solved

  2. Measuring faculty retention and success in academic medicine.

    Science.gov (United States)

    Ries, Andrew; Wingard, Deborah; Gamst, Anthony; Larsen, Catherine; Farrell, Elizabeth; Reznik, Vivian

    2012-08-01

    To develop and demonstrate the usefulness of quantitative methods for assessing retention and academic success of junior faculty in academic medicine. The authors created matched sets of participants and nonparticipants in a junior faculty development program based on hire date and academic series for newly hired assistant professors at the University of California, San Diego (UCSD), School of Medicine between 1988 and 2005. They used Kaplan-Meier and Cox proportional hazards survival analyses to characterize the influence of covariates, including gender, ethnicity, and program participation, on retention. They also developed a new method for quantifying academic success based on several measures including (1) leadership and professional activities, (2) honors and awards, (3) research grants, (4) teaching and mentoring/advising activities, and (5) publications. The authors then used these measures to compare matched pairs of participating and nonparticipating faculty who were subsequently promoted and remained at UCSD. Compared with matched nonparticipants, the retention of junior faculty who participated in the faculty development program was significantly higher. Among those who were promoted and remained at UCSD, the academic success of faculty development participants was consistently greater than that of matched nonparticipants. This difference reached statistical significance for leadership and professional activities. Using better quantitative methods for evaluating retention and academic success will improve understanding and research in these areas. In this study, use of such methods indicated that organized junior faculty development programs have positive effects on faculty retention and may facilitate success in academic medicine.

  3. Perception of Uncivil Classroom Behavior Among the Faculty Members and the Students in an Indian Dental Institution

    Directory of Open Access Journals (Sweden)

    Dantala Satyanrayana

    2017-01-01

    Full Text Available Introduction: Students and faculty members in the health professions classroom are expected to exhibit professional behaviors that are conducive to maintaining a positive learning environment. Aim: To assess the perception of uncivil classroom behavior among the students and the faculty members in a private dental institute in Hyderabad city, India. Materials and Methods: A cross-sectional questionnaire study was conducted among the dental students and the faculty members. The mean perceptions of uncivil classroom behavior were assessed using a self-administered questionnaire of Rowland and Srisukho containing 18 items. Results: A statistically significant difference was noted between the students and the faculty members for mean perception of uncivil classroom behavior (P = 0.002. When based on gender, no significant difference was observed among the students and the staff, but when individual items were considered, most of the male students and the faculty members perceived uncivil behaviors. Among all students, the mean perception of uncivil classroom behavior was significantly high among the undergraduates (68.17 ± 14.5 and least in postgraduates (62.67 ± 22.7, and among the faculty members, it was more among the professors (82.63 ± 4.0. Conclusion: Overall, the issue of uncivil classroom behavior remains a major concern, because 88.6% of the students agreed that they were involved in uncivil classroom behavior previously.

  4. Strategic Planning Effectiveness in Jordanian Universities: Faculty Members' and Academic Administrators' Perspectives

    Science.gov (United States)

    Al-Omari, Aieman Ahmad; Salameh, Kayed M.

    2009-01-01

    This study aims to explore the faculty and academic administrators' perception of strategic planning effectiveness (SPE) in a reform environment, measuring the impact of university type, gender, and job role. A total of 338 faculty members and 183 academic administrators who enrolled during the first semester of the 2007-08 term at a public and a…

  5. A diary study to open up the black box of overtime work among university faculty members

    NARCIS (Netherlands)

    Beckers, D.G.J.; Hooff, M.L.M. van; Linden, D. van der; Kompier, M.A.J.; Taris, T.W.; Geurts, S.A.E.

    2008-01-01

    Objectives: This study aimed at opening up the black box of overtime work among university faculty members by providing information on (i) when faculty members work overtime, (ii) what activities are undertaken during overtime, and (iii) how overtime is experienced. Methods: Data were collected

  6. A diary study to open up the black box of overtime work among university faculty members

    NARCIS (Netherlands)

    Beckers, D.G.J.; Hooff, M.L.M. van; Linden, D. van der; Kompier, M.A.J.; Taris, T.W.; Geurts, S.A.E.

    2008-01-01

    Objectives - This study aimed at opening up the black box of overtime work among university faculty members by providing information on (i) when faculty members work overtime, (ii) what activities are undertaken during overtime, and (iii) how overtime is experienced. Methods - Data were collected

  7. Calculus detection calibration among dental hygiene faculty members utilizing dental endoscopy: a pilot study.

    Science.gov (United States)

    Partido, Brian B; Jones, Archie A; English, Dana L; Nguyen, Carol A; Jacks, Mary E

    2015-02-01

    Dental and dental hygiene faculty members often do not provide consistent instruction in the clinical environment, especially in tasks requiring clinical judgment. From previous efforts to calibrate faculty members in calculus detection using typodonts, researchers have suggested using human subjects and emerging technology to improve consistency in clinical instruction. The purpose of this pilot study was to determine if a dental endoscopy-assisted training program would improve intra- and interrater reliability of dental hygiene faculty members in calculus detection. Training included an ODU 11/12 explorer, typodonts, and dental endoscopy. A convenience sample of six participants was recruited from the dental hygiene faculty at a California community college, and a two-group randomized experimental design was utilized. Intra- and interrater reliability was measured before and after calibration training. Pretest and posttest Kappa averages of all participants were compared using repeated measures (split-plot) ANOVA to determine the effectiveness of the calibration training on intra- and interrater reliability. The results showed that both kinds of reliability significantly improved for all participants and the training group improved significantly in interrater reliability from pretest to posttest. Calibration training was beneficial to these dental hygiene faculty members, especially those beginning with less than full agreement. This study suggests that calculus detection calibration training utilizing dental endoscopy can effectively improve interrater reliability of dental and dental hygiene clinical educators. Future studies should include human subjects, involve more participants at multiple locations, and determine whether improved rater reliability can be sustained over time.

  8. Preoperative learning goals set by surgical residents and faculty.

    Science.gov (United States)

    Pernar, Luise I M; Breen, Elizabeth; Ashley, Stanley W; Peyre, Sarah E

    2011-09-01

    The operating room (OR) remains the main teaching venue for surgical trainees. The OR is considered a pure-discovery learning environment; the downsides of this can be putatively overcome when faculty and trainee arrive at a shared understanding of learning. This study aimed to better understand preoperative learning goals to identify areas of commonalities and potential barrier to intraoperative teaching. Brief, structured preoperative interviews were conducted outside the OR with the resident and faculty member who were scheduled to operate together. Answers were analyzed and grouped using grounded theory. Twenty-seven resident-faculty pairs were interviewed. Nine residents (33.3%) were junior (PGY 1 and 2) and 18 (66.7%) were senior (PGY 3 through 5). Learning goal categories that emerged from the response analysis were anatomy, basic and advanced surgical skills, general and specific procedural tasks, technical autonomy, and pre-, intra-, and postoperative considerations. Residents articulated fewer learning goals than faculty (1.5 versus 2.4; P = 0.024). The most frequently identified learning goal by both groups was one classifiable under general procedural tasks; the greatest divergence was seen regarding perioperative considerations, which were identified frequently by faculty members but rarely by residents. Faculty articulate significantly more learning goals for the residents they will operate with than residents articulate for themselves. Our data suggest that residents and faculty align on some learning goals for the OR but residents tend to be more limited, focusing predominantly on technical aspects of the operation. Faculty members tend to hold a broader view of the learning potential of the OR. These discrepancies may present barriers to effective intraoperative teaching. Copyright © 2011 Elsevier Inc. All rights reserved.

  9. Marriage & Family Therapy Faculty Memberâ s Balance of Work and Personal Life

    OpenAIRE

    Matheson, Jennifer L.

    2002-01-01

    This mixed-method study examines the work and personal life balance of Marriage & Family Therapy faculty members across the U.S., 16 of whom were interviewed to gain a deeper understanding of their work and personal life balance issues. Of those, six felt they had good balance, six felt they had poor balance, and four were â middle of the road.â More men than women felt they had good balance. Faculty members indicated external and internal indicators such as family and workplace message...

  10. Momasi Model in Need Assessment of Faculty Members of Alborz University

    Directory of Open Access Journals (Sweden)

    S. Esmaelzadeh

    2013-02-01

    Full Text Available Background: The first step in developing human resources to improve the performance of universities is to indentify accurate educational needs. Models may draw on a number of theories to help understand a particular problem in a certain setting or context. Momasi model is an integrated of the existing models in educational needs assessment field which has sufficient comprehensiveness of data collection. the aim of this study was application of Momasi model in need assessment of faculty members in seven areas duties. Methods: This study is a cross- sectional study which was formed based on Momasi model between34 faculty members of Alborz university. Results: Different areas of educational needs were respectively prioritized as: personal development, research, administrative and executive activities, education, health services and health promotion, and specialized activities outside the university. The most mean and standard deviation belong to area of research, The first priority in the area of research was the publications in English, in personal development area: familiarity with SPSS software ,and the area of education it was creativity nurture. Conclusion: Based on assessment results, research area in this needs assessment study has the most important priority and frequency. Therefore it is recommended that data gathered in research area section put in first priority for empowering for faculty members Of Alborz University.

  11. The impact of emotional intelligence on faculty members' knowledge sharing behaviors

    Directory of Open Access Journals (Sweden)

    Masoomeh Arabshahi,

    2013-12-01

    Full Text Available Universities and institutions of higher education with a professional, special, educational and cultural environment, play an important role in effective knowledge management and preparing the background for knowledge sharing. Faculty members are known as the main elements of the university who own mental and intellectual property. Their knowledge sharing under certain conditions along with knowledge sharing behaviors improve individual and organizational operations. Moreover, the tendency to do these actions is the most important factor in knowledge sharing behavior and emotional intelligence (EQ, as one of the social intelligence factors, can guide individual thinking and activity. This study examines the impact of emotional intelligence on faculty members' knowledge sharing behaviors. Regarding the purpose and nature, this study was functional and its methodology was exploratory and due to evaluation of the relations and impacts among variables, it was a correlational method. Data collection included interviews with experts for the qualitative part and a questionnaire for the quantitative part. The qualitative findings indicate different emotional intelligence dimensions, which includes self-awareness, social skills, coping with pressure, adaptability and overall creation. In addition, the result of EQ dimensions on knowledge sharing behavior reveal that “social skills, coping with pressure, and overall creation” share a link with faculty members' research behavior among the four dimensions of knowledge sharing behavior and that “adaptability” has no significant relationship with knowledge sharing behavior.

  12. Responding to Mission Creep: Faculty Members as Cosmopolitan Agents

    Science.gov (United States)

    Gonzales, Leslie D.

    2012-01-01

    Across the field of U.S. higher education, regional teaching and comprehensive universities are striving for national research status. This tendency has most often been explored at the organizational level, but in this paper, the views and actions of faculty members are the unit of analysis. Based on qualitative data, I put forward a three pronged…

  13. Reflections by a student and a faculty member on student-faculty collaborative geophysical field research

    Science.gov (United States)

    Bank, C.; Rotzien, J.

    2007-12-01

    More and more students and faculty engage in collaborative research. Field geophysics provides a fascinating venue, as it always contributes to interpersonal relations, usually involves off-campus work, and often allows us to meet new people and explore a different culture. Tackling an authentic research problem keeps a faculty member excited about her/his discipline, while allowing a student to engage in the process of science, follow a researcher's thoughts and contribute to a real project. The exchange of ideas and the generation of new knowledge is rewarding to the student as it facilitates her/his academic growth. Despite the obvious advantages of including students in field-based research, few students are allowed such an opportunity because of the institutional commitment in time and money that is necessary for success. Other challenges in field-based geophysical research include steep learning curves related to the use of equipment, unknown outcomes (data that is often difficult to interpret), and a true commitment to the project on the student's part. The faculty member on the other hand faces additional challenges because of the responsibility for students in the field, scheduling constraints, limited funding, and students' diverse academic goals. This presentation will be given by a faculty member and a student who have engaged in various authentic research projects. Projects ranged from afternoon lab exercises on campus (eg, microgravity survey over a tunnel on campus), course projects connected to field trips (eg, magnetic study and subsequent potential field analysis), summer research projects (eg, georadar survey of Deboullie Lake rock glacier), to year-long undergraduate thesis projects (eg, potential field studies at igneous centres of the Navajo Volcanic Field). We will present highlights of these projects, examine their pedagogical merits, and discuss the advantages and rewards we earned as well as the challenges we faced. Despite all challenges

  14. Key Strategies for Building Research Capacity of University Faculty Members.

    Science.gov (United States)

    Huenneke, Laura F; Stearns, Diane M; Martinez, Jesse D; Laurila, Kelly

    2017-12-01

    Universities are under pressure to increase external research funding, and some federal agencies offer programs to expand research capacity in certain kinds of institutions. However, conflicts within faculty roles and other aspects of university operations influence the effectiveness of particular strategies for increasing research activity. We review conventional approaches to increasing research, focusing on outcomes for individual faculty members and use one federally-funded effort to build cancer-related research capacity at a public university as an example to explore the impact of various strategies on research outcomes. We close with hypotheses that should be tested in future formal studies.

  15. Factors influencing residents' evaluations of clinical faculty member teaching qualities and role model status

    NARCIS (Netherlands)

    Arah, Onyebuchi A.; Heineman, Maas J.; Lombarts, Kiki M. J. M. H.

    2012-01-01

    OBJECTIVES Evaluations of faculty members are widely used to identify excellent or substandard teaching performance. In order to enable such evaluations to be properly interpreted and used in faculty development, it is essential to understand the factors that influence resident doctors' (residents)

  16. Education About Dental Hygienists' Roles in Public Dental Prevention Programs: Dental and Dental Hygiene Students' and Faculty Members' and Dental Hygienists' Perspectives.

    Science.gov (United States)

    Pervez, Anushey; Kinney, Janet S; Gwozdek, Anne; Farrell, Christine M; Inglehart, Marita R

    2016-09-01

    In 2005, Public Act No. 161 (PA 161) was passed in Michigan, allowing dental hygienists to practice in approved public dental prevention programs to provide services for underserved populations while utilizing a collaborative agreement with a supervising dentist. The aims of this study were to assess how well dental and dental hygiene students and faculty members and practicing dental hygienists have been educated about PA 161, what attitudes and knowledge about the act they have, and how interested they are in additional education about it. University of Michigan dental and dental hygiene students and faculty members, students in other Michigan dental hygiene programs, and dental hygienists in the state were surveyed. Respondents (response rate) were 160 dental students (50%), 63 dental hygiene students (82%), 30 dental faculty members (26%), and 12 dental hygiene faculty members (52%) at the University of Michigan; 143 dental hygiene students in other programs (20%); and 95 members of the Michigan Dental Hygienists' Association (10%). The results showed that the dental students were less educated about PA 161 than the dental hygiene students, and the dental faculty members were less informed than the dental hygiene faculty members and dental hygienists. Responding dental hygiene faculty members and dental hygienists had more positive attitudes about PA 161 than did the students and dental faculty members. Most of the dental hygiene faculty members and dental hygienists knew a person providing services in a PA 161 program. Most dental hygiene students, faculty members, and dental hygienists wanted more education about PA 161. Overall, the better educated about the program the respondents were, the more positive their attitudes, and the more interested they were in learning more.

  17. The impact of student-faculty ratio on pharmacy faculty scholarship.

    Science.gov (United States)

    Benavides, Sandra; Garcia, Angela S; Caballero, Joshua; Wolowich, William R

    2010-10-11

    To determine the relationship and impact of student-faculty ratio on scholarship of pharmacy faculty members. The number and rank of faculty members, pharmacy program characteristics, and faculty productivity data were collected to determine the impact of student-faculty ratio on faculty scholarship. Faculty scholarship was not predicted by student-faculty ratio. Factors impacting positively on faculty productivity included National Institutes of Health funding; presence of clinical associate professors, instructors, and lecturers; and programs located in public universities. Faculty productivity is not related to the student-faculty ratio, wherein more faculty members and fewer students equates to increased scholarship. However, public universities may have different infrastructures which are associated with greater academic productivity compared to private institutions. Additionally, utilizing instructors and clinical or nontenure-track faculty members can significantly increase scholarship among faculty members.

  18. A study on Factors Affecting Application of Information and Communication Technology (ICT by Faculty Members of

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    Elham Biglari

    2010-12-01

    Full Text Available This paper is an attempt to investigate the factors affecting on ICT application by faculty members of University of Razi. A descriptive-correlative research survey method was used. The statistical population of this research consist of faculty members of University of Kermanshah (N=271. Sampling method was stratified randomization (n=116. Questionnaire was used for data collection, the validity of which was confirmed by the opinions of some of professionals and faculty members of Agriculture Education and Extension and for determining reliability Cronbach's Alpha (0.83 was used. The collected data were analyzed using SPSS software. The findings reveal that there’s a significant positive relationship between the number of published papers in internal and external journals and conferences, familiarity with internet services, skill in driving computer, skill in using internet services, using internet for meeting educational and research needs, skill in English language, attitude towards using ICT in education and research, scientific rank and use of internet for supervising over  thesis and dissertation, on the one hand, and the variable of application of ICT by faculty members of University of Kermanshah. In regression analysis, the predicting variables of factors affecting on application of ICT by faculty members, including skill in using internet services, attitude towards using ICT in research and education and the number of published papers in foreign journals and conferences were entered in 3 stages, which in total explain 25.1 percent variance of dependent variable. 

  19. Predictors of job satisfaction among Academic Faculty: Do instructional and clinical faculty differ?

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    Chung, Kevin C.; Song, Jae W.; Kim, H. Myra; Woolliscroft, James O.; Quint, Elisabeth H.; Lukacs, Nicholas W.; Gyetko, Margaret R.

    2010-01-01

    Objectives To identify and compare predictors of job satisfaction between the instructional and clinical faculty tracks. Method A 61-item faculty job satisfaction survey was distributed to 1,898 academic faculty at the University of Michigan Medical School. The anonymous survey was web-based. Questions covered topics on departmental organization, research, clinical and teaching support, compensation, mentorship, and promotion. Levels of satisfaction were contrasted between the two tracks, and predictors of job satisfaction were identified using linear regression models. Results The response rates for the instructional and clinical tracks were 43.1% and 41.3%, respectively. Clinical faculty reported being less satisfied with how they are mentored, and fewer reported understanding the process for promotion. There was no significant difference in overall job satisfaction between faculty tracks. Surprisingly, clinical faculty with mentors were significantly less satisfied with how they were being mentored, with career advancement and overall job satisfaction, compared to instructional faculty mentees. Additionally, senior-level clinical faculty were significantly less satisfied with their opportunities to mentor junior faculty compared to senior-level instructional faculty. Significant predictors of job satisfaction for both tracks included areas of autonomy, meeting career expectations, work-life balance, and departmental leadership. Unique to the clinical track, compensation and career advancement variables also emerged as significant predictors. Conclusion Greater effort must be placed in the continued attention to faculty well-being both at the institutional level and at the level of departmental leadership. Success in enhancing job satisfaction is more likely if directed by locally designed assessments involving department chairs, specifically in fostering more effective mentoring relationships focused on making available career advancement activities such as

  20. Evidence-based practice instruction by faculty members and librarians in North American optometry and ophthalmology programs.

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    MacDonald, Katherine A; Hrynchak, Patricia K; Spafford, Marlee M

    2014-07-01

    North American optometry and ophthalmology faculty members and vision science librarians were surveyed online (14% response rate) about teaching evidence-based practice (EBP). Similar to studies of other health care programs, all five EBP steps (Ask, Acquire, Appraise, Apply, Assess) were taught to varying degrees. Optometry and ophthalmology EBP educators may want to place further emphasis on (1) the Apply and Assess steps, (2) faculty- and student-generated questions and self-assessment in clinical settings, (3) online teaching strategies, (4) programmatic integration of EBP learning objectives, and (5) collaboration between faculty members and librarians.

  1. A Comprehensive Approach in Recruitment and Employment Policies for Faculty Members: A Critical Review

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    Soleiman Ahmady

    2016-12-01

    Full Text Available Experts in the field of human resource management have always emphasized on human work force as the most important strategic factor and the organization's most valuable asset and believe that effective management of human resources is the key to organizational success. Recruitment and selection are one of the aspects of human resource management that are of great importance and adopting appropriate policies in this area could provide the appropriate use of human resources. In universities and higher education institutions, faculty members are one of the major capitals and development and application of appropriate policies play a major role in their success. This study is based on critical review where relevant search terms were used to collect the studies using extensive and structured search of the databases. One hundred fifty titles were retrieved. Then, with purposive sampling, texts screening was conducted in three stages: A primary screening or title screening on the grounds that are associated with managing recruiting faculty members, B secondary screening performed based on study summary and introduction texts, and C tertiary screening: the texts were briefly studied and the texts were prioritized based on conceptual richness and related to contextual studies and irrelevant articles were excluded. Complete and in-depth study of the richest papers began. Forty-five articles and text were examined. The results suggest that in most universities management of recruiting faculty members is decentralized and based on the department. Findings show that policies such as reducing the use of tenure track, the long-term contracts, limiting the tenure to faculty of science, limiting tenure to higher levels of associate professor and design the diverse career paths and different forms of employment are of the policies that can be considered by university managers. The findings also suggest that universities can use flexible policies, such as

  2. Faculty Members' Attitudes towards the Performance Appraisal Process in the Public Universities in Light of Some Variables

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    Al-Ashqar, Wafaa Mohammed Ali

    2017-01-01

    The present study aimed to detect the level of faculty members' attitudes at public universities towards the performance appraisal process and its relationship with some variables (gender, college, scientific rank, university, teaching experience, and age). The study sample consisted of (320) faculty members of both sexes in three public…

  3. Exploring the Effects of Social Exchange Relationships on the Scholarly Productivity of New Faculty Members in Accounting

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    Ugrin, Joseph C.; Odom, Marcus D.; Pearson, J. Michael; Bahmanziari, Tammy R.

    2012-01-01

    This paper explores how social relationships between new accounting faculty members and their former dissertation chairs can influence the publishing productivity of the new faculty members in their early academic careers. The focus on social relationships offers a unique approach to studying the effectiveness doctoral education. Our findings show…

  4. Faculty Members' Ethical Behaviors: "A Survey Based on Students' Perceptions at Universities in Turkey"

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    Ozcan, Kenan; Balyer, Aydin; Servi, Tayfun

    2013-01-01

    As members of academic team, faculty behaviors have vital influence on students' lives at universities. This study purposes to discover students' perceptions about faculty behaviors concerning their professional responsibilities, dating/sexual harassment, behaviors inside and behaviors outside the classroom and relationship based on self-interest.…

  5. Burnout and Humor Usage among Community College Nursing Faculty Members.

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    Talbot, Laura A.

    2000-01-01

    Assesses the correlation of burnout among community college nursing faculty members and their use of humor to mediate academic stress related to burnout. Differences in burnout between high versus low humor usage respondents showed a higher sense of personal accomplishment with high humor usage. Of those with low humor usage, workload was related…

  6. Association between Organizational Citizenship Behavior and Educational Performance of Faculty Members in Tabriz University of Medical Sciences- 2014

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    Hazratian Teimour

    2015-07-01

    Full Text Available Introduction: Regarding the educational goals of university and academic performance, it seems that organizational citizenship behavior (OCB is one of the effective variables in increasing the educational performance of university faculty members. The present study aims to investigate the relationship between organizational citizenship behavior (OCB and educational performance of the faculty members of Tabriz University of Medical Sciences in 2013-14. Methods: Researchers selected 127 faculty members and 1,120 students from different grades in order to investigate the relationship between altruism, conscientiousness, sportsmanship, civic virtue and respect and the educational performance of faculty members. Generalized estimating equations (GEE were used in this method. Data were analyzed using SPSS 21 software and the significance level of 0.05. Results: There was a significant relationship between altruism and educational performance (P =0.043. There was a significant relationship between conscientiousness and educational performance (p=0.046. A significant relationship was observed between sportsmanship and educational performance (p=0.004. There was no significant relationship between civic virtue and educational performance (p=0.98. A significant relationship was observed between respect and educational performance (P>0.001. There was no relationship between citizenship behavior and gender of the faculty members (P> 0.05.Conclusion: The results of this study showed that the more faculty members have the spirit of cooperation and assistance to colleagues and students and try to understand the specific situations that students face, the more effective they are in increasing the educational performance at the university level.

  7. Introducing a model of organizational envy management among university faculty members: A mixed research approach

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    Maris Zarin Daneshvar

    2016-01-01

    Full Text Available The present study aimed at offering a model of organizational envy management among faculty members of Islamic Azad Universities of East Azerbaijan Province. A mixed method through involving qualitative data and then quantitative data emphasizing on quantitative analysis. Population of the study was the entire faculty members with associate or higher degree in the educational year of 2014-2015. In the qualitative stage 20 individuals (experts were selected to design the primary model and questionnaire, and to fit the model 316 faculty members were selected. In the qualitative section it was specified that influential variables on envy management in faculty members are health organizational climate, spiritual leadership, effective communication, job satisfaction and professional development of professors and approved, as well in the quantitative section findings showed that there is a significant relationship between effective variables so that in indirect analysis of effect of organizational climate on envy management, the variable of spiritual leadership via the variable of effective communication had little effect on envy management than variables of professional development and job satisfaction. It is concluded that university managers should provide conditions and backgrounds of envy management in the universities and enable professors for more effective roles without envy in the scientific climate of university to achieve in educational, research and servicing efficiency.

  8. Study of job satisfaction among faculty members of Lorestan university of medical science

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    faride malekshahi

    2010-04-01

    Conclusion:According to the research results it is recommended that the authorities recognizing job satisfaction and unsatisfaction resourse, try to make opportunies for personal developmen, to select managers based on their competency and viewpoints of scientific members, using punishment and encouragement system and providing welfare facilities, raise the job satisfaction in faculty members.

  9. Passing the baton: Mentoring for adoption of active-learning pedagogies by research-active junior faculty.

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    Grimes, Catherine Leimkuhler; White, Harold B

    2015-01-01

    There are barriers to adoption of research-based teaching methods. Professional development workshops may inform faculty of these methods, but effective adoption often does not follow. In addition, newly-minted research-active faculty are often overwhelmed by the many new responsibilities (grant writing, group management, laboratory setup, teaching) that accompany the position and normally do not have the time to consider novel teaching approaches. This case study documents how over a three-year period, the responsibility for teaching a nontraditional "Introduction to Biochemistry" course in a problem-based learning format was successfully transferred from a senior faculty member nearing retirement (HBW) to a newly-hired research-active assistant professor (CLG). We describe our apprenticeship project involving modeling, scaffolding, fading, and coaching. We suggest that involving faculty in active-learning pedagogy early in their career with mentoring by senior faculty overcomes barriers to adopting these methods. This case describes a specific example from which potentially useful elements can be adopted and adapted wherever biochemistry is taught. © 2015 The International Union of Biochemistry and Molecular Biology.

  10. Faculty Member's Handbook. Strategies for Preventing Alcohol and Other Drug Problems. The College Series.

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    CSR, Inc., Washington, DC.

    This handbook for higher education faculty is designed to inform them of the nature and extent of alcohol and other drug abuse on the nation's campuses and to enlist their involvement in responding to these problems. Based on the premise that each individual can make a difference, the faculty member is encouraged to help shape the campus…

  11. Race, Ethnicity, and Gender of Faculty Members in APA- and CACREP-Accredited Programs: Changes over Five Decades

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    Baggerly, Jennifer; Tan, Tony Xing; Pichotta, David; Warner, Aisha

    2017-01-01

    This study examined changes in race, ethnicity, and gender of faculty members in APA- and CACREP-accredited counseling programs over 5 decades based on the year of their degree. Of those faculty members working in accredited programs who graduated in the 1960s/1970s, 26.7% were female, 5.6% were racially diverse, and 1.7% were Latina/o. Of those…

  12. Open access behaviours and perceptions of health sciences faculty and roles of information professionals.

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    Lwoga, Edda T; Questier, Frederik

    2015-03-01

    This study sought to investigate the faculty's awareness, attitudes and use of open access, and the role of information professionals in supporting open access (OA) scholarly communication in Tanzanian health sciences universities. A cross-sectional survey was conducted. Semi-structured interviews were conducted with 16 librarians, while questionnaires were physically distributed to 415 faculty members in all eight Tanzanian health sciences universities, with a response rate of 71.1%. The study found that most faculty members were aware about OA issues. However, the high level of OA awareness among faculty members did not translate into actual dissemination of faculty's research outputs through OA web avenues. A small proportion of faculty's research materials was made available as OA. Faculty were more engaged with OA journal publishing than with self-archiving practices. Senior faculty with proficient technical skills were more likely to use open access than junior faculty. Major barriers to OA usage were related to ICT infrastructure, awareness, skills, author-pay model, and copyright and plagiarism concerns. Interviews with librarians revealed that there was a strong support for promoting OA issues on campus; however, this positive support with various open access-related tasks did not translate into actual action. It is thus important for librarians and OA administrators to consider all these factors for effective implementation of OA projects in research and academic institutions. This is the first comprehensive and detailed study focusing on the health sciences faculty's and librarians' behaviours and perceptions of open access initiatives in Tanzania and reveals findings that are useful for planning and implementing open access initiatives in other institutions with similar conditions. © 2015 Health Libraries Journal.

  13. Perceptions of academic administrators of the effect of involvement in doctoral programs on faculty members' research and work-life balance.

    Science.gov (United States)

    Smeltzer, Suzanne C; Sharts-Hopko, Nancy C; Cantrell, Mary Ann; Heverly, Mary Ann; Wise, Nancy; Jenkinson, Amanda

    Support for research strongly predicts doctoral program faculty members' research productivity. Although academic administrators affect such support, their views of faculty members' use of support are unknown. We examined academic administrators' perceptions of institutional support and their perceptions of the effects of teaching doctoral students on faculty members' scholarship productivity and work-life balance. An online survey was completed by a random sample of 180 deans/directors of schools of nursing and doctoral programs directors. Data were analyzed with descriptive statistics, chi-square analysis, and analysis of variance. Deans and doctoral program directors viewed the level of productivity of program faculty as high to moderately high and unchanged since faculty started teaching doctoral students. Deans perceived better administrative research supports, productivity, and work-life balance of doctoral program faculty than did program directors. Findings indicate the need for greater administrative support for scholarship and mentoring given the changes in the composition of doctoral program faculty. Copyright © 2017 Elsevier Inc. All rights reserved.

  14. A Faculty Development Session or Resident as Teacher Session for Clinical and Clinical Teaching Techniques; Part 2 of 2: Engaging Learners with Effective Clinical Teaching

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    Megan Boysen-Osborn

    2016-07-01

    Full Text Available Audience: This workshop is intended for faculty members in an emergency medicine (or other residency program, but is also appropriate for chief residents and medical student clerkship educators. Introduction: Faculty development sessions are required by the Accreditation Council for Graduate Medical Education and enhance the learning environment within residency programs. Resident as teacher sessions are important in helping residents transition from junior learners to supervisors of medical students and junior residents. Part I of this two-part workshop introduces learners to effective techniques to engaging learners with clinical and bedside teaching. Objectives: By the end of this workshop, the learner will: 1 describe and implement nine new clinical teaching techniques; 2 implement clinical teaching techniques specific to junior and senior resident learners. Methods: This educational session is uses several blended instructional methods, including team- based learning (modified, the flipped classroom, audience response systems, pause procedures.

  15. The relationship between job performance and perceived organizational support in faculty members at Chinese universities: a questionnaire survey

    Science.gov (United States)

    2014-01-01

    Background Although several studies have been conducted to investigate the relationship between perceived organizational support (POS) and job performance (JP), it remains unclear whether this relationship is appropriate for faculty members at Chinese universities. The objectives of this study were to (a) examine the correlation between POS andJP; (b) identify the predictors of POS, including demographic and organizational characteristics among faculty members at a Chinese university; (c) investigate the influence of mediating factors between POS and JP; and (d) compare the findings of this study with related studies. Methods A cross-sectional questionnaire survey was used in this study. The questionnaire was administered to 700 faculty members who were randomly selected from all faculty members at six universities. A total of 581 questionnaires were obtained. A statistical model for JP was developed based on the literature review. Results The analysis results indicated that the relationship between POS and JP was mediated by job satisfaction (JS), positive affectivity (PA), and affective commitment (AC). In addition, procedural and distributive justice contribute to POS. Conclusions The study concludes that the relationship between POS and JP is mediated by JS, PA, and AC and is influenced by POS. These results can provide evidence for university administrators to improve POS and increase the JP of faculty members at universities. PMID:24624932

  16. An orientation to wellness for new faculty of medicine members: meeting a need in faculty development.

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    Brown, Garielle E; Bharwani, Aleem; Patel, Kamala D; Lemaire, Jane B

    2016-08-04

    To evaluate the format, content, and effectiveness of a newly developed orientation to wellness workshop, and to explore participants' overall perceptions. This was a mixed methods study. Participants consisted of 47 new faculty of medicine members who attended one of the four workshops held between 2011 and 2013. Questionnaires were used to evaluate workshop characteristics (10 survey items; response scale 1=unacceptable to 7=outstanding), intention to change behavior (yes/no), and retrospective pre/post workshop self-efficacy (4 survey items; response scale 1=no confidence to 6=absolute confidence). Mean scores and standard deviations were calculated for the workshop characteristics. Pre/post workshop self-efficacy scores were compared using a Wilcoxon signed-rank test. Participants' written qualitative feedback was coded using an inductive strategy to identify themes. There was strong support for the workshop characteristics with mean scores entirely above 6.00 (N=42). Thirty-one of 34 respondents (91%) expressed intention to change their behavior as a result of participating in the workshop. The post workshop self-efficacy scores (N=38 respondents) increased significantly for all four items (p<0.0001) compared to pre workshop ratings. Participants perceived the key workshop elements as the evidence-based content relevant to academic physicians, incorporation of practical tips and strategies, and an atmosphere conducive to discussion and experience sharing.   Participants welcomed wellness as a focus of faculty development. Enhancing instruction around wellness has the potential to contribute positively to the professional competency and overall functioning of faculty of medicine members.

  17. An orientation to wellness for new faculty of medicine members: meeting a need in faculty development

    Science.gov (United States)

    Brown, Garielle E.; Bharwani, Aleem; Patel, Kamala D.

    2016-01-01

    Objectives To evaluate the format, content, and effectiveness of a newly developed orientation to wellness workshop, and to explore participants’ overall perceptions. Methods This was a mixed methods study. Participants consisted of 47 new faculty of medicine members who attended one of the four workshops held between 2011 and 2013. Questionnaires were used to evaluate workshop characteristics (10 survey items; response scale 1=unacceptable to 7=outstanding), intention to change behavior (yes/no), and retrospective pre/post workshop self-efficacy (4 survey items; response scale 1=no confidence to 6=absolute confidence). Mean scores and standard deviations were calculated for the workshop characteristics. Pre/post workshop self-efficacy scores were compared using a Wilcoxon signed-rank test. Participants’ written qualitative feedback was coded using an inductive strategy to identify themes. Results There was strong support for the workshop characteristics with mean scores entirely above 6.00 (N=42). Thirty-one of 34 respondents (91%) expressed intention to change their behavior as a result of participating in the workshop. The post workshop self-efficacy scores (N=38 respondents) increased significantly for all four items (p<0.0001) compared to pre workshop ratings. Participants perceived the key workshop elements as the evidence-based content relevant to academic physicians, incorporation of practical tips and strategies, and an atmosphere conducive to discussion and experience sharing. Conclusions   Participants welcomed wellness as a focus of faculty development. Enhancing instruction around wellness has the potential to contribute positively to the professional competency and overall functioning of faculty of medicine members. PMID:27494833

  18. An empirical investigation on relationship between organizational intelligence and faculty members' knowledge sharing behaviors

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    Masoomeh Arabshahi

    2013-11-01

    Full Text Available Universities and institutions of higher education with a professional, special, educational and cultural environment play important roles in the direction towards the effective management of knowledge and space provision for the sharing of knowledge. Faculty members are known as the main elements of the university and they are the mental and intellectual investment banks who share their knowledge under certain conditions. In addition, their knowledge sharing behaviors lead to the success and improvement of individual and organizational operations. Moreover, organizational intelligence is the capacity of the organization to create knowledge and to use it in a strategic way to coordinate and to conform itself to its surroundings. This study examines the impact of organizational intelligence on faculty members' knowledge sharing behaviors. Data collection for qualitative research includes interviews with experts and quantitative research is performed using a questionnaire. The research results show that there was a significant relationship between organizational intelligence and faculty members' knowledge sharing behaviors. Among these dimensions, “knowledge application” influenced other dimensions. On the other hand, “common outcome” had a significant relationship with the “behavioral” dimension and “special and professional activities”.

  19. Barriers in adopting blended learning in a private university of Pakistan and East Africa: faculty members' perspective.

    Science.gov (United States)

    Rizvi, Nusrat Fatima; Gulzar, Saleema; Nicholas, Wachira; Nkoroi, Beatrice

    2017-01-01

    Education methods have undergone transformation over the centuries. Use of technology is the cornerstone for innovation in teaching methods. Hence, blended learning which includes face to face and online modalities is being increasingly explored as effective method for learning. This pilot study determines the perceptions of faculty members in a private international university on barriers influencing adoption of technology for teaching and learning. A cross-sectional survey was conducted through a self-reported questionnaire using 'survey monkey'. The data was entered and analyzed using Statistical Package for the Social Sciences (SPSS version 20). Frequencies and proportions are reported. Findings indicated that 51.6% faculty members perceived the importance of integration of technology in their teaching. Around 54% of the participants recognized that they do possess the ability and accessibility to integrate information communication technology (ICT) in teaching and learning, but there is a need to hone the basic information technology (IT) skills to initiate technology driven teaching. Findings revealed that 55% faculty members acknowledged the constraint of not getting protective time to develop and deliver technology driven courses. Further, results showed that 45% faculty members perceived that their innovation efforts in terms of teaching as blended learning do not count towards their professional promotion or recognition, as usually priority is given to research over teaching innovation. The findings also indicated that 54.5% participants asserted that university lack mentorship in the field of blended learning. Therefore, study suggests that universities should provide adequate mentorship programmes for the faculty members in enhancing their skills of integrating technology in their teaching.

  20. Internationalization of Higher Education and the Impacts on Academic Faculty Members

    Science.gov (United States)

    Bedenlier, Svenja; Zawacki-Richter, Olaf

    2015-01-01

    Research on internationalization processes in higher education has steadily increased over the past decades. However, there is still a lack of analysis of how these developments have affected higher education and, specifically, the group of academic faculty members. To close this gap, this study explores the effects of internationalization on this…

  1. Exploring the attitudes of medical faculty members and students in Pakistan towards plagiarism: a cross sectional survey

    Science.gov (United States)

    Rathore, Farooq Azam; Zia, Ahmad Marjan; Mavrinac, Martina; Farooq, Fareeha

    2015-01-01

    Objective. The objective of this survey was to explore the attitudes towards plagiarism of faculty members and medical students in Pakistan. Methods. The Attitudes Toward Plagiarism questionnaire (ATP) was modified and distributed among 550 medical students and 130 faculty members in 7 medical colleges of Lahore and Rawalpindi. Data was entered in the SPSS v.20 and descriptive statistics were analyzed. The questionnaire was validated by principal axis factoring analysis. Results. Response rate was 93% and 73%, respectively. Principal axis factoring analysis confirmed one factor structure of ATP in the present sample. It had an acceptable Cronbach’s alpha value of 0.73. There were 421 medical students (218 (52%) female, 46% 3rd year MBBS students, mean age of 20.93 ± 1.4 years) and 95 faculty members (54.7% female, mean age 34.5 ± 8.9 years). One fifth of the students (19.7%) trained in medical writing (19.7%), research ethics (25.2%) or were currently involved in medical writing (17.6%). Most of the faculty members were demonstrators (66) or assistant professors (20) with work experience between 1 and 10 years. Most of them had trained in medical writing (68), research ethics (64) and were currently involved in medical writing (64). Medical students and faculty members had a mean score of 43.21 (7.1) and 48.4 (5.9) respectively on ATP. Most of the respondents did not consider that they worked in a plagiarism free environment and reported that self-plagiarism should not be punishable in the same way as plagiarism. Opinion regarding leniency in punishment of younger researchers who were just learning medical writing was divided. Conclusions. The general attitudes of Pakistani medical faculty members and medical students as assessed by ATP were positive. We propose training in medical writing and research ethics as part of the under and post graduate medical curriculum. PMID:26157615

  2. Technology and College Students: What Faculty Members Think About the Use of Technology in Higher Education

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    Omer Faruk ISLIM

    2017-04-01

    Full Text Available Tablet PCs especially iPads are one of the most commonly used devices that most educational institutions from elementary school to colleges have been using as a main or supplementary part of their educational system. This article aims at investigating faculty members’ personal and educational use of technology especially iPads, their opinions on educational use of technology, and their students’ technology competency. This study was conducted at a college of education in the Southwestern United States where a technology initiative was carried out and iPads were distributed. In this qualitative research, case study research was utilized as a research method and a purposeful sampling method was employed. The data were obtained from eight faculty members via semi structured interviews. Results of the study show that faculty members own a variety of devices in addition to iPad, and they are using many apps based on the class needs. Almost all faculty members define themselves and their current students as technology competent, and they stated that experience, socioeconomic status and willingness to use the technology are the main factors affecting technology competence.

  3. Journal Rankings by Health Management Faculty Members: Are There Differences by Rank, Leadership Status, or Area of Expertise?

    Science.gov (United States)

    Menachemi, Nir; Hogan, Tory H; DelliFraine, Jami L

    2015-01-01

    Health administration (HA) faculty members publish in a variety of journals, including journals focused on management, economics, policy, and information technology. HA faculty members are evaluated on the basis of the quality and quantity of their journal publications. However, it is unclear how perceptions of these journals vary by subdiscipline, department leadership role, or faculty rank. It is also not clear how perceptions of journals may have changed over the past decade since the last evaluation of journal rankings in the field was published. The purpose of the current study is to examine how respondents rank journals in the field of HA, as well as the variation in perception by academic rank, department leadership status, and area of expertise. Data were drawn from a survey of HA faculty members at U.S. universities, which was completed in 2012. Different journal ranking patterns were noted for faculty members of different subdisciplines. The health management-oriented journals (Health Care Management Review and Journal of Healthcare Management) were ranked higher than in previous research, suggesting that journal ranking perceptions may have changed over the intervening decade. Few differences in perceptions were noted by academic rank, but we found that department chairs were more likely than others to select Health Affairs in their top three most prestigious journals (β = 0.768; p journal prestige varied between a department chair and untenured faculty in different disciplines, and this perceived difference could have implications for promotion and tenure decisions.

  4. Job satisfaction and its contributing factors amoung faculty members of Semnan university of medical sciences

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    Namat Sotodeh Asl

    2012-12-01

    Full Text Available Introduction: Skilled and motivated workforce is the most important asset of any organization. The progress of any society depends on the protection and proper utilization of human resources and the academic elite .This study was designed to investigate the job satisfaction rate and its related factors on the faculty members of Semnan University of Medical Sciences (SUMS in Iran.Materials and Methods: This study was conducted in 2012 in SUMS. 83 faculty members of SUMS participated in this study. Job satisfaction questionnaire Smith, Kendall and Hulin demographic questionnaires were used for data collection.Results: The results showed that the participants expressed their job satisfaction as 15.7% with low satisfaction, 66.2% with moderate satisfaction and 18.1% with high satisfaction.The highest levels of job satisfaction have been in the nature of work and the lowest were in the job satisfaction rights and benefits. There was no significant difference in the areas of job satisfaction between men and women, degrees, and academic degrees. The option of "The pleasure of teaching and work in University and serving the scientific community" has had the highest level of satisfaction. Lack of encouragement and appropriate feedback system has been reported as a reason of the lowest satisfaction.Conclusion: The findings show that a proper evaluation system that leads to timely feedback of performance of faculty member is necessary. The activation of "Office of Industrial Relations" is a useful step in more community usage of faculty member empowering and enhancing their job satisfaction

  5. Quality and Accreditation Requirements for the Curriculum Development of Special Education Departments as Perceived by Faculty Members

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    Omer A. Agail

    2017-10-01

    Full Text Available The current study aimed to determine the quality and accreditation requirements, according to the NCAAA, for the curriculum development of the departments of Special Education as perceived by faculty members. Moreover, the study aimed to determine the relationship between the faculty awareness and other factors such as, gender, academic rank, teaching experience, participation in curriculum development, attendance of workshop, and participation in program development committees. The researcher created a survey to answer the research questions. A sample of (45 faculty members was chosen randomly from three main universities: King Khalid university, Jazan University, and Najran University.  Statistical methods were used, including mean, frequencies, one sample t–test, one way ANOVA. The results indicated that the participants' awareness toward curriculum development requirements was generally very low, because of the limited number of faculty members and the newly established departments. It was recommended that quality culture should be disseminated, and moral and material support should be provided to the programs in these departments.  Keywords: Study programs, Quality, Accreditation, Special education.

  6. American Historical Association Faculty Development Program: Planning and Implementation.

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    Hoffmann, Charles

    The planning and implementation processes of the Long Island Faculty Development Program are described. Originally sponsored by the American Historical Association's Faculty Development Program to improve history instruction, this project includes faculty representatives from four Long Island universities, colleges, and junior colleges. The…

  7. Short-Term Faculty Members: A National Dilemma and a Local Solution.

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    Killingsworth, M. Jimmie; And Others

    1989-01-01

    Surveys English department chairs nationwide, examining the status of full-time non-tenure-track teachers in English departments of PhD-granting institutions. Finds that universities commonly hire short-term lecturers to teach when regular faculty members are "too expensive" for the job. Reports a plan adopted by Texas Tech University to deal with…

  8. Educational Problems of Kermanshah Medical School: View Points of Students, Graduates and Faculty Members

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    soraia Siabani

    2009-07-01

    Full Text Available Background and purpose: In recent years although the number of students registering for medicines has decreased in Kermanshah University of Medical sciences parallel to other universities of medical sciences the quality of educational services has not improved the informal reports suggests that the competency of medical graduates is not satisfactory Since any intervention needs situation analysis this study was conducted to obtain viewpoints of three main groups of stockholders including faculty members, students and graduates on medical school problems and insufficiencies.Methods: In this qualitative study faculty members of medical schools, medical graduated of 2005-6, and medical students of different phases participated. With participation of these subjects Focus Group Discussion (FGD sessions were carried out. The goals of the projects were first explained for participants. In the end of each discussion session the discussions were careful transcribed. The sessions continued till the sessions get saturated. The transcript of discussion was thoroughly reviewed by researchers and codified. The problems were classified in 7 areas of management, planning, education goals, evaluation, ethics, teaching, and students.Results: The subjects believed that the most important problems in Kermanshah medical school include neglecting the student evaluation, no educational objectives or being inattentive to them, unwanted effects of pay for service plan, too much duties for interns (students, overload of medical duties and insufficiency in the number of faculty members, no rewarding system for teachers, inattention to needed outcomes, shortage of facilities for student in hospital and being negligent about mutual respect between students and teachers.Conclusion: some of the problems such as the effects of pay for service plan and insufficiency in the number of faculty members have solutions stemming beyond the university at Ministry of Health level

  9. Project for Establishing a Selected Dissemination of Information Service for the Faculty Members at Education and Psychology Faculty, University of Tehran

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    Gholamreza Fadaei

    2012-02-01

    Full Text Available The project aim was to establish an SDI (Selected Dissemination of Information service for the faculty members at University of Tehran, faculty of psychology and education. The project was carried out during the 2006-2007 period. First, a three stage survey was conducted to identify the information needs which were then served using a current awareness service over the period. Findings confirmed that the SDI project significantly impacted on the faculty information seeking behavior. Furthermore, there had been evidence supporting the fact that it has also influenced the quality of instruction by facilitating the overall efficacy of information sources collected. It was the intent of researchers to expand this project at later stages to include all humanities faculties in the university and if possible at a national level.

  10. Quality assurance study of caries risk assessment performance by clinical faculty members in a school of dentistry.

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    Rechmann, Peter; Featherstone, John D B

    2014-09-01

    The goal of this quality assurance study was to explore the decision making of clinical faculty members at the University of California, San Francisco School of Dentistry predoctoral dental clinic in terms of caries risk level assignment using the caries risk assessment (CRA) as part of the Caries Management by Risk Assessment (CAMBRA) concept. This research was done in part to determine if additional training and calibration were needed for these faculty members. The study tested the reliability and reproducibility of the caries risk levels assigned by different clinical teachers who completed CRA forms for simulated patients. In the first step, five clinical teachers assigned caries risk levels for thirteen simulated patients. Six months later, the same five plus an additional nine faculty members assigned caries risk levels to the same thirteen simulated and nine additional cases. While the intra-examiner reliability with weighted kappa strength of agreement was very high, the inter-examiner agreements with a gold standard were on average only moderate. In total, 20 percent of the presented high caries risk cases were underestimated at caries levels too low, even when obvious caries disease indicators were present. This study suggests that more consistent training and calibration of clinical faculty members as well as students are needed.

  11. Association between Organizational Commitment and Personality Traits of Faculty Members of Ahvaz Jundishapur University of Medical Sciences.

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    Khiavi, Farzad Faraji; Dashti, Rezvan; Mokhtari, Saeedeh

    2016-03-01

    Individual characteristics are important factors influencing organizational commitment. Also, committed human resources can lead organizations to performance improvement as well as personal and organizational achievements. This research aimed to determine the association between organizational commitment and personality traits among faculty members of Ahvaz Jundishapur University of Medical Sciences. the research population of this cross-sectional study was the faculty members of Ahvaz Jundishapur University of Medical Sciences (Ahvaz, Iran). The sample size was determined to be 83. Data collection instruments were the Allen and Meyer questionnaire for organizational commitment and Neo for characteristics' features. The data were analyzed through Pearson's product-moment correlation and the independent samples t-test, ANOVA, and simple linear regression analysis (SLR) by SPSS. Continuance commitment showed a significant positive association with neuroticism, extroversion, agreeableness, and conscientiousness. Normative commitment showed a significant positive association with conscientiousness and a negative association with extroversion (p = 0.001). Openness had a positive association with affective commitment. Openness and agreeableness, among the five characteristics' features, had the most effect on organizational commitment, as indicated by simple linear regression analysis. Faculty members' characteristics showed a significant association with their organizational commitment. Determining appropriate characteristic criteria for faculty members may lead to employing committed personnel to accomplish the University's objectives and tasks.

  12. Extent of Implementing the Total Quality Management Principles by Academic Departments Heads at Najran University from Faculty Members' Perspectives

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    Al-Din, Hesham Moustafa Kamal; Abouzid, Mohamed Mahmoud

    2016-01-01

    This study aimed to identify the implementing degree of Total Quality Management (TQM) principals by Academic Departmental Heads (ADH) at the Najran University from faculty members' perspectives. It also aimed to determine significant differences between the average estimate of sample section of faculty members about the implementing degree of TQM…

  13. The Culture of Academic Medicine: Faculty Behaviors Impacting the Learning Environment.

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    Moutier, Christine; Wingard, Deborah; Gudea, Monica; Jeste, Dilip; Goodman, Seneca; Reznik, Vivian

    2016-12-01

    The culture of academic medical institutions impacts trainee education, among many other faculty and patient outcomes. Disrespectful behavior by faculty is one of the most challenging and common problems that, left unattended, disrupts healthy work and learning environments. Conversely, a respectful environment facilitates learning, creates a sense of safety, and rewards professionalism. The authors developed surveys and an intervention in an effort to better understand and improve climate concerns among health sciences faculty at the University of California, San Diego (UCSD), a research-intense, public, academic medical center. An online "climate survey" of all UC San Diego health sciences faculty was conducted in 2011-2012. A strategic campaign to address the behavioral issues identified in the initial survey was subsequently launched. In 2015, the climate was re-evaluated in order to assess the effectiveness of the intervention. A total of 478 faculty members (223 women, 235 men, 35 % of faculty) completed the baseline survey, reporting relatively low levels of observed sexual harassment (7 %). However, faculty reported concerning rates of other disruptive behaviors: derogatory comments (29 %), anger outbursts (25 %), and hostile communication (25 %). Women and mid-level faculty were more likely to report these behavioral concerns than men and junior or senior colleagues. Three years after an institutional strategy was initiated, 729 faculty members (50 % of the faculty) completed a follow-up survey. The 2015 survey results indicate significant improvement in numerous climate factors, including overall respectful behaviors, as well as behaviors related to gender. In order to enhance a culture of respect in the learning environment, institutions can effectively engage academic leaders and faculty at all levels to address disruptive behavior and enhance positive climate factors.

  14. A Study of Faculty Members' Perceptions of the Effect of the Globalization on Higher Education: The Case of Jordan

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    Ateyat, Khaled A.; Gasaymeh, Al-Mothana M.

    2015-01-01

    The purpose of study was to investigate Jordanian higher education faculty members' perceptions of the phenomenon of globalization and its effect on higher education. The participants in this study were 6 faculty members from a Jordanian university. Four of the participants have leadership positions at the university. Two of them were deans, one…

  15. Faculty Members' Views of Effective Teaching: A Case Study of Qatar University

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    Al-Thani, Alanood Mubarak; Al-Meghaissib, Latifa A. Aziz A. A.; Nosair, Mohamed Ragab Abdelhakeem Ali

    2016-01-01

    Effective teaching (ET) has recently drawn attention within higher educational intuitions owing to the need for greater accountability, and high quality learning outcomes. The present study investigated Qatar University faculty member's (QUFM) perception of ET, characteristics, practices, and impediment, by assembling data from a cluster sample of…

  16. Marriage and family therapy faculty members' balance of work and personal life.

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    Matheson, Jennifer L; Rosen, Karen H

    2012-04-01

    A sense of imbalance is common among both professors and therapists, though few studies have been published examining the work and personal life balance of those who work in both professions simultaneously. Using in-depth telephone interviews, this study examined the work and personal life balance of 16 marriage and family therapy (MFT) faculty members. Results showed that six were satisfied with their balance, six were dissatisfied, and four were "middle of the road." Men, older participants, and those who were in their career longer were more likely to report feeling satisfied with their balance. Internal indicators of their balance included family and workplace messages, health indicators, feelings of contentment, and congruence with personal values. Child and relationship status, tenure status, and gender issues also impacted their sense of balance. Specific balance enhancers and reducers were highlighted, and participants discussed coping strategies and recommendations for other MFT faculty members. Clinical, training, and career implications are discussed. © 2010 American Association for Marriage and Family Therapy.

  17. Academic Crime and Punishment: Faculty Members' Perceptions of and Responses to Plagiarism

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    Robinson-Zanartu, Carol; Pena, Elizabeth D.; Cook-Morales, Valerie; Pena, Anna M.; Afshani, Rosalyn; Nguyen, Lynda

    2005-01-01

    Academic dishonesty and its consequences have become increasingly complex. Highly accessible electronic media, profound consequences for misconduct and reporting, and lack of standard practice intensify the issues. We surveyed 270 faculty members to determine whether they had been confronted with plagiarism and if they felt prepared to deal with…

  18. Mentor Networks in Academic Medicine: Moving Beyond a Dyadic Conception of Mentoring for Junior Faculty Researchers

    Science.gov (United States)

    DeCastro, Rochelle; Sambuco, Dana; Ubel, Peter A.; Stewart, Abigail; Jagsi, Reshma

    2013-01-01

    Purpose Career development award programs often require formal establishment of mentoring relationships. The authors sought to gain a nuanced understanding of mentoring from the perspective of a diverse national sample of faculty clinician-researchers who were all members of formal mentoring relationships. Method Between February 2010 and August 2011, the authors conducted semi-structured, in-depth telephone interviews with 100 former recipients of National Institutes of Health mentored career development awards and 28 of their mentors. Purposive sampling ensured a diverse range of viewpoints. Multiple analysts thematically coded verbatim transcripts using qualitative data analysis software. Results Three relevant themes emerged: (1) the numerous roles and behaviors associated with mentoring in academic medicine, (2) the improbability of finding a single person who can fulfill the diverse mentoring needs of another individual, and (3) the importance and composition of mentor networks. Many respondents described the need to cultivate more than one mentor. Several participants discussed the utilization of peer mentors, citing benefits such as pooled resources and mutual learning. Female participants generally acknowledged the importance of having at least one female mentor. Some observed that their portfolio of mentors needed to evolve in order to remain effective. Conclusions Those who seek to promote the careers of faculty in academic medicine should focus upon developing mentoring networks, rather than hierarchical mentoring dyads. The members of each faculty member's mentoring team or network should reflect the protégé's individual needs and preferences, with special attention towards ensuring diversity in terms of area of expertise, academic rank, and gender. PMID:23425990

  19. Reforming STEM Undergraduate Education: What's a Faculty Member to Do?

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    Fairweather, J.

    2011-12-01

    Efforts to improve undergraduate STEM education lie at the forefront of many national educational policies. The recent National Academies of Science study of discipline-based educational research (DBER)is typical of such efforts. Most of the initiatives to improve student learning in STEM focus on the the student or the instructor in the classroom (Austin, 2011). This focus is consistent with the work by Seymour & Hewitt (1997), which found that poor teaching in STEM adversely affects learning and retention in the major. Professional development efforts focus on helping the individual STEM faculty member to figure out what to do to improve student learning. Substantial research (Austin, 2011) shows that the origin of many learning problems lies beyond the control of the instructor or the individual classroom. In these circumstances what is a STEM faculty member to do? This paper explores answers to this question. The first step is to define the nature of the problem. Is it related to classroom teaching and learning such as knowledge, skills, and interest in the major? If so then what environmental factors affect strategic alternatives, including type of course, instructor characteristics, and prior teaching experience (Fairweather & Rhoads, 1995)? Does good disciplinary-based research on the learning problem exist? If so then how can the research results be translated into practice? If not then does good research from other disciplines exist? If relevant evidenced-based research does not exist at all then how can STEM instructors learn to evaluate key learning outcomes and find ways to ameliorate problems? Despite appearances not all STEM teaching and learning problems are classroom-based. Some problems derive from curricula, others from faculty work-related issues such as rewards and work load. Any classroom reform effort must reflect accurately the system in which the teaching and learning take place. Understanding these systemic interactions improves the ability

  20. The relationship between quality of work life and job satisfaction of faculty members in Zahedan University of Medical Sciences.

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    Kermansaravi, Fatihe; Navidian, Ali; Navabi Rigi, Shahindokht; Yaghoubinia, Fariba

    2014-10-29

    Quality of work life is one of the most important factors for human motivating and improving of job satisfaction. The current study was carried out aimed to determine the relationship between quality of work life and job satisfaction in faculty members of Zahedan University of Medical Sciences. In this descriptive-analytic study, 202 faculty members of Zahedan University of Medical Sciences in 2012 were entered the study through census. The job satisfaction questionnaire of Smith and Kendall and Walton Quality of Work Life questionnaire were used for data collection. Validity and reliability of questionnaires were confirmed in previous studies. Data analysis was done using SPSS 18. The Pearson correlation coefficient and multiple regression tests were used for data analysis. The mean score of quality of work life was 121/30±37/08 and job satisfaction was 135/98 ±33/78. There was a significant and positive correlation between job satisfaction of faculty members and their quality of work life (P=0.003). In addition, two components of quality of work life "adequate and fair compensation" (β=0.3) and "Social Integration" (β=0.4) can predict job satisfaction of faculty members. According to correlation between job satisfaction and quality of work life in faculty members, job satisfaction can be improved through the changing and manipulating the components of quality of work life and in this way; the suitable environment for organization development should be provided.

  1. A Faculty Development Session or Resident as Teacher Session for Didactic and Clinical Teaching Techniques; Part 1 of 2: Engaging Learners with Effective Didactic Teaching

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    Megan Boysen-Osborn

    2016-07-01

    Full Text Available Audience: This workshop is intended for faculty members in an emergency medicine (or other residency program, but is also appropriate for chief residents and medical student educators, including basic science faculty. Introduction: Faculty development sessions are required by the Accreditation Council for Graduate Medical Education and enhance the learning environment within residency programs. Resident as teacher sessions are important in helping residents transition from junior learners to supervisors of medical students and junior residents. Part I of this two-part workshop introduces learners to effective techniques to engaging learners during didactic sessions. Objectives: By the end of this workshop, the learner will: 1 describe eight teaching techniques that encourage active learning during didactic sessions; 2 plan a didactic session using at least one of eight new teaching techniques for didactic instruction. Methods: This educational session is uses several blended instructional methods, including team-based learning (classic and modified, the flipped classroom, audience response systems, pause procedures in order to demonstrate effective didactic teaching techniques.

  2. Factors Enhancing Manpower Efficiency from the Viewpoint of Clinical and Non-clinical Faculty Members at Guilan University of Medical Sciences in 2011

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    Fardin Mehrabian

    2012-11-01

    Full Text Available Introduction: There are various factors that affect manpower efficiency. Identification of the most important and influential factors on efficiency is quite essential. Analysis of factors affecting manpower efficiency from the viewpoint of clinical and non-clinical faculty members at Guilan University of Medical Sciences in 2011.Methods: This descriptive, analytical, cross-sectional study was performed in October and November in 2011. The study sample consisted of 186 faculty members, including 128 clinical and 58 non-clinical. Instruments used to collect library data were questionnaire and field studies. Exploratory factor analysis with Varimax rotation was utilized to determine the factors influencing manpower efficiency as well as loading level of each of the variables. Results: Among clinical faculty members, 70.66% of changes in manpower efficiency, and among non-clinical faculty members, 79.57% of changes in manpower efficiency were explained by 9 and 8 factors, respectivelyConclusion: Staff empowerment and organizational culture were recognized as the most important factors enhancing manpower efficiency from the viewpoint of clinical and non-clinical faculty members, respectively.

  3. Relationship between Teaching Styles of Faculty Members and Social Adjustment of Medical Students

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    Azizi Nejad B

    2015-04-01

    Full Text Available Aims: Teachers as one of the most important and most influential people in students’ life and they have an important effect on their personal and social life. Social adjustment as an important indicator of mental health is an issues which has attracted the attention of many researchers in recent decades. The aime of this study was to investigate the relationship between students' learning styles faculty members and social adjustment. Instrument & Methods: This descriptive-correlational study was done in 2014. The study population consisted of all first-year students and faculty of the Urmia Medical University. 220 faculty and 350 students were selected using Cochran formula and random sampling. Data collected by Grasha teaching styles standard questionnaires and California psychological tests. Data were analyzed using Pearson correlation and analysis of variance. Findings: There was a significant correlation between specialty-oriented (p=0.042 r=0.15, authoritarian (p=0.02 r=0.14, model-oriented (p=0.17 r=0.03 and facilitates styles (p=0.032 r=0.21 with students' social adjustment, but sthere was no significant correlation between selected style with social adjustment (p=0.23 r=-0.18. No significant relationship was observed between educational degree (p=0.274 and work experience (p=0.583 of faculty members with teaching methods. Conclusion: Specialty-oriented, authoritarian, model-oriented, and facilitates teaching styles are associated with students' social adjustment no relationship is observed between the selected teaching style with students' social adjustment.

  4. Should Faculty Members Teach Virtues and Values? That Is the Wrong Question

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    Roche, Mark W.

    2009-01-01

    Academic professionalization and specialization recognize the faculty member's mastery of method and a discrete sphere of knowledge while insisting that ultimate questions be bracketed from the academy. Early in the twentieth century, Max Weber (1946) argued for the separation of knowledge and morality, insisting that values are not scientific and…

  5. A Dental School's Experience with the Death of an HIV Positive Faculty Member.

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    Butters, Janice M.; And Others

    1994-01-01

    This article reviews issues and circumstances surrounding the death of a University of Louisville (Kentucky) dental school faculty member found to be positive for the human immunodeficiency virus. it addresses administrative aspects including public relations, patient relations, epidemiological review, and staff counseling. (MSE)

  6. Chinese International Students' and Faculty Members' Views of Plagiarism in Higher Education

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    Grigg, Alan

    2016-01-01

    As the enrollment of Chinese international students (CIS) increased at a private institution in the Midwest, so did suspected cases of plagiarism. This study addressed the problem of how faculty members grappled with CIS' interpretation and application of Western-based views of plagiarism. The purpose of the study was to identify similarities and…

  7. Exploration of Nursing Faculty Members' Lived Experiences of Objective Structured Clinical Examination (OSCE) in Undergraduate Nursing Education

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    Obizoba, Cordelia O.

    2014-01-01

    The purpose of this phenomenological study was to gain an understanding of nursing faculty members' lived experiences of Objective Structured Clinical Examination (OSCE) in undergraduate nursing education. As owners of their programs' curriculum, nursing faculties are charged with the responsibility of providing needed knowledge, skills, and…

  8. Engineering a Place for Women: A Study of How Departmental Climate Influences the Career Satisfaction of Female Mechanical Engineering Faculty Members

    Science.gov (United States)

    Young, Monica J.

    2012-01-01

    The purpose of this mixed-methods study was to better understand how female mechanical engineering faculty members' career experiences in academia affect their satisfaction. Specifically, the research considered differences in satisfaction reported by female and male mechanical engineering faculty members in terms of: (a) departmental…

  9. Medical faculty members' perspectives on the components of cross-cultural competence in the Islamic Republic of Iran: a qualitative study.

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    Bazaz, M Mousavi; Zazoly, A Zabihi; Moonaghi, H Karimi

    2015-02-02

    Despite the importance of cultural competence in health care, there has been no research to develop a framework for cultural competence in the Iranian context. This qualitative study at Mashhad University of Medical Sciences aimed to elucidate the views of medical faculty staff on the components of cross-cultural competence and compare these with similar studies published in English. Using a combination of archival studies, semi-structured interviews and focus group discussions among faculty members 3 major domains (knowledge, attitude and behaviour) and 21 components were identified to describe the cross-cultural competence of faculty members in medical schools. Participants expressed the importance of knowledge as a precursor to changing attitudes and the 6 knowledge components related to knowledge and awareness of values, beliefs and norms of different ethnic, racial and cultural groups. Experts mostly emphasized the importance of interaction between faculty members and clients (students and patients).

  10. Medical faculty members' perspectives on the components of cross-cultural competence in the Islamic Republic of Iran: a qualitative study.

    Science.gov (United States)

    Bazaz, M Mousavi; Zazoly, A Zabihi; Karimi Moonaghi, H

    2015-02-25

    Despite the importance of cultural competence in health care, there has been no research to develop a framework for cultural competence in the Iranian context. This qualitative study at Mashhad University of Medical Sciences aimed to elucidate the views of medical faculty staff on the components of cross-cultural competence and compare these with similar studies published in English. Using a combination of archival studies, semi-structured interviews and focus group discussions among faculty members 3 major domains (knowledge, attitude and behaviour) and 21 components were identified to describe the cross-cultural competence of faculty members in medical schools. Participants expressed the importance of knowledge as a precursor to changing attitudes and the 6 knowledge components related to knowledge and awareness of values, beliefs and norms of different ethnic, racial and cultural groups. Experts mostly emphasized the importance of interaction between faculty members and clients (students and patients).

  11. Etiquette for medical students' email communication with faculty members: a single-institution study.

    Science.gov (United States)

    Kim, Do-Hwan; Yoon, Hyun Bae; Yoo, Dong-Mi; Lee, Sang-Min; Jung, Hee-Yeon; Kim, Seog Ju; Shin, Jwa-Seop; Lee, Seunghee; Yim, Jae-Joon

    2016-04-27

    Email is widely used as a means of communication between faculty members and students in medical education because of its practical and educational advantages. However, because of the distinctive nature of medical education, students' inappropriate email etiquette may adversely affect their learning as well as faculty members' perception of them. Little data on medical students' competency in professional email writing is available; therefore, this study explored the strengths and weaknesses of medical students' email etiquette and factors that contribute to professional email writing. A total of 210 emails from four faculty members at Seoul National University College of Medicine were collected. An evaluation criteria and a scoring rubric were developed based on the various email-writing guidelines. The rubric comprised 10 items, including nine items for evaluation related to the email components and one item for the assessment of global impression of politeness. Three evaluators independently assessed all emails according to the criteria. Students were identified as being 61.0% male and 52.8% were in the undergraduate-entry program. The sum of each component score was 62.21 out of 100 and the mean value for global impression was 2.6 out of 4. The results demonstrated that students' email etiquettes remained low-to-mediocre for most criteria, except for readability and honorifics. Three criteria, salutation (r=0.668), closing (r=0.653), and sign-off (r=0.646), showed a strong positive correlation with the global impression of politeness. Whether a student entered a graduate-entry program or an undergraduate-entry program significantly contributed to professional email writing after other variables were controlled. Although students in the graduate-entry program demonstrated a relatively superior level of email etiquette, the majority of medical students did not write emails professionally. Educating all medical students in email etiquette may well contribute to

  12. Methods and Teaching Strategies Used by Teacher Education Faculty Members in one State University in the Philippines

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    Amado C. Ramos

    2015-12-01

    Full Text Available Institutions of higher learning across the nation are responding to political, economic, social and technological pressures to be more responsive to students' needs and more concerned about how well students are prepared to assume future societal roles. This study aimed to determine the methods and teaching strategies used by the PSU – CTE faculty members of Bayambang Campus, Bayambang, Pangasinan during the first semester of the school year 2013-2014. The descriptivecorrelational method of research was employed in this study where it involved the collection of pertinent data in order to answer questions concerning the current status of the subject of the study. Majority of the faculty members are females, they are master’s degree holders, have a permanent position with an academic rank of instructor, and most of the faculty members are graduate of SUCs. They also have high attitude toward teaching; generally, the faculty members perceived themselves to be often in using teaching approaches and teaching methods; and sometimes in using teaching techniques/styles, instructional support activities, and non-formal activities; and no significant relationships exist between the faculty members’ profile variables and their level of pedagogical approaches in teaching approaches, teaching methods, teaching techniques/styles, non-formal activities and instructional support activities. Teachers should be encouraged to pursue/finish higher education, likewise they should be motivated to conduct research studies like action researches as part of their functions, particularly along their area of specialization. Teachers should be encouraged to explore and view other effective teaching strategies and find more ways to entice other students challenge themselves to create their own strategies to use in the field and to become more global in perspective. The use computer technology can be an effective teaching strategy, especially when students are given

  13. Instructional Performance of Teacher Education Faculty Members in One State University in the Philippines

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    Estelito J. Punongbayan

    2015-12-01

    Full Text Available This study aimed to assess the instructional performance of teacher education faculty members in one State University in the Philippines as perceived by themselves and CTE students during the Academic Year 2012-2013 with the end view of formulating an action plan to enhance the aforementioned situation. The study utilized the descriptive method of research. This method attempted to ascertain the prevailing conditions and sought to answer questions to the real facts relating to the existing conditions. Results found that instructors/professors perceived their instructional performance as very good. Faculty respondents believed that they are qualified to teach the subjects they are handling. This was manifested by having good interaction between them and the students inside the classroom, by way of assessing their performance tasks and by way of assessing through pencil-paper test. However, student respondents perceived that the instructor/professors’ instructional performance were only satisfactory. They perceived that CTE faculty members are all in better position to handle the subjects assigned to them. Interaction between them was effective. Relative to the findings, it is recommended that instructors/professors should exercise their full potential in teaching so as to become excellent.

  14. A Needs Assessment of Medical School Faculty: Caring for the Caretakers.

    Science.gov (United States)

    Pololi, Linda H.; Dennis, Kay; Winn, Gloria M.; Mitchell, Jim

    2003-01-01

    In administrator interviews and a survey of 395 medical school faculty (72% responded), faculty prioritized the following learning needs: sustaining vitality, life balance, meaningful work, relationships, and personal growth. Administrators ranked the following needs for faculty: time management, teamwork, and improved performance. Junior faculty…

  15. Leadership Competencies: Do They Differ for Women and Under-Represented Minority Faculty Members?

    Science.gov (United States)

    Skarupski, Kimberly A.; Levine, Rachel B.; Yang, Wan Rou; González-Fernández, Marlís; Bodurtha, Joann; Barone, Michael A.; Fivush, Barbara

    2017-01-01

    The literature on leadership competencies does not include an understanding of how stakeholders perceive competencies for women and under-represented minority faculty members. We surveyed three groups of leaders (N = 113) to determine their perceptions of the importance of 23 leadership competencies. All three groups endorsed the same five…

  16. Scholarly Productivity of School Psychology Faculty Members in Specialist-Level Programs: 2002-2011

    Science.gov (United States)

    Laurent, Jeff; Runia, Elizabeth

    2016-01-01

    The scholarly productivity of school psychology faculty members in specialist-level only programs was examined. Information was gathered from the School Psychology Program Information portion of the website for the National Association of School Psychologists. A total of 137 specialist-level only school psychology programs were identified.…

  17. Your Faculty, Reluctantly.

    Science.gov (United States)

    Trower, Cathy A.

    2000-01-01

    Notes a decline in numbers of doctoral students interested in academic careers and identifies six negatives of an academic career. Reports on a survey of 2,000 doctoral candidates and junior faculty that found that quality of life factors more important to respondents than tenure and salary, especially important were the institution's geographic…

  18. MEASURING STAFF MEMBERS E READINESS TOWARDS E LEARNING AT EGYPTIAN FACULTIES OF TOURISM AND HOTELS

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    Elsayed Hussein Elsayed Ali

    2010-06-01

    Full Text Available Information and Communication Technology (ICT has made life much different than it was before especially in Education. E learning is becoming increasingly prominent in higher education, with universities increasing provision and more students signing up. E learning in the university context is influenced by a number of factors. However, the researcher particular interest in this paper in the e readiness of the staff memberfor e learning at the Egyptian faculties of tourism and hotels in Fayoum, Menia, Helwan and Alex. This is to the increasing and flexible market that is difficult to research by only traditional education.This research measures the staff members’ e readiness for e learning at the faculties of tourism and hotels in Egypt which influenced by a number of factors and dimensions. These are technical and pedagogical competences, experience scale and attitude Scale but the research will concentrate on the first dimension. This may help Tourism faculties to promote the use of IT in teaching and learning and also apply e learning effectively in these faculties to make qualified students for market work. Data was collected through a questionnaire of 92 staff member (professor, assistant professor and lecturers of tourism studies, hotel management and Tourism Guidance departments. Also this research is based on a basic hypothesis that there is a shortage and insufficient of staff members e readiness for e learning. The paper contains also typical e learning quality framework , SPSS program was used to analyses the data and reach to the finding of this study as frequencies, standard deviation, means, t test per pair between the two dimension pedagogical and technical competencies, also average mean to measure this dimension, also cronbach alpha was made to ensure the reliability, beside the validity was been achieved. The findings have been indicated that the staff member at faculties of tourism and hotels have a good level in pedagogical

  19. A 1-day course to improve the teaching effectiveness of health professions faculty members.

    Science.gov (United States)

    Stein, Susan M; Fujisaki, Brad S; Davis, Shawn E; Maclean, Linda Garrelts

    2012-02-10

    To determine the effect of a 1-day teaching-methods course for pharmacy and nursing faculty members on teaching proficiency and perceptions of effective teaching. A 1-day teaching-methods course was created and presented to 12 pharmacy and nursing faculty members. Participants' teaching sessions were video-recorded pre- and post-course. A panel of educators evaluated pre- and post-course video-recorded teaching presentations to assess teaching effectiveness. Participants completed pre- and post-course self-evaluations and surveys. Panelists' assessments confirmed significant improvement in 7 of 10 domains. Perceptions of teaching efficacy and proficiency to teach effectively improved after completion of the course. A 1-day teaching-methods course, requiring minimal resources, is a valuable development resource that can improve teaching effectiveness through enhanced communication and teaching techniques. Because effective teaching is positively correlated with students' learning, training seminars can be integral to comprehensive quality improvement.

  20. Faculty Members and E-Journals: The Case of Private Universities in Kumasi, Ghana

    Science.gov (United States)

    Boakye, Ernest

    2017-01-01

    The purpose of this study was to determine the level of awareness, accessibility, and use of electronic journals (E-journals) by the faculty members of Garden City University College (GCUC) and Christian Service University College (CSUC) in Kumasi, Ghana. The survey method was used with questionnaire as the data collection instrument. The study…

  1. Social Media and Mentoring in Biomedical Research Faculty Development

    Science.gov (United States)

    Teruya, Stacey Alan; Bazargan-Hejazi, Shahrzad

    2014-01-01

    Purpose: To determine how effective and collegial mentoring in biomedical research faculty development may be implemented and facilitated through social media. Method: The authors reviewed the literature for objectives, concerns, and limitations of career development for junior research faculty. They tabularized these as developmental goals, and…

  2. Social media and impression management: Veterinary Medicine students' and faculty members' attitudes toward the acceptability of social media posts.

    Science.gov (United States)

    Kedrowicz, April A; Royal, Kenneth; Flammer, Keven

    2016-10-01

    While social media has the potential to be used to make professional and personal connections, it can also be used inappropriately, with detrimental ramifications for the individual in terms of their professional reputation and even hiring decisions. This research explored students' and faculty members' perceptions of the acceptability of various social media postings. This cross-sectional study was conducted in 2015. All students and faculty members at the College of Veterinary Medicine were invited to participate. The sample size included 140 students and 69 faculty members who completed the Social Media Scale (SMS), a 7-point semantic differential scale. The SMS consisted of 12 items that measured the extent to which a variety of behaviors, using social media, constituted acceptable and unacceptable behaviors. Items appearing on the SMS were an amalgamation of modified items previously presented by Coe, Weijs, Muise et al. (2012) and new items generated specifically for this study. The data were collected during the spring semester of 2015 using Qualtrics online survey software and analyzed using t-tests and ANOVA. The results showed that statistically significant differences existed between the students' and faculty members' ratings of acceptable behavior, as well as gender differences and differences across class years. These findings have implications for the development of policy and educational initiatives around professional identity management in the social sphere.

  3. Structured Annual Faculty Review Program Accelerates Professional Development and Promotion

    Directory of Open Access Journals (Sweden)

    Stanley J. Robboy MD

    2017-03-01

    Full Text Available This retrospective observational study on faculty development analyzes the Duke University Pathology Department’s 18-year experience with a structured mentoring program involving 51 junior faculty members. The majority had MD degrees only (55%. The percentage of young women faculty hires before 1998 was 25%, increasing to 72% after 2005. Diversity also broadened from 9% with varied heritages before 1998 to 37% since then. The mentoring process pivoted on an annual review process. The reviews generally helped candidates focus much earlier, identified impediments they individually felt, and provided new avenues to gain a national reputation for academic excellence. National committee membership effectively helped gain national exposure. Thirty-eight percent of the mentees served on College of American Pathologists (CAP committees, exponential multiples of any other national society. Some used CAP resources to develop major programs, some becoming nationally and internationally recognized for their academic activities. Several faculty gained national recognition as thought leaders for publishing about work initiated to serve administrative needs in the Department. The review process identified the need for more protected time for research, issues with time constraints, and avoiding exploitation when collaborating with other departments. This review identified a rigorous faculty mentoring and review process that included annual career counseling, goal-oriented academic careers, monitored advancement to promotion, higher salaries, and national recognition. All contributed to high faculty satisfaction and low faculty turnover. We conclude that a rigorous annual faculty review program and its natural sequence, promotion, can greatly foster faculty satisfaction.

  4. The essential value of projects in faculty development.

    Science.gov (United States)

    Gusic, Maryellen E; Milner, Robert J; Tisdell, Elizabeth J; Taylor, Edward W; Quillen, David A; Thorndyke, Luanne E

    2010-09-01

    Projects--planned activities with specific goals and outcomes--have been used in faculty development programs to enhance participant learning and development. Projects have been employed most extensively in programs designed to develop faculty as educators. The authors review the literature and report the results of their 2008 study of the impact of projects within the Pennsylvania State University College of Medicine Junior Faculty Development Program, a comprehensive faculty development program. Using a mixed-methods approach, the products of project work, the academic productivity of program graduates, and the impact of projects on career development were analyzed. Faculty who achieved the most progress on their projects reported the highest number of academic products related to their project and the highest number of overall academic achievements. Faculty perceived that their project had three major effects on their professional development: production of a tangible outcome, development of a career focus, and development of relationships with mentors and peers. On the basis of these findings and a review of the literature, the authors conclude that projects are an essential element of a faculty development program. Projects provide a foundation for future academic success by enabling junior faculty to develop and hone knowledge and skills, identify a career focus and gain recognition within their community, generate scholarship, allocate time to academic work, and establish supportive relationships and collaborative networks. A list of best practices to successfully incorporate projects within faculty development programs is provided.

  5. Obstacles of Academic Productivity of Faculty Members in the Education College at Jeddah University as Perceived by them

    Directory of Open Access Journals (Sweden)

    Fahad Abdulrahamn Almalki

    2017-12-01

    Full Text Available The purpose of the study was to investigate the obstacles of academic productivity of faculty members in the education college at Jeddah University as perceived by them. The study adopted the descriptive analytical approach by using a questionnaire to collect data. The researcher developed the questionnaire which consisted of (46 items and were distributed over four themes. The questionnaire was checked for its validity and reliability. Then, it was administrated to a sample of (80 faculty members in the education faculty at Jeddah University. The findings of the study were as follows: The effect of university and society obstacles on academic productivity was given a high rate. On the other hand, the effect of personal obstacles and academic publication received an average rate. The society obstacles were ranked first, while academic publication obstacles were in the last rank. There were statistically significant differences which were attributed to the differences in academic rank in the obstacles related to university, society and personal and academic publication in favor of the assistant professor rank. There were also statistically significant differences that were attributed to years of experience in university obstacles in favor of (1-5 years experience and (more than 10 years experience. On the other hand, there were no differences in university, society and personal obstacles. There were no statistically significant differences attributed to the variable of the university from which the faculty members got their PhD degree. In addition, there were statistically significant differences attributed to nationality in university, personal and society obstacles while there were no differences in the variable of academic publication. The study recommended the need to increase funds to be allocated for academic productivity. Keywords: Academic productivity, Faculty members, Obstacles, Universities.

  6. An Investigation of Factors Related to Job Motivation of Faculty members at Islamic Azad Universities in Zanjan Province-Iran

    OpenAIRE

    Rasool Davoudi; Seyed Hossein Mousavi

    2012-01-01

    The purpose of this study was to investigate job motivation of faculty members in Islamic Azad Universities of Zanjan province based on Herzberg 's theory. The research method was applied research in terms of purpose and so it was survey and correlation research in terms of data collecting method .The statistical population were 640 faculty members in 2012.For this purpose, using cluster random sampling, data was collected from 150 people as the sample through Andraka' s job motivation questi...

  7. 21st Century Professional Skill Training Programs for Faculty Members--A Comparative Study between Virginia Tech University, American University & King Saud University

    Science.gov (United States)

    Al-Majed, Asma; Al-Kathiri, Fatima; Al-Ajmi, Sara; Al-Hamlan, Suad

    2017-01-01

    The 21st century faculty member is expected to teach, engage the learner, absorb new discoveries and rely on different knowledge in the execution of duties. This calls for up-to-date skills for instruction, assessment, and identification of opportunities by faculty members to promote learning. This paper investigates the prospects of promoting…

  8. The Use of Collaboration, Authentic Learning, Linking Material to Personal Knowledge, and Technology in the Constructivist Classroom: Interviews with Community College Faculty Members

    Science.gov (United States)

    Zielinski, Dianne E.

    2017-01-01

    This study explored how faculty members implemented constructivist teaching methods after training. The student-centered teaching methods were interactions and collaborations, authentic learning and real-world experiences, linking material to previously learned information, and using technology in the classroom. Seven faculty members trained in…

  9. Perceptions from Library School Faculty on Meaningful Matters to Academic Librarians: Additional Degrees, Sabbaticals, Evaluation, and Governance.A Review of: Wyss, P. A. (2010. Library school faculty member perceptions regarding faculty status for academic librarians. College & Research Libraries, 71(4, 375-388.

    Directory of Open Access Journals (Sweden)

    Kristen Young

    2011-06-01

    Full Text Available Objective – To survey the faculty members of American Library Association (ALA-accredited library schools to gain insight into their perceptions on academic librarians obtaining faculty status and how the library school curricula prepare academic librarians for faculty roles.Design – Survey questionnaire.Setting – An e-survey was distributed online to 57 ALA-accredited library schools during April 2007, using Zoomerang.Subjects – The population consisted of 906 tenure-track or tenured faculty members.Methods – The 24 item survey was designed to answer eight specific research questions and evoke responses scored on a five-point Likert scale that corresponded to (1 Strongly Disagree, (2 Disagree, (3 Neutral, (4 Agree, and (5 Strongly Agree. For the analysis of data in questions 1 and 3 through 8, the perceptions of faculty members of ALA-accredited library schools were determined by calculating the mean and standard deviation. For the analysis of question 2 a t test was used to determine differences in faculty members’ perceptions based on gender and tenure. A one-way analysis of variance, or ANOVA, was used to determine library school faculty members’ perceptions based on academic rank. Main Results – A total of 906 individuals were sent the link to the survey, and 187 individuals completed the survey, making the response rate 20.6%. Of the respondents, 38.5% were professors, 25.7% were associate professors, 33.7% were assistant professors, and 2.1% were lecturers. The majority of respondents were female (60.0% and tenured (65.0%.Faculty members of the ALA-accredited library schools agreed that courses in statistical concepts, procedures, and research (both experimental and non-experimental should be required of those seeking a master’s or doctoral degree. They agreed that the Master of Library Science (MLS degree is insufficient in preparing librarians for faculty status, and that additional graduate degrees improve performance

  10. Performing Gender in the Workplace: Gender Socialization, Power, and Identity among Women Faculty Members

    Science.gov (United States)

    Lester, Jaime

    2008-01-01

    Organizational cultures shape and reinforce socially appropriate roles for men and women. Drawing on a performativity framework, which assumes that gender is socially constructed through gendered "performances," this study employs interviews with and observations of six women faculty members to examine how dominant discourses define and maintain…

  11. Physics and Astronomy New Faculty Workshops: 20 Years of Workshops and 2000 Faculty

    Science.gov (United States)

    Hilborn, Robert

    Most college and university new faculty members start their teaching careers with almost no formal training in pedagogy. To address this issue, the American Association of Physics Teachers, the American Astronomical Society, and the American Physical Society have been offering since 1996 workshops for physics and astronomy new faculty members (and in recent years for experienced faculty members as well). The workshops introduce faculty members to a variety of interactive engagement teaching (IET) methods and the evidence for their effectiveness, embedded in a framework of general professional development. Currently the workshops engage about 50% of the new tenure-track hires in physics and astronomy. The workshops are quite successful in making the participants aware of IET methods and motivating them to implement them in their classes. However, about 1/3 of the participants stop using IET methods within a year or two. The faculty members cite (a) lack of time and energy to change, (b) content coverage concerns, and (c) difficulty getting students engaged as reasons for their discontinuance. To help overcome these barriers, we have introduced faculty online learning communities (FOLCs). The FOLCs provide peer support and advice through webinars and coaching from more experienced faculty members. Recommendations based on the workshops and the experiences of the participants can enhance the teaching effectiveness of future physics and astronomy faculty members. This work was supported in part by NSF Grant 1431638.

  12. Accounting Faculty Internships

    Directory of Open Access Journals (Sweden)

    Jill Christopher

    2013-06-01

    Full Text Available Accounting professionals, business college accrediting bodies, and even accounting academics themselves acknowledge that there is a disconnect between academe and the rigors and requirements of the accounting profession. Among the suggestions proposed in the literature to reduce this gap is the faculty internship, where accounting faculty members work within the field as accountants. Heretofore, individual case studies report benefits of such internships that accrue to a variety of stakeholder groups beyond just the faculty intern and include the academic institution, students, and accounting profession through faculty internships. This research seeks wider support for these benefits. This descriptive study involved surveying a sample of accounting faculty members to get their opinions about the benefits and drawbacks of faculty internships, and to determine the level of use of faculty internships in accounting. In all, 128 usable responses were obtained, representing a 14.6% response rate. The results of this study reveal that although most faculty members acknowledge the benefits cited in the literature, too few take advantage of faculty internships.

  13. Analysis of Bilateral Effects between Social Undermining and Co-Creation among University Faculty Members

    Science.gov (United States)

    Taherpour, Fatima; Rajaeepour, Saeed; Siadat, Ali; Kazemi, Iraj

    2016-01-01

    Understanding the social undermining is increasing important in organizational literature both because of its relation with job performance and because of its collective cost to individuals and organizations. This article argued that social undermining can effect on co-creation among faculty members. The study adopted a descriptive-correlational…

  14. How faculty members experience workplace-based assessment rater training: a qualitative study.

    Science.gov (United States)

    Kogan, Jennifer R; Conforti, Lisa N; Bernabeo, Elizabeth; Iobst, William; Holmboe, Eric

    2015-07-01

    Direct observation of clinical skills is a common approach in workplace-based assessment (WBA). Despite widespread use of the mini-clinical evaluation exercise (mini-CEX), faculty development efforts are typically required to improve assessment quality. Little consensus exists regarding the most effective training methods, and few studies explore faculty members' reactions to rater training. This study was conducted to qualitatively explore the experiences of faculty staff with two rater training approaches - performance dimension training (PDT) and a modified approach to frame of reference training (FoRT) - to elucidate how such faculty development can be optimally designed. In a qualitative study of a multifaceted intervention using complex intervention principles, 45 out-patient resident faculty preceptors from 26 US internal medicine residency programmes participated in a rater training faculty development programme. All participants were interviewed individually and in focus groups during and after the programme to elicit how the training influenced their approach to assessment. A constructivist grounded theory approach was used to analyse the data. Many participants perceived that rater training positively influenced their approach to direct observation and feedback, their ability to use entrustment as the standard for assessment, and their own clinical skills. However, barriers to implementation and change included: (i) a preference for holistic assessment over frameworks; (ii) challenges in defining competence; (iii) difficulty in changing one's approach to assessment, and (iv) concerns about institutional culture and buy-in. Rater training using PDT and a modified approach to FoRT can provide faculty staff with assessment skills that are congruent with principles of criterion-referenced assessment and entrustment, and foundational principles of competency-based education, while providing them with opportunities to reflect on their own clinical skills

  15. "Where People Like Me Don't Belong": Faculty Members from Low-Socioeconomic-Status Backgrounds

    Science.gov (United States)

    Lee, Elizabeth M.

    2017-01-01

    This article examines class as a potential source of stigma faculty members from low-socioeconomic-status (low-SES) backgrounds. Based on 47 interviews with demographically diverse respondents at a wide range of institutions, the article examines respondents' narratives of direct and indirect stigmatization around class as well as respondents'…

  16. Female Faculty Members in University Chemistry Departments: Observations and Conclusions Based on Site Visits

    Science.gov (United States)

    Chapman, Sally; Dixon, Felicia F.; Foster, Natalie; Kuck, Valerie J.; McCarthy, Deborah A.; Tooney, Nancy M.; Buckner, Janine P.; Nolan, Susan A.; Marzabadi, Cecilia H.

    2011-01-01

    Oral interviews in focus groups and written surveys were conducted with 877 men and women, including administrators, faculty members, postdoctoral associates, and graduate students, during one-day site visits to chemistry and chemical engineering departments at 28 Ph.D.-granting institutions. This report is a preliminary review of the perceptions…

  17. Teaching Effectiveness of the Teacher Education Faculty Members in Pangasinan State University Asingan Campus, Philippines

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    Priscilla L. Agsalud

    2017-02-01

    Full Text Available Teaching effectiveness of the faculty is one of the most critical areas that need to be considered. The success of the students will depend to a great extent, upon how well the teachers have trained them. This paper evaluated the faculty members’ level of teaching effectiveness in the teacher education program in Pangasinan State University Asingan Campus, Philippines. Their professional background was assessed. Their level of teaching effectiveness along commitment, knowledge of the subject matter, teaching for independent learning and management of learning were considered. The study used the descriptive and evaluative methods of research. Questionnaire Checklist was used to gather data. The Faculty Evaluation Instrument (QCE of the NBC No.461 was adopted to evaluate the faculty members’ level of teaching effectiveness. It further tested significant relationship between the faculty members’ level of teaching effectiveness and their professional background. Salient findings are as follows: the teacher education faculty members in Pangasinan State University Asingan Campus are qualified professionals who possessed the maximum educational qualifications and eligibility to work in a state-run university. Only few of them graduated with honors and attended training and conferences in the national and international level.; their level of teaching effectiveness is Very Satisfactory; the profile variable awards/honors received influences the faculty members’ level of teaching effectiveness.

  18. Investigating Faculty Members' Beliefs about Distance Education: The Case of Sultan Qaboos University, Oman

    Science.gov (United States)

    Saleem, Naifa Eid; Al-Suqri, Mohammed Nasser

    2015-01-01

    This research paper aims to investigate the beliefs (perceptions) about distance education(DE) held by the faculty members of Sultan Qaboos Uuniversity (SQU) at the Sultanate of Oman as well as the differences between their beliefs (perceptions) with regards to gender, teaching experience, college academic rank, nationality, etc. This study used a…

  19. Hiring Diverse Faculty Members in Community Colleges: A Case Study in Ethical Decision Making

    Science.gov (United States)

    Fujimoto, Eugene Oropeza

    2012-01-01

    As the diversity of students on college campuses continues to increase, the racial and ethnic diversity among faculty members continues to lag (Jayakumar, Howard, Allen, & Han, 2009; Turner, Myers, & Creswell, 1999). An often overlooked segment of this problem is the 2-year-college setting. With increasing numbers of students of color achieving…

  20. Finding a mentor: the complete examination of an online academic matchmaking tool for physician-faculty

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    Martinez GF

    2014-12-01

    Full Text Available Background: To have a successful career in academic medicine, finding a mentor is critical for physician-faculty. However, finding the most appropriate mentor can be challenging for junior faculty. As identifying a mentor pool and improving the search process are paramount to both a mentoring program’s success, and the academic medical community, innovative methods that optimize mentees’ searches are needed. This cross-sectional study examines the search and match process for just over 60 junior physician-faculty mentees participating in a department-based junior faculty mentoring program. To extend beyond traditional approaches to connect new faculty with mentors, we implement and examine an online matchmaking technology that aids their search and match process. Methods: We describe the software used and events leading to implementation. A concurrent mixed method design was applied wherein quantitative and qualitative data, collected via e-surveys, provide a comprehensive analysis of primary usage patterns, decision making, and participants’ satisfaction with the approach. Results: Mentees reported using the software to primarily search for potential mentors in and out of their department, followed by negotiating their primary mentor selection with their division chief’s recommendations with those of the software, and finally, using online recommendations for self-matching as appropriate. Mentees found the online service to be user-friendly while allowing for a non-threatening introduction to busy senior mentors. Conclusions: Our approach is a step toward examining the use of technology in the search and match process for junior physician-faculty. Findings underscore the complexity of the search and match process.

  1. Perspectives on whistleblowing: faculty member viewpoints and suggestions for organizational change.

    Science.gov (United States)

    Mecca, Jensen T; Giorgini, Vincent; Medeiros, Kelsey; Gibson, Carter; Devenport, Lynn; Connelly, Shane; Mumford, Michael

    2014-01-01

    Given the prevalence of unethical behavior in research, whistleblowing may serve an important policing function. Despite this potential value of whistleblowing to organizations, engaging in this type of activity often has negative ramifications for those who choose to blow the whistle. Organizations may fail to provide adequate support for these individuals. In order to help inform best practices for organizations in terms of whistleblowing support infrastructure, the present effort content analyzed interviews with university faculty members regarding ethical decision making in which whistleblowing was a topic. Relevant themes in these interviews are discussed.

  2. Faculty development: if you build it, they will come.

    Science.gov (United States)

    Steinert, Yvonne; Macdonald, Mary Ellen; Boillat, Miriam; Elizov, Michelle; Meterissian, Sarkis; Razack, Saleem; Ouellet, Marie-Noel; McLeod, Peter J

    2010-09-01

    The goals of this study were three-fold: to explore the reasons why some clinical teachers regularly attend centralised faculty development activities; to compare their responses with those of colleagues who do not attend, and to learn how we can make faculty development programmes more pertinent to teachers' needs. In 2008-2009, we conducted focus groups with 23 clinical teachers who had participated in faculty development activities on a regular basis in order to ascertain their perceptions of faculty development, reasons for participation, and perceived barriers against involvement. Thematic analysis and research team consensus guided the data interpretation. Reasons for regular participation included the perceptions that: faculty development enables personal and professional growth; learning and self-improvement are valued; workshop topics are viewed as relevant to teachers' needs; the opportunity to network with colleagues is appreciated, and initial positive experiences promote ongoing involvement. Barriers against participation mirrored those cited by non-attendees in an earlier study (e.g. volume of work, lack of time, logistical factors), but did not prevent participation. Suggestions for increasing participation included introducing a 'buddy system' for junior faculty members, an orientation workshop for new staff, and increased role-modelling and mentorship. The conceptualisation of faculty development as a means to achieve specific objectives and the desire for relevant programming that addresses current needs (i.e., expectancies), together with an appreciation of learning, self-improvement and networking with colleagues (i.e., values), were highlighted as reasons for participation by regular attendees. Medical educators should consider these 'lessons learned' in the design and delivery of faculty development offerings. They should also continue to explore the notion of faculty development as a social practice and the application of motivational

  3. Utopia University: A Faculty Member Reflects on Recommendations for the Future of SoTL

    Science.gov (United States)

    Forrest, Krista D.

    2013-01-01

    The author, Krista D. Forrest, Professor of Psychology, University of Nebraska at Kearney, reports on what it would take to create a "Utopian university," a campus of the future where faculty members' scholarship of teaching and learning (SoTL) has gone on to change departments and as the departments changed, so did the institution.…

  4. Reducing drinking among junior enlisted Air Force members in five communities: early findings of the EUDL program's influence on self-reported drinking behaviors.

    Science.gov (United States)

    Spera, Christopher; Franklin, Keita; Uekawa, Kazuaki; Kunz, John F; Szoc, Ronald Z; Thomas, Randall K; Cambridge, Milton H

    2010-05-01

    In the fall of 2006, the Office of Juvenile Justice and Delinquency Prevention awarded discretionary grants to five communities in four states as part of the Enforcing Underage Drinking Laws initiative. These 3-year grants were designed to support implementation of a set of interventions using an environmental strategies approach to reduce drinking and associated alcohol-related misconducts among active-duty Air Force members ages 18-25, with a specific focus on the underage population. The current article presents findings from Year 1 of the evaluation. Data on alcohol use were obtained from a large-scale, anonymous survey that fielded in the spring of 2006 (i.e., pretest) and the spring of 2008 (i.e., posttest) from a stratified random sample of Air Force members at five demonstration and five comparison communities. The percentage of junior enlisted personnel at risk for an alcohol problem dropped 6.6% in the Air Force overall during the last 2 years but dropped as much as 13.6% and 9.8% in two Arizona demonstration communities that implemented the intervention. The first-year results suggest that the Enforcing Underage Drinking Laws intervention may have been one factor that helped to reduce the percentage of junior enlisted Air Force members at risk for an alcohol problem in the demonstration communities.

  5. Comparison of differences in performance evaluation of faculty by students with faculty's self-assessment.

    Science.gov (United States)

    Azizi, Kourosh; Aghamolaei, Teamur; Parsa, Nader; Dabbaghmanesh, Tahereh

    2014-07-01

    The present study aimed to compare self-assessment forms of coursework taught in the school of public health at undergraduate, graduate, and postgraduate levels and students' evaluation of the performance of the faculty members at these levels. The subjects in this cross-sectional study were the faculty members and students of the School of Public Health and Nutrition, Shiraz University of Medical Sciences, Shiraz, Iran. The data were collected using a socio-demographic information form and evaluation forms of professors prepared by the Educational Development Center (EDC). The faculty members were assessed by the students in undergraduate and graduate classes. Among the study subjects, 23 faculty members filled out the self-assessment forms which were then evaluated by 23 students. Then, the data were analyzed using the SPSS statistical 14. Paired t-test was used to compare the students' evaluation of the faculty members' performance and the professors' self-assessment. The mean score of self-assessment of the faculty members who taught undergraduate courses was 289.7±8.3, while that of the students' evaluation was 281.3±16.1; the difference was statistically significant (t=3.56, p=0.001). Besides, the mean score of the self-assessment of the faculty members who taught graduate courses was 269.0±9.7, while that of the students' evaluation was 265.7±14.6 but the difference was not statistically significant (t=1.09, p=0.28). Teaching performance perceptions of the faculty were similar to those of the graduate students as compared to the undergraduate ones. This may reflect better understanding of coursework at this level compared to the undergraduate students. Faculty members may need to adjust teaching methods to improve students' performance and understanding especially in the undergraduate level.

  6. A national study on the attitudes of Irish dental faculty members to faculty development.

    LENUS (Irish Health Repository)

    O'Sullivan, E M

    2010-02-01

    International studies suggest that dental faculty are resistant to the concept and practice of faculty development. This paper analyses the demographic and educational profile of Irish Dental Faculty, exploring their attitudes to educational initiatives.

  7. A peer mentoring group for junior clinician educators: four years' experience.

    Science.gov (United States)

    Lord, Julie A; Mourtzanos, Emmanuel; McLaren, Kimberly; Murray, Suzanne B; Kimmel, Ryan J; Cowley, Deborah S

    2012-03-01

    To study the effect of a peer mentoring group (PMG). Six junior clinician educator faculty and one senior faculty at the University of Washington Medical Center's Department of Psychiatry formed a PMG in 2006. The PMG had 30 meetings during 2006-2010. Group format, goals, and meeting agendas were determined solely by participants. Feedback about positive and negative outcomes of participation in the PMG was determined by open-ended response to three sets of questions; qualitative analysis was performed by an outside research consultant. Program evaluation revealed benefits and undesirable or unintended outcomes. Reported benefits were increased workplace satisfaction; improved social connection; increased professional productivity and personal growth/development through accountability, collaboration, mutual learning, support, and information sharing; synergy, collaboration, and diversity of thought; increased involvement in professional activities; opportunity for peer discussions in a safe environment; and increased accountability and motivation. Undesirable or unintentional outcomes were exclusivity, lack of hierarchy, scheduling of meetings, absence of an intentional curriculum, diverse and competing interests, personal-professional enmeshment, and occasional loss of focus due to overemphasis on personal matters. Every member of the PMG was retained, and scholarly productivity increased, as did collaboration with other group members. Participants in this PMG experienced qualitative benefits and perceived advantages in career advancement and scholarly productivity. Negative consequences did not deter participation in the PMG or outweigh benefits. The self-sufficient and low-cost structure makes it particularly portable.

  8. Work-Life Resources for Faculty

    OpenAIRE

    Layne, Peggy

    2013-01-01

    Work-life balance means something different for each faculty member, but the overarching goal is to create a welcoming and supportive environment for all faculty members so they can succeed and are not required to make unacceptable choices between family and career. Retention of a talented faculty workforce is not just a matter of good start-up packages and opportunities for professional development, but also programs and policies that allow faculty members the flexibility to manage family an...

  9. Do Standard Bibliometric Measures Correlate with Academic Rank of Full-Time Pediatric Dentistry Faculty Members?

    Science.gov (United States)

    Susarla, Harlyn K; Dhar, Vineet; Karimbux, Nadeem Y; Tinanoff, Norman

    2017-04-01

    The aim of this cross-sectional study was to assess the relationship between quantitative measures of research productivity and academic rank for full-time pediatric dentistry faculty members in accredited U.S. and Canadian residency programs. For each pediatric dentist in the study group, academic rank and bibliometric factors derived from publicly available databases were recorded. Academic ranks were lecturer/instructor, assistant professor, associate professor, and professor. Bibliometric factors were mean total number of publications, mean total number of citations, maximum number of citations for a single work, and h-index (a measure of the impact of publications, determined by total number of publications h that had at least h citations each). The study sample was comprised of 267 pediatric dentists: 4% were lecturers/instructors, 44% were assistant professors, 30% were associate professors, and 22% were professors. The mean number of publications for the sample was 15.4±27.8. The mean number of citations was 218.4±482.0. The mean h-index was 4.9±6.6. The h-index was strongly correlated with academic rank (r=0.60, p=0.001). For this sample, an h-index of ≥3 was identified as a threshold for promotion to associate professor, and an h-index of ≥6 was identified as a threshold for promotion to professor. The h-index was strongly correlated with the academic rank of these pediatric dental faculty members, suggesting that this index may be considered a measure for promotion, along with a faculty member's quality and quantity of research, teaching, service, and clinical activities.

  10. From Passion to Emotion: Emotional Quotient as Predictor of Work Attitude Behaviour among Faculty Members

    Science.gov (United States)

    Relojo, Dennis; Pilao, Sonia Janice; Dela Rosa, Rona

    2015-01-01

    Positive thinking, in conjunction with a robust attitude, can affect one's well-being and coping strategies under stressful events. This study sought to identify the role of Emotional Quotient (EQ) to Work Attitude Behaviour (WAB) of selected faculty members from three higher educational institutions in the Philippines. Using a non-experimental…

  11. Music Career Opportunities and Career Compatibility: Interviews with University Music Faculty Members and Professional Musicians

    Science.gov (United States)

    Branscome, Eric E.

    2010-01-01

    This study used a semistructured interview schedule to identify the music career opportunities available to students who graduate with an undergraduate music degree, and the skills, interests, work values, and personal characteristics that may determine a person's suitability for these music careers. Six university faculty members from each of the…

  12. The Relationship between Management, Career Planning and Career Development of Medical and Non-medical Faculty Members of Kohgiluyeh and Boyerahmad Province, Iran

    OpenAIRE

    G Sajjadikhah; S Salajegheh

    2016-01-01

    Abstract Background & aim: There are many mechanisms for the development of human resources, which career development is one of its central components. The aim of this study was to determine the factors related to career development faculty members (Medical and Non-medical) of Kohgiluyeh and Boyer-Ahmad province, Iran. Methods: The present paper was a cross-sectional, descriptive correlation method study.  The study population consisted of 535 faculty members (medical, govern...

  13. Satisfaction with Information Centers, E-Journals and Specilized Databases and their Correlation with the Age and Academic Rank of Faculty Members

    Directory of Open Access Journals (Sweden)

    Mojdeh Salajegheh

    2010-04-01

    Full Text Available The present study intends to study the extent of utilization of information centers and e-journals as well as satisfaction rate and to correlate these with age and academic status of faculty members at medical schools in Iranian medical universities. A questionnaire was used for data collection. 700 faculty members were selected using regular random sampling. Results indicate that faculty members use e-journals more than printed journals. Satisfaction rate with databases as well as their utilization is high. Digital libraries are used heavily for document access. A combination of digital library and print library comes second, followed by using print libraries exclusively. The study further demonstrates that there is a link between variables such as age and using e-journals, age and using information centers, age and satisfaction with specialized databases. There was no correlation between academic status and e-journal usage, academic status and satisfaction with electronic databases and academic ranking with using information centers.

  14. Negotiation in academic medicine: narratives of faculty researchers and their mentors.

    Science.gov (United States)

    Sambuco, Dana; Dabrowska, Agata; Decastro, Rochelle; Stewart, Abigail; Ubel, Peter A; Jagsi, Reshma

    2013-04-01

    Few researchers have explored the negotiation experiences of academic medical faculty even though negotiation is crucial to their career success. The authors sought to understand medical faculty researchers' experiences with and perceptions of negotiation. Between February 2010 and August 2011, the authors conducted semistructured, in-depth telephone interviews with 100 former recipients of National Institutes of Health mentored career development awards and 28 of their mentors. Purposive sampling ensured a diverse range of viewpoints. Multiple analysts thematically coded verbatim transcripts using qualitative data analysis software. Participants described the importance of negotiation in academic medical careers but also expressed feeling naïve and unprepared for these negotiations, particularly as junior faculty. Award recipients focused on power, leverage, and strategy, and they expressed a need for training and mentorship to learn successful negotiation skills. Mentors, by contrast, emphasized the importance of flexibility and shared interests in creating win-win situations for both the individual faculty member and the institution. When faculty construed negotiation as adversarial and/or zero-sum, participants believed it required traditionally masculine traits and perceived women to be at a disadvantage. Academic medical faculty often lack the skills and knowledge necessary for successful negotiation, especially early in their careers. Many view negotiation as an adversarial process of the sort that experts call "hard positional bargaining." Increasing awareness of alternative negotiation techniques (e.g., "principled negotiation," in which shared interests, mutually satisfying options, and fair standards are emphasized) may encourage the success of medical faculty, particularly women.

  15. Negotiation in Academic Medicine: Narratives of Faculty Researchers and Their Mentors

    Science.gov (United States)

    Sambuco, Dana; Dabrowska, Agata; DeCastro, Rochelle; Stewart, Abigail; Ubel, Peter A.; Jagsi, Reshma

    2013-01-01

    Purpose Few researchers have explored the negotiation experiences of academic medical faculty even though negotiation is crucial to their career success. The authors sought to understand medical faculty researchers' experiences with and perceptions of negotiation. Method Between February 2010 and August 2011, the authors conducted semi-structured, in-depth telephone interviews with 100 former recipients of National Institutes of Health mentored career development awards and 28 of their mentors. Purposive sampling ensured a diverse range of viewpoints. Multiple analysts thematically coded verbatim transcripts using qualitative data analysis software. Results Participants described the importance of negotiation in academic medical careers but also expressed feeling naïve and unprepared for these negotiations, particularly as junior faculty. Award recipients focused on power, leverage, and strategy, and they expressed a need for training and mentorship to learn successful negotiation skills. Mentors, by contrast, emphasized the importance of flexibility and shared interests in creating win-win situations for both the individual faculty member and the institution. When faculty construed negotiation as adversarial and/or zero-sum, participants believed it required traditionally masculine traits and perceived women to be at a disadvantage. Conclusions Academic medical faculty often lack the skills and knowledge necessary for successful negotiation, especially early in their careers. Many view negotiation as an adversarial process of the sort that experts call “hard positional bargaining.” Increasing awareness of alternative negotiation techniques (e.g., “principled negotiation,” in which shared interests, mutually satisfying options, and fair standards are emphasized), may encourage the success of medical faculty, particularly women. PMID:23425992

  16. Faculty development and organizational systems behavior.

    Science.gov (United States)

    Henley, C E; Magelssen, D

    1990-06-01

    Faculty development is that process that fosters improvement in faculty members' skills in teaching and research and promotes their career advancement. This study investigated the association between organizational behavior in military medical centers and the faculty development of its medical corps officers assigned to teaching positions. Such organizational behaviors as defining tasks clearly and resolving conflicts satisfactorily correlated well with the faculty members' overall satisfaction and other parameters of good faculty development. The results suggest that a strong relationship exists between the organizational behavior of an institution and the sense of identity, productivity, and continued career growth of its individual faculty members.

  17. Analysis of Multiple Choice Tests Designed by Faculty Members of Kermanshah University of Medical Sciences

    Directory of Open Access Journals (Sweden)

    Reza Pourmirza Kalhori

    2013-12-01

    Full Text Available Dear Editor Multiple choice tests are the most common objective tests in medical education which are used to assess the ind-ividual knowledge, recall, recognition and problem solving abilities. One of the testing components is the post-test analysis. This component includes; first, qualitative analysis of the taxonomy of questions based on the Bloom’s educational objectives and percentage of the questions with no structural problems; and second, the quantitative analysis of the reliability (KR-20 and indices of difficulty and differentiation (1. This descriptive-analytical study was aimed to qualitatively and quan-titatively investigate the multiple-choice tests of the faculty members at Kermanshah University of Medical Sciences in 2009-2010. The sample size comprised of 156 tests. Data were analyzed by SPSS-16 software using t-test, chi-squared test, ANOVA and Tukey multiple comparison tests. The mean of reliability (KR-20, difficulty index, and discrimination index were 0.68 (± 0.31, 0.56 (± 0.15 and 0.21 (± 0.15, respectively, which were acceptable. The analysis of the tests at Mashad University of Medical Sciences indicated that the mean for the reliability of the tests was 0.72, and 52.2% of the tests had inappropriate difficulty index and 49.2% of the tests did not have acceptable differentiation index (2. Comparison of the tests at Kermanshah University of Medical Sciences for the fields of anatomy, physiology, biochemistry, genetics, statistics and behavioral sciences courses at Malaysia Faculty of Medicine (3 and tests at Argentina Faculty of Medicine (4 showed that while difficulty index was acceptable in all three universities, but differentiation indices in Malaysia and Argentina Medical Faculties were higher than that in Kermanshah University of Medical Sciences. The mean for the questions with no structural flaws in all tests, taxonomy I, taxonomy II, and taxonomy III were 73.88% (± 14.88, 34.65% (± 15.78, 41.34% (± 13

  18. Things I Wish They Had Told Me: Advice From a Newly Tenured Faculty Member From a Small, Liberal Arts College

    Science.gov (United States)

    Sheldon, Peter

    2002-04-01

    I followed a relatively unique path to tenure. I knew I wanted to teach at a small, liberal arts college, so I chose to “post-doc” as a visiting faculty member instead of doing research. I continued to do research as I taught, but teaching was the main focus. I feel that the path that I followed, the opportunities for research and having found tremendously effective mentors in my three years as a visiting faculty member put me in the perfect position to find the job I wanted. I am now in the fourth year of my first tenure-track job, and find myself with tenure. Randolph-Macon Woman’s College is a nationally ranked liberal arts college in central VA with 720 students. The Department of Physics and Astronomy offers both a BA and a BS in physics, and in struggling to stay alive with only two faculty members, I have actually managed to keep going with a few research and grant opportunities. I hope that my experiences will strike a chord with some of the audience, and my experiences can help others to decide what is and what is not important to them in the finding and holding of a faculty job. Other topics that could be covered include juggling responsibilities, seeking grants, dealing with colleagues, interacting with students, and learning to teach.

  19. Academic Primer Series: Key Papers About Competency-Based Medical Education

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    Robert Cooney

    2017-05-01

    Full Text Available Introduction: Competency-based medical education (CBME presents a paradigm shift in medical training. This outcome-based education movement has triggered substantive changes across the globe. Since this transition is only beginning, many faculty members may not have experience with CBME nor a solid foundation in the grounding literature. We identify and summarize key papers to help faculty members learn more about CBME. Methods: Based on the online discussions of the 2016–2017 ALiEM Faculty Incubator program, a series of papers on the topic of CBME was developed. Augmenting this list with suggestions by a guest expert and by an open call on Twitter for other important papers, we were able to generate a list of 21 papers in total. Subsequently, we used a modified Delphi study methodology to narrow the list to key papers that describe the importance and significance for educators interested in learning about CBME. To determine the most impactful papers, the mixed junior and senior faculty authorship group used three-round voting methodology based upon the Delphi method. Results: Summaries of the five most highly rated papers on the topic of CBME, as determined by this modified Delphi approach, are presented in this paper. Major themes include a definition of core CBME themes, CBME principles to consider in the design of curricula, a history of the development of the CBME movement, and a rationale for changes to accreditation with CBME. The application of the study findings to junior faculty and faculty developers is discussed. Conclusion: We present five key papers on CBME that junior faculty members and faculty experts identified as essential to faculty development. These papers are a mix of foundational and explanatory papers that may provide a basis from which junior faculty members may build upon as they help to implement CBME programs.

  20. Academic Primer Series: Key Papers About Competency-Based Medical Education.

    Science.gov (United States)

    Cooney, Robert; Chan, Teresa M; Gottlieb, Michael; Abraham, Michael; Alden, Sylvia; Mongelluzzo, Jillian; Pasirstein, Michael; Sherbino, Jonathan

    2017-06-01

    Competency-based medical education (CBME) presents a paradigm shift in medical training. This outcome-based education movement has triggered substantive changes across the globe. Since this transition is only beginning, many faculty members may not have experience with CBME nor a solid foundation in the grounding literature. We identify and summarize key papers to help faculty members learn more about CBME. Based on the online discussions of the 2016-2017 ALiEM Faculty Incubator program, a series of papers on the topic of CBME was developed. Augmenting this list with suggestions by a guest expert and by an open call on Twitter for other important papers, we were able to generate a list of 21 papers in total. Subsequently, we used a modified Delphi study methodology to narrow the list to key papers that describe the importance and significance for educators interested in learning about CBME. To determine the most impactful papers, the mixed junior and senior faculty authorship group used three-round voting methodology based upon the Delphi method. Summaries of the five most highly rated papers on the topic of CBME, as determined by this modified Delphi approach, are presented in this paper. Major themes include a definition of core CBME themes, CBME principles to consider in the design of curricula, a history of the development of the CBME movement, and a rationale for changes to accreditation with CBME. The application of the study findings to junior faculty and faculty developers is discussed. We present five key papers on CBME that junior faculty members and faculty experts identified as essential to faculty development. These papers are a mix of foundational and explanatory papers that may provide a basis from which junior faculty members may build upon as they help to implement CBME programs.

  1. Reducing Drinking Among Junior Enlisted Air Force Members in Five Communities: Early Findings of the EUDL Program's Influence on Self-Reported Drinking Behaviors*

    Science.gov (United States)

    Spera, Christopher; Franklin, Keita; Uekawa, Kazuaki; Kunz, John F.; Szoc, Ronald Z.; Thomas, Randall K.; Cambridge, Milton H.

    2010-01-01

    Objective: In the fall of 2006, the Office of Juvenile Justice and Delinquency Prevention awarded discretionary grants to five communities in four states as part of the Enforcing Underage Drinking Laws initiative. These 3-year grants were designed to support implementation of a set of interventions using an environmental strategies approach to reduce drinking and associated alcohol-related misconducts among active-duty Air Force members ages 18–25, with a specific focus on the underage population. The current article presents findings from Year 1 of the evaluation. Method: Data on alcohol use were obtained from a large-scale, anonymous survey that fielded in the spring of 2006 (i.e., pretest) and the spring of 2008 (i.e., posttest) from a stratified random sample of Air Force members at five demonstration and five comparison communities. Results: The percentage of junior enlisted personnel at risk for an alcohol problem dropped 6.6% in the Air Force overall during the last 2 years but dropped as much as 13.6% and 9.8% in two Arizona demonstration communities that implemented the intervention. Conclusions: The first-year results suggest that the Enforcing Underage Drinking Laws intervention may have been one factor that helped to reduce the percentage of junior enlisted Air Force members at risk for an alcohol problem in the demonstration communities. PMID:20409431

  2. Research University STEM Faculty Members' Motivation to Engage in Teaching Professional Development: Building the Choir Through an Appeal to Extrinsic Motivation and Ego

    Science.gov (United States)

    Bouwma-Gearhart, Jana

    2012-10-01

    This paper reports on a qualitative, grounded-theory-based study that explored the motivations of science and engineering faculty to engage in teaching professional development at a major research university. Faculty members were motivated to engage in teaching professional development due to extrinsic motivations, mainly a weakened professional ego, and sought to bring their teaching identities in better concordance with their researcher identities. The results pose a challenge to a body of research that has concluded that faculty must be intrinsically motivated to participate in teaching professional development. Results confirmed a pre-espoused theory of motivation, self-determination theory; a discussion of research literature consideration during grounded theory research is offered. A framework for motivating more faculty members at research universities to engage in teaching professional development is provided.

  3. Designing an orientation program for new faculty.

    Science.gov (United States)

    Holyfield, Lavern J; Berry, Charles W

    2008-12-01

    The Faculty Development Committee (FDC) at Baylor College of Dentistry (BCD) is charged with providing programs and activities that facilitate the success of existing faculty in the constantly changing environment of academia. In response to concerns regarding the challenges wrought by current and projected shortages of dental faculty across the nation, the FDC was prompted to assess development opportunities available to BCD faculty. A professional development resource that we found deficient was a formal, comprehensive orientation program for newly hired faculty. To guide the efforts of the committee in developing this program, a survey was designed and administered during an annual faculty retreat. Respondents were new and junior faculty, senior faculty, and some administrators. The results of the survey to determine requirements for new faculty orientation became the basis for formalizing BCD's new faculty orientation program. This article provides an overview of the new faculty orientation process from design to program implementation and describes the development and use of a faculty survey to determine the fundamental elements of a faculty development program, identification of essential individuals for designing/implementing the program, and implementation of a new faculty orientation program at BCD.

  4. Surgical resident learning styles: faculty and resident accuracy at identification of preferences and impact on ABSITE scores.

    Science.gov (United States)

    Kim, Roger H; Gilbert, Timothy; Ristig, Kyle; Chu, Quyen D

    2013-09-01

    accurately 41% of the time; more experienced faculty were better than less experienced ones (R(2) = 0.703, P = 0.018). Residents had similar accuracy to faculty in identifying their peers' learning styles. Chief residents were more accurate than junior residents (44% versus 28%, P = 0.009). Most general surgery residents have a multimodal learning preference. Faculty members are relatively inaccurate at identifying residents' preferred learning styles; however, there is a strong correlation between years of faculty experience and accuracy. Chief residents are more accurate than junior residents at learning style identification. Higher mean ABSITE scores may be a reflection of a dominant read/write learning style. Copyright © 2013 Elsevier Inc. All rights reserved.

  5. Effective Factors in Job Motivation of Faculty Members of Shaheed Beheshti University of Medical Sciences Based on Herzberg's Two-Factor Theory of Motivation in 1394

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    Somaie Ziar

    2017-06-01

    Full Text Available Background and objective: The most important factor for success in every organization, s its human resources. Human resources with the power of creativity, imagination, faith and commitment, have a great impact on the performance of the organization. University faculty members are the main pillars of human resources and affect the development of universities to promote academic standing in their communities. In this regard, the role of job motivation of faculty members to further efficiency helps universities. Materials and Methods: To determine the effective factors in job motivation of Shaheed Beheshti University of Medical Sciences’ faculty members, we conducted the study based on Herzberg's two factor motivation theory. In this across-sectional study, a sample of 137, (10% of the population in 12 faculties were selected by random and proportional sampling based on size and gender of faculty members. The instrument used was a questionnaire containing 40 of the 11 areas of external factors and an effective two-factor theory of Herzberg's motivation-based job. The reliability of the questionnaire was calculated using Cronbach's alpha (%86. After collecting data gamma and correlation multipliers Ki-test and logistic regression analysis was carried was with software SPSS16. Results: The internal factors were more important than external factors. Internal factors were more important in younger people. External factors, however, were more important in older people. Three areas, nature of work, professional development and career is also the most importance among the areas of internal factors, respectively. Two areas of occupational safety and connection are the most importance among the external factors. Conclusion: Providing the perfect environment, according to members of academic faculty, job security, moral values, decreasing problems of employment due to age and work experience, training individuals and providing a salary based on ability

  6. Professional Socialization in Nurse Anesthesia Educational Programs: Attitudes and Beliefs of Faculty Members and Recent Graduates

    Science.gov (United States)

    Buettner, Kevin Charles

    2013-01-01

    The purpose of this study was to better understand professional socialization in nurse anesthesia educational programs through an exploration of the attitudes and beliefs of faculty members and recent graduates. Participants for this cross-sectional, quasi-experimental online study included a convenience sample of 178 nurse anesthesia faculty…

  7. Academic Primer Series: Five Key Papers about Study Designs in Medical Education.

    Science.gov (United States)

    Gottlieb, Michael; Chan, Teresa M; Fredette, Jenna; Messman, Anne; Robinson, Daniel W; Cooney, Robert; Boysen-Osborn, Megan; Sherbino, Jonathan

    2017-06-01

    A proper understanding of study design is essential to creating successful studies. This is also important when reading or peer reviewing publications. In this article, we aimed to identify and summarize key papers that would be helpful for faculty members interested in learning more about study design in medical education research. The online discussions of the 2016-2017 Academic Life in Emergency Medicine Faculty Incubator program included a robust and vigorous discussion about education study design, which highlighted a number of papers on that topic. We augmented this list of papers with further suggestions by expert mentors. Via this process, we created a list of 29 papers in total on the topic of medical education study design. After gathering these papers, our authorship group engaged in a modified Delphi approach to build consensus on the papers that were most valuable for the understanding of proper study design in medical education. We selected the top five most highly rated papers on the topic domain of study design as determined by our study group. We subsequently summarized these papers with respect to their relevance to junior faculty members and to faculty developers. This article summarizes five key papers addressing study design in medical education with discussions and applications for junior faculty members and faculty developers. These papers provide a basis upon which junior faculty members might build for developing and analyzing studies.

  8. Investigating Knowledge Management Status among Faculty Members of Kerman University of Medical Sciences based on the Nonaka Model in 2015.

    Science.gov (United States)

    Vali, Leila; Izadi, Azar; Jahani, Yunes; Okhovati, Maryam

    2016-08-01

    Education and research are two major functions of universities, which require proper and systematic exploitation of available knowledge and information. Therefore, it is necessary to investigate the knowledge management status in an education system by considering the function of faculty members in creation and dissemination of knowledge. This study was conducted to investigate the knowledge management status among faculty members of the Kerman University of Medical Sciences based on the Nonaka and Takeuchi models in 2015. This was a descriptive-analytical and cross-sectional study. It was conducted on 165 faculty members at the Kerman University of Medical Sciences, who were selected from seven faculties as weighted using a random stratified sampling method. The Nonaka and Takeuchi knowledge management questionnaire consists of 26 questions in four dimensions of socialization, externalization, internalization, and combination. Scoring of questions was conducted using the five-point Likert scale. To analyze data, independent t-test, one-way ANOVA, Pearson correlation coefficients, and the Kruskal-Wallis test were employed. The four dimensions in the Nonaka and Takeuchi model are based on optimal indicators (3.5), dimensions of combination, and externalization with an average of 3.3 were found in higher ranks and internalization and socialization had averages of 3.1 and 3. According to the findings of this study, the average knowledge management among faculty members of the Kerman University of Medical Sciences was estimated to be 3.1, with a bit difference compared to the average. According to the results of t-tests, there was no significant relationship between gender and various dimensions of knowledge management (p>0.05). The findings of Kruskal-Wallis showed that there is no significant relationship between variables of age, academic rank, and type of faculty with regard to dimensions of knowledge management (p>0.05). In addition, according to the results of

  9. Social media and impression management: Veterinary Medicine students? and faculty members? attitudes toward the acceptability of social media posts

    OpenAIRE

    KEDROWICZ, APRIL A.; ROYAL, KENNETH; FLAMMER, KEVEN

    2016-01-01

    Introduction: While social media has the potential to be used to make professional and personal connections, it can also be used inappropriately, with detrimental ramifications for the individual in terms of their professional reputation and even hiring decisions. This research explored students’ and faculty members’ perceptions of the acceptability of various social media postings. Methods: This cross-sectional study was conducted in 2015. All students and faculty member...

  10. The Relationship between Faculty Involvement in Governance and Faculty Vitality: The Case of North Carolina Community Colleges

    Science.gov (United States)

    Madray, Van

    2009-01-01

    This study examines the effects of governance involvement on the vitality of community college faculty members. This study explores the degree to which involvement in the governance of a college through a faculty senate fosters the vitality of elected faculty members. While faculty vitality is a difficult concept to measure directly, faculty…

  11. Examining E-Learning Barriers as Perceived by Faculty Members of Engineering Colleges in the Jordanian Universities

    Science.gov (United States)

    Al-Alawneh, Muhammad K.

    2014-01-01

    Employing computer's technology that includes e-learning system in the field of Engineering is a vital issue which needs to be discussed. Therefore, this study purposed to examine e-learning barriers as perceived by faculty members of engineering in three major universities in Jordan (Yarmouk University, Jordan University of Science and…

  12. The assessment of barriers to research from the viewpoint of faculty members of Lorestan University of Medical Sciences and relationship to research performance of them

    Directory of Open Access Journals (Sweden)

    farzad Ebrahimzadeh

    2016-05-01

    Full Text Available Background: The first step in improving research conduction in society can be conceived as identifying the weak points of research. Given that faculty members of universities carry out most of the research activities, the present study attempts to study the relationship between barriers to research from the viewpoint of the faculty members of Lorestan University of Medical Sciences and the research activities of them. Materials and Methods: This cross-sectional study, using census method, assessed all of the faculty members of Lorestan university of medical sciences. A self-administered questionnaire analyzing the faculty members’ demographic variables, knowledge about and attitudes toward barriers to different steps of research was designed and the self-report questionnaires were filled out and their relationship with the annual assessment scores in research criteria were assessed by chi-square, Mann-Whitney and Kruskal-Wallis tests. Results: Variables such as the faculty members’ department, number of their modules, primary motivation for research conduction, knowledge about variables such as research methodologies, searching strategies in medical databases, putting forward proposals, research article writing and also, attitude towards vaiables such as approved research priorities, putting forward proposals, quality of research advice, approval of proposals in research councils,  research facilities, the process of peer review of national scientific articles, presenting papers in conferences and participating in theses were related to the research performance of them (p<0.05. Conclusion: If seems that giving special privileges to the faculty members of faculty of medicine,  those with many modules and those with no optimal knowledge and attitude, we can enhance their motivation to participate in research activities.

  13. Predictors of job satisfaction among academic family medicine faculty: Findings from a faculty work-life and leadership survey.

    Science.gov (United States)

    Krueger, Paul; White, David; Meaney, Christopher; Kwong, Jeffrey; Antao, Viola; Kim, Florence

    2017-03-01

    To identify predictors of job satisfaction among academic family medicine faculty members. A comprehensive Web-based survey of all faculty members in an academic department of family medicine. Bivariate and multivariable analyses (logistic regression) were used to identify variables associated with job satisfaction. The Department of Family and Community Medicine at the University of Toronto in Ontario and its 15 affiliated community teaching hospitals and community-based teaching practices. All 1029 faculty members in the Department of Family and Community Medicine were invited to complete the survey. Faculty members' demographic and practice information; teaching, clinical, administration, and research activities; leadership roles; training needs and preferences; mentorship experiences; health status; stress levels; burnout levels; and job satisfaction. Faculty members' perceptions about supports provided, recognition, communication, retention, workload, teamwork, respect, resource distribution, remuneration, and infrastructure support. Faculty members' job satisfaction, which was the main outcome variable, was obtained from the question, "Overall, how satisfied are you with your job?" Of the 1029 faculty members, 687 (66.8%) responded to the survey. Bivariate analyses revealed 26 predictors as being statistically significantly associated with job satisfaction, including faculty members' ratings of their local department and main practice setting, their ratings of leadership and mentorship experiences, health status variables, and demographic variables. The multivariable analyses identified the following 5 predictors of job satisfaction: the Maslach Burnout Inventory subscales of emotional exhaustion and personal accomplishment; being born in Canada; the overall quality of mentorship that was received being rated as very good or excellent; and teamwork being rated as very good or excellent. The findings from this study show that job satisfaction among academic

  14. Technology and College Students: What Faculty Members Think about the Use of Technology in Higher Education

    Science.gov (United States)

    Islim, Omer Faruk; Sevim Cirak, Nese

    2017-01-01

    Tablet PCs especially iPads are one of the most commonly used devices that most educational institutions from elementary school to colleges have been using as a main or supplementary part of their educational system. This article aims at investigating faculty members' personal and educational use of technology especially iPads, their opinions on…

  15. Cognitive dissonance experienced by nurse practitioner faculty.

    Science.gov (United States)

    Fontenot, Holly B; Hawkins, Joellen W; Weiss, Josie A

    2012-08-01

    The purpose of this study was to explicate the concept of cognitive dissonance as experienced and reported by nurse practitioner (NP) faculty members. Responses from NP faculty members to an online survey about their experiences with cognitive dissonance. The respondents detailed their experiences with cognitive dissonance, citing differences between expectations for which they are rewarded and those for which they are paid. Expecting all faculty members to excel in practice, research, teaching, and service may create unrealistic workloads for NP faculty members. Examining expectations and considering creation of a clinical track for faculty who practice may be options administrators of NP programs might explore. ©2012 The Author(s) Journal compilation ©2012 American Academy of Nurse Practitioners.

  16. Faculty Work-Family Issues: Finding the Balance at a Liberal Arts College

    Science.gov (United States)

    Amador Kane, Suzanne

    2008-03-01

    The demands and expectations on science faculty at liberal arts colleges are in many ways distinct from those at research universities. While these differences can work in favor of easing work-family conflicts, there are also unique problems that faculty can confront in a setting of smaller departments and undergraduate-only institutions. I will discuss how these issues play out for junior and senior faculty, with an emphasis on how concrete policy changes can make the workplace a more family-friendly and supportive environment for all faculty, as well as making liberal arts colleges more attractive options for those seeking physics faculty jobs.

  17. The Attitudes of Kuwait University Faculty Members and Undergraduate Students toward the Use of Distance Education

    Science.gov (United States)

    AL-Masoud, Fawzeah A.

    2012-01-01

    The purpose of the study is to examine the attitude of the faculty members and the undergraduate students of the College of Education at Kuwait University toward Distance of Education. The study illustrates a comparison in the attitude between the two groups toward Distance Education. In addition, the study tries to find if there are significant…

  18. Computing and STEM in Greek Tertiary Education: Gender Representation of Faculty Members during the Decade 2003-2013

    Science.gov (United States)

    Berdousis, Ioannis; Kordaki, Maria

    2018-01-01

    This study focuses on the investigation of gender representation of faculty members of all ranks (professors, associate professors, assistant professors and lecturers) of Computing and STEM (Science, Technology, Engineering and Mathematics) in Greek tertiary education during the decade 2003-2013. To this end, a quantitative study was conducted,…

  19. Gender Differences in Business Faculty's Research Motivation

    Science.gov (United States)

    Chen, Yining; Zhao, Qin

    2013-01-01

    The authors use expectancy theory to evaluate gender differences in key factors that motivate faculty to conduct research. Using faculty survey data collected from 320 faculty members at 10 business schools, they found that faculty members, both men and women, who displayed higher motivation were more productive in research. Among them, pretenured…

  20. Health problems awareness during travel among faculty members of a large university in Latin America: preliminary report

    Directory of Open Access Journals (Sweden)

    Ana Cristina Nakamura Tome

    2013-02-01

    Full Text Available Health safety during trips is based on previous counseling, vaccination and prevention of infections, previous diseases or specific problems related to the destination. Our aim was to assess two aspects, incidence of health problems related to travel and the traveler's awareness of health safety. To this end we phone-interviewed faculty members of a large public University, randomly selected from humanities, engineering and health schools. Out of 520 attempts, we were able to contact 67 (12.9% and 46 (68.6% agreed to participate in the study. There was a large male proportion (37/44, 84.1%, mature adults mostly in their forties and fifties (32/44, 72.7%, all of them with higher education, as you would expect of faculty members. Most described themselves as being sedentary or as taking occasional exercise, with only 15.9% (7/44 taking regular exercise. Preexisting diseases were reported by 15 travelers. Most trips lasted usually one week or less. Duration of the travel was related to the destination, with (12h or longer trips being taken by 68.2% (30/44 of travelers, and the others taking shorter (3h domestic trips. Most travelling was made by air (41/44 and only 31.8% (14/44 of the trips were motivated by leisure. Field research trips were not reported. Specific health counseling previous to travel was reported only by two (4.5%. Twenty seven of them (61.4% reported updated immunization, but 11/30 reported unchecked immunizations. 30% (9/30 reported travel without any health insurance coverage. As a whole group, 6 (13.6% travelers reported at least one health problem attributed to the trip. All of them were males travelling abroad. Five presented respiratory infections, such as influenza and common cold, one neurological, one orthopedic, one social and one hypertension. There were no gender differences regarding age groups, destination, type of transport, previous health counseling, leisure travel motivation or pre-existing diseases

  1. Health problems awareness during travel among faculty members of a large university in Latin America: preliminary report.

    Science.gov (United States)

    Tome, Ana Cristina Nakamura; Canello, Thaís Brandi; Luna, Expedito José de Albuquerque; Andrade Junior, Heitor Franco de

    2013-01-01

    Health safety during trips is based on previous counseling, vaccination and prevention of infections, previous diseases or specific problems related to the destination. Our aim was to assess two aspects, incidence of health problems related to travel and the traveler's awareness of health safety. To this end we phone-interviewed faculty members of a large public University, randomly selected from humanities, engineering and health schools. Out of 520 attempts, we were able to contact 67 (12.9%) and 46 (68.6%) agreed to participate in the study. There was a large male proportion (37/44, 84.1%), mature adults mostly in their forties and fifties (32/44, 72.7%), all of them with higher education, as you would expect of faculty members. Most described themselves as being sedentary or as taking occasional exercise, with only 15.9% (7/44) taking regular exercise. Preexisting diseases were reported by 15 travelers. Most trips lasted usually one week or less. Duration of the travel was related to the destination, with (12h) or longer trips being taken by 68.2% (30/44) of travelers, and the others taking shorter (3h) domestic trips. Most travelling was made by air (41/44) and only 31.8% (14/44) of the trips were motivated by leisure. Field research trips were not reported. Specific health counseling previous to travel was reported only by two (4.5%). Twenty seven of them (61.4%) reported updated immunization, but 11/30 reported unchecked immunizations. 30% (9/30) reported travel without any health insurance coverage. As a whole group, 6 (13.6%) travelers reported at least one health problem attributed to the trip. All of them were males travelling abroad. Five presented respiratory infections, such as influenza and common cold, one neurological, one orthopedic, one social and one hypertension. There were no gender differences regarding age groups, destination, type of transport, previous health counseling, leisure travel motivation or pre-existing diseases. Interestingly

  2. The Study of Scientific Outputs Status of Faculty Members of Humanities, Art and Social Sciences Faculties of State Universities of Iran during 2000-2008

    Directory of Open Access Journals (Sweden)

    Fatemeh Jafari

    2012-07-01

    Full Text Available This research investigated scientific outputs status of faculty members of Humanities, Art and Social Sciences faculties of state universities of Iran that indexed in A&HCI and SSCI during 2000 to 2008. Descriptive and analytical method was used to conduct this research. Findings showed that Tehran University with 38/73% and then Shiraz University with 15.65% had the greatest value of scientific outputs, while in other universities the status of scientific outputs was not satisfying. Article with 76.42% was the most published format and then meeting abstract, book review, proceeding paper are next in rank . 65.65% of scientific outputs were collective and 34.34% individual. Scientific outputs development process in universities during the investigated period was ascending. Scientific outputs of Humanities, Art and Social Sciences faculties of state universities were published in167 titles and through these 135 titles (80.83% were indexed in Journal Citation Reports and among these the impact factor of 74 journals (54.81% range from 0 to 1 and the other 61 (45.18% journals’ impact factors value more than one.

  3. MULTIVARIANT AND UNIVARIANT INTERGROUP DIFFERENCES IN THE INVESTIGATED SPECIFIC MOTOR SPACE BETWEEN RESPONDENTS JUNIORS AND SENIORS MEMBERS OF THE MACEDONIAN NATIONAL KARATE TEAM

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    Kеnan Аsani

    2013-07-01

    Full Text Available The aim is to establish intergroup multivariant and univariant investigated differences in specific motor space between respondents juniors and seniors members of the Macedonian karate team. The sample of 30 male karate respondents covers juniors on 16,17 and seniors over 18 years.In the research were applied 20 specific motor tests. Based on Graph 1 where it is presented multivariant analysis of variance Manova and Anova can be noted that respondents juniors and seniors, although not belonging to the same population are not different in multivariant understudied area.W. lambda of .19, Rao-wool R - Approximation of 1.91 degrees of freedom df 1 = 20 and df 2 = 9 provides the level of significance of p =, 16. Based on univariant analysis for each variable separately can be seen that has been around intergroup statistically significant difference in seven SMAEGERI (kick in the sack with favoritism leg mae geri for 10 sec., SMAVASI (kick in the sack with favoritism foot mavashi geri by 10 sec., SUSIRO (kick in the sack with favoritism leg ushiro geri for 10 sec., SKIZAME (kick in the sack with favoritism hand kizame cuki for 10 sec., STAPNSR (taping with foot in sagital plane for 15 sec. SUDMNR (hitting a moving target with weaker hand and SUDMPN (hitting a moving target with favoritism foot of twenty applied manifest variables. There are no intergroup differences in multivariant investigated specific - motor space among the respondents juniors and seniors members of the Macedonian karate team. Based on univariant analysis for each variable separately can be seen that has been around intergroup statistically significant difference in seven SMAEGERI (kick in the sack with favoritism leg mae geri for 10 sec., SMAVASI (kick in the sack with favoritism foot mavashi geri by 10 sec., SUSIRO (kick in the sack with favoritism leg ushiro geri for 10 sec., SKIZAME (kick in the sack with favoritism hand kizame cuki for 10 sec., STAPNSR (taping with foot in

  4. Research University STEM Faculty Members' Motivation to Engage in Teaching Professional Development: Building the Choir through an Appeal to Extrinsic Motivation and Ego

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    Bouwma-Gearhart, Jana

    2012-01-01

    This paper reports on a qualitative, grounded-theory-based study that explored the motivations of science and engineering faculty to engage in teaching professional development at a major research university. Faculty members were motivated to engage in teaching professional development due to extrinsic motivations, mainly a weakened professional…

  5. Academic Primer Series: Key Papers About Teaching with Technology.

    Science.gov (United States)

    Boysen-Osborn, Megan; Cooney, Robert; Gottlieb, Michael; Chan, Teresa M; Brown, Aaron; King, Andrew; Tobias, Adam; Thoma, Brent

    2017-06-01

    Modern learners have immediate, unlimited access to a wide variety of online resources . To appeal to this current generation of learners, educators must embrace the use of technology. However, educators must balance newer, novel technologies with traditional methods to achieve the best learning outcomes. Therefore, we aimed to review several papers useful for faculty members wishing to incorporate technology into instructional design. We identified a broad list of papers relevant to teaching and learning with technology within the online discussions of the Academic Life in Emergency Medicine (ALiEM) Faculty Incubator. This list was augmented with suggestions by a guest expert (BT) and an open call on Twitter (tagged with the #meded and #FOAMed hashtags) yielding 24 papers. We then conducted a modified three-round Delphi process within the authorship group, including junior and senior faculty members, to identify the most impactful papers. We pared the list of 24 papers to five that were most highly rated. Two were research papers and three were commentaries or editorials. The authorship group reviewed and summarized these papers with specific consideration to their value to junior educators and faculty developers. This is a key reading list for junior faculty members and faculty developers interested in teaching with technology. The commentary contextualizes the importance of these papers for medical educators, to optimize use of technology in their teaching or incorporate into faculty development.

  6. Building capacity for information and communication technology use in global health research and training in China: a qualitative study among Chinese health sciences faculty members.

    Science.gov (United States)

    Wang, Jie; Abdullah, Abu S; Ma, Zhenyu; Fu, Hua; Huang, Kaiyong; Yu, Hongping; Wang, Jiaji; Cai, Le; He, Huimin; Xiao, Jian; Quintiliani, Lisa; Friedman, Robert H; Yang, Li

    2017-06-28

    The demand to use information and communications technology (ICT) in education and research has grown fast among researchers and educators working in global health. However, access to ICT resources and the capacity to use them in global health research remains limited among developing country faculty members. In order to address the global health needs and to design an ICT-related training course, we herein explored the Chinese health science faculty members' perceptions and learning needs for ICT use. Nine focus groups discussions (FGDs) were conducted during December 2015 to March 2016, involving 63 faculty members working in areas of health sciences from six universities in China. All FGDs were audio recorded and analysed thematically. The findings suggest that the understandings of ICT were not clear among many researchers; some thought that the concept of ICT was too wide and ambiguous. Most participants were able to cite examples of ICT application in their research and teaching activities. Positive attitudes and high needs of ICT use and training were common among most participants. Recommendations for ICT training included customised training programmes focusing on a specific specialty, maintaining a balance between theories and practical applications, more emphasis on the application of ICT, and skills in finding the required information from the bulk information available in the internet. Suggestions regarding the format and offering of training included short training programmes, flexible timing, lectures with practicum opportunities, and free of charge or with very minimal cost to the participants. Two participants suggested the linking of ICT-related training courses with faculty members' year-end assessment and promotion. This study among health sciences faculty members in China demonstrated a high level of need and interest in learning about ICT use in research and training. The results have important implications for the design and implementation of

  7. Occupational factors for mood and anxiety disorders among junior medical doctors.

    Science.gov (United States)

    Pougnet, R; Di Costanzo, Laurence Pougnet; Kerrien, Margaux; Jousset, D; Loddé, B; Dewitte, J D; Garlantézec, R

    2015-09-09

    Junior doctors are exposed to multiple occupational risks. The aim of this study was to assess the risk factors and protective factors for mood and anxiety disorders among junior doctors. We conducted a cross-sectional study via an anonymous online questionnaire between October 2011 and June 2012. All the junior doctors in our faculty were included. The questionnaire inquired about demographic and health data. It contained four validated scales: the Center for Epidemiologic Studies Depression Scale (CES-D), the Spielberger anxiety questionnaire, the WHO quality of life (WHO - QOL) questionnaire and the Job Content Questionnaire. Finally, it sought to clarify the conditions of professional practice and the interactions between university programmes and junior doctorate students (change of specialty, pregnancy, leave of absence, etc.). 192 juniors doctors participated in the study, 68.2% of whom were women. Out of the group, 13.0% presented a depressive syndrome, while 28.7% presented an anxiety disorder, 32.8% were experiencing Job Strain and 29.7% Iso Strain. The risk factor for anxiety was competition between junior doctors: OR=4.23 (1.06 ‒ 16.82). The protective factors for mood disorders were the help provided by senior physicians and the respect shown by patients: OR=0.21 (0.06-0.74) and 0.20 (0.06-0.75), respectively. This study demonstrated the impact of the relationships with senior physicians and patients on junior doctors' health at work. Consequently, prevention should not be focused uniquely on work organization, but should increase physicians' awareness of the importance of this relationship.

  8. [Dimensional personality assessment of the members of the French junior national team of road cycling].

    Science.gov (United States)

    Seznec, J-C; Lépine, J-P; Pélissolo, A

    2003-01-01

    The high-standard sport practice requires an optimum functioning level of the individual in all its physiological systems as a whole. If the physical program training progressed much these last years, the techniques of mental preparations are still very heterogeneous and are not based on any validated procedures, based only on individual practices. Nevertheless, the majority of athletes and trainers stress the major importance of "mental" in the realization of performances. One of the obstacles in the mental training of the athletes is the difficulty in finding tools making it possible to evaluate and measure the psychic state of the individual and its mode of coping and adjustment, apart from any psychopathology. Few studies have been carried out on applicability of the personality questionnaires derived from the current dimensional models in these populations. Our study aimed to describe the personality of the members of the french junior team of road cycling, using the Temperament and Character Inventory (TCI) developed by Cloninger to explore the seven dimensions of his psychobiologic model of personality. In this model, four dimensions are temperament factors, and three are character factors. The three main dimensions of temperament are Novelty Seeking (NS), ie the tendency towards excitement in response to novel or rewarding stimuli, Harm Avoidance (HA) hypothesized to represent the tendency to respond intensely to signals of adverse stimuli, and Reward Dependence reflecting the tendency to respond intensely to signals of reward and to maintain behavior previously associated with reward. These personality traits are hypothetically related to underlying neurotransmitter systems (especially NS to dopaminergic function and HA to serotonergic function). The two main dimensions of character are Self-Directedness (SD) and Cooperativeness (C), measuring maturity traits respectively concerning individual and social adaptation. In this study, we used a computerized

  9. The current practice of mentoring across Accreditation Council of Graduate Medical Education – International accredited programs in Qatar from faculty and trainees perspectives

    Science.gov (United States)

    Suliman, Shireen; Al-Mohammed, Ahmed; Al Mohanadi, Dabia; Allen, Margaret; Bylund, Carma L

    2018-01-01

    Purpose Mentoring plays a vital role in academic productivity, personal development, and career guidance for students, residents, fellows, and junior faculty. A culture of mentoring is spreading across residency and fellowship training programs in Hamad Medical Corporation, the main teaching tertiary care facility in Qatar. However, there is insufficient knowledge about the current practice of mentoring in these programs. Methods We conducted a cross-sectional study by surveying all faculty and trainees in all residency and fellowship training programs in Qatar. Each completed a web-based questionnaire that asked about the current experience, self-efficacy and measures of improvement of the current practice of mentoring across training programs. Results A total of 393/650 faculty members (61%), 187/250 fellows (74%), and 405/650 residents (62%) responded to the two surveys. Most (74% of faculty members) reported being current mentors, while 67% of residents and fellows reported that they currently have mentors. Faculty who received training in mentoring and those who had an established formal mentoring program in their departments were more likely to enroll in mentoring than others (86%, Pmentoring initiative in their departments were to develop a structured mentoring program and to train the mentors. Content analysis revealed participants’ confusion differentiating between the terms mentoring and supervision. Conclusion Based on the current study, many existing mentoring relationships have an evident confusion between supervision and mentoring roles. Developing structured mentoring program and training both faculty and trainees in mentoring is recommended to improve the current practice of mentoring within the training programs. PMID:29416385

  10. Using Regression Analysis To Determine If Faculty Salaries Are Overly Compressed. AIR 1997 Annual Forum Paper.

    Science.gov (United States)

    Toutkoushian, Robert K.

    This paper proposes a five-step process by which to analyze whether the salary ratio between junior and senior college faculty exhibits salary compression, a term used to describe an unusually small differential between faculty with different levels of experience. The procedure utilizes commonly used statistical techniques (multiple regression…

  11. Colorado Upper-Division Electrostatics Diagnostic: A Conceptual Assessment for the Junior Level

    Science.gov (United States)

    Chasteen, Stephanie V.; Pepper, Rachel E.; Caballero, Marcos D.; Pollock, Steven J.; Perkins, Katherine K.

    2012-01-01

    As part of an effort to systematically improve our junior-level E&M I course, we have developed a tool to assess student conceptual learning of electrostatics at the upper division. Together with a group of physics faculty, we established a list of learning goals for the course that, with results from student observations and interviews,…

  12. Job-Related Stress among Mass Communication Faculty.

    Science.gov (United States)

    Endres, Fred F.; Wearden, Stanley T.

    1996-01-01

    Questions 600 full-time faculty members teaching journalism and/or mass communication about job-related stress. Finds faculty members suffer from job-related stress; differences exist in the way men and women view, experience, and cope with stress; anxiety and stress are shared by teachers at all grade levels; and times when faculty and students…

  13. Academic faculty governance and recruitment decisions

    NARCIS (Netherlands)

    Prüfer, J.; Walz, U.

    2013-01-01

    We analyze the implications of the governance structure in academic faculties for their recruitment decisions when competing for new researchers. The value to individual members through social interaction within the faculty depends on the average status of their fellow members. In recruitment

  14. Academic Faculty Governance and Recruitment Decisions

    NARCIS (Netherlands)

    Prüfer, J.; Walz, U.

    2009-01-01

    We analyze the implications of the governance structure in academic faculties for their recruitment decisions when competing for new researchers. The value to individual members through social interaction within the faculty depends on the average status of their fellow members. In recruitment

  15. A University Libraries Faculty Perspective on the Role of the Department Head in Faculty Performance: A Grounded Theory Approach. Revised.

    Science.gov (United States)

    Boden, Dana W. R.

    This qualitative study examined the perceptions that university library faculty members hold regarding the role of the department head in promoting faculty growth and development. Four faculty members at the University of Nebraska-Lincoln were interviewed. Axial coding of the individuals' perceptions revealed six categories of perceived roles for…

  16. Academic Primer Series: Key Papers About Teaching with Technology

    Directory of Open Access Journals (Sweden)

    Megan Boysen-Osborn

    2017-05-01

    Full Text Available Introduction: Modern learners have immediate, unlimited access to a wide variety of online resources . To appeal to this current generation of learners, educators must embrace the use of technology. However, educators must balance newer, novel technologies with traditional methods to achieve the best learning outcomes. Therefore, we aimed to review several papers useful for faculty members wishing to incorporate technology into instructional design. Methods: We identified a broad list of papers relevant to teaching and learning with technology within the online discussions of the Academic Life in Emergency Medicine (ALiEM Faculty Incubator. This list was augmented with suggestions by a guest expert (BT and an open call on Twitter (tagged with the #meded and #FOAMed hashtags yielding 24 papers. We then conducted a modified three-round Delphi process within the authorship group, including junior and senior faculty members, to identify the most impactful papers. Results: We pared the list of 24 papers to five that were most highly rated. Two were research papers and three were commentaries or editorials. The authorship group reviewed and summarized these papers with specific consideration to their value to junior educators and faculty developers. Conclusion: This is a key reading list for junior faculty members and faculty developers interested in teaching with technology. The commentary contextualizes the importance of these papers for medical educators, to optimize use of technology in their teaching or incorporate into faculty development.

  17. Analysis of the some effective teaching quality factors within faculty members of agricultural and natural resources colleges in Tehran University

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    M. Ghonji

    2015-06-01

    Full Text Available Agricultural higher education institutions have a significant role in development of the agriculture sector and the effectiveness of higher education is dependent on the quality of teaching offered by its faculty members. The purpose of this study was to determine and classify factors related to teaching quality by members of a scientific board. The method of evaluation for this research was by evaluation of data from a descriptive survey taken with a researcher made questionnaire. The target population of the study consisted of 256 faculty members in agricultural colleges in Tehran University. A sample of 100 staff was selected through a randomized multi-stage sampling method based on the Koukran formula. The questionnaire, used as the research tool, was verified by a panel of experts. The reliability of the questionnaire was verified through calculating the Crookback Alpha coefficient equal to 0/86 following a pilot study. Data was analyzed through SPSS15/Win and results of the explorative factor analysis revealed that five components explained 74/82% of the total variance. These factors were as follows; (1 lesson plan (19.52%, (2 teaching skill (17.97%, (3 communication skills (17.93%, (4 expertise related to lesson content (10.59%, and (5 individual capabilities of members (9.15% respectively.

  18. Characterizing the adequacy, effectiveness, and barriers related to research mentorship among junior pediatric hospitalists and general pediatricians at a large academic institution.

    Science.gov (United States)

    Ragsdale, Judith R; Vaughn, Lisa M; Klein, Melissa

    2014-03-01

    The purpose of this qualitative study was to characterize the adequacy, effectiveness, and barriers related to research mentorship among junior pediatric hospitalists and general pediatricians at a large academic institution. Junior faculty and staff physicians in hospital medicine and general pediatrics at a large academic institution were invited to participate in this qualitative study. In-depth interviews were conducted. Experienced mentors were invited to be interviewed for theoretical sampling. Interviews were conducted and analyzed by using grounded theory methodology. Twenty-six (75%) of the eligible physicians, pediatric hospitalists representing 65% of this sample, agreed to be interviewed about their mentoring experiences. Satisfied and dissatisfied participants expressed similar mentoring themes: acquisition of research skills, academic productivity, and career development. Four experienced mentors were interviewed and provided rationale for mentoring clinicians in research. Both groups of participants agreed that institutional support is vital for promoting mentorship. Junior pediatric hospitalists and general pediatricians indicated considerable interest in being mentored to learn to do clinical research. Developing faculty and staff physicians to their utmost potential is critical for advancement in academic medicine. Mentoring clinical physicians seeking to add research skills and academic productivity to their practice merits study as an innovative path to develop clinical investigators. Hospital medicine, as a rapidly developing pediatric specialty, is well-positioned to implement the necessary infrastructure to mentor junior faculty in their academic pursuits, thereby optimizing the potential impact for individuals, families, learners, and institutions.

  19. Attitude of clinical faculty members in Shiraz Medical University towards private practice physicians' participation in ambulatory care education

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    Khatereh Mahori

    2002-04-01

    Full Text Available Background: Improvement of medical education is necessary for meeting health care demands. Participation of private practice physicians in ambulatory care training is an effective method for enhancing medical students' skills. Purpose This study was undertaken to determine clinical professors' views about participation of physicians with private office in ambulatory care training. Methods: Participants composed of 162 Shiraz Medical University faculty members from 12 disciplines. A questionnaire requesting faculty members' views on different aspects of ambulat01y care teaching and interaction of community-based organizations was distributed. Results: Of 120 (74.1% respondents, 64 (54.2% believed that clinical settings of medical university are appropriate for ambulatory care training. Private practice physicians believed more than academic physicians without private office that private offices have wider range of patients, more common cases, and better follow up chance; and is also a better setting for learning ambulatory care compared with medical university clinical centers. Overall, 32 (29.1% respondent’s found the participation of physicians with private practice on medical education positive. Key words medical education, ambulatory medicine, private practice

  20. Faculty perspectives regarding the importance and place of nontechnical competencies in veterinary medical education at five North American colleges of veterinary medicine.

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    Lane, India F; Bogue, E Grady

    2010-07-01

    To explore perceptions of faculty educators regarding the importance of nontechnical competencies in veterinary graduates and the placement of nontechnical competency development in veterinary education. Survey. All faculty members at 5 North American veterinary medical institutions. Participants rated the importance of 14 nontechnical competencies and indicated in which phase or phases of veterinary education such competencies should be developed (ie, curriculum placement). Differences in mean ratings were statistically evaluated, as were associations between ratings or curriculum placement and respondent institution, gender, experience, and discipline. Mean ratings of importance were above neutral for all competencies and were highest for ethical, critical thinking, and interpersonal and intrapersonal competencies; development of these competencies was favored in preveterinary and veterinary training. Ratings were lower for management and business competencies; development of these and other competencies was placed primarily in the clinical phase of the veterinary curriculum. Basic science, nonveterinarian, and junior faculty appeared to more strongly appreciate the importance of nontechnical skills, whereas large animal and midcareer faculty reported a more reserved degree of support. Female faculty were more likely to place nontechnical competency development throughout the educational process. Participants agreed nontechnical competencies are important for veterinary graduates; however, faculty perceptions differed from previously published findings regarding the relative importance of business and management skills. Those involved in faculty hiring, faculty development, and curricular planning should also be aware of disciplinary and career stage differences affecting faculty perspectives.

  1. The Construction of Professional Identity and Pathways of Participation of Full Time Faculty Members in University Restructuring in Mexico

    Science.gov (United States)

    Montero Hernandez, Virginia

    2010-01-01

    Since the 1990s, the federal government required public state universities in Mexico to recruit full time faculty members with doctoral degrees and research productivity to increase the academic competitiveness of higher education. After two decades of the implementation of federal mandates, public state universities have not improved their…

  2. Social Media and Impression Management: Veterinary Medicine Students' and Faculty Members' Attitudes toward the Acceptability of Social Media Posts

    Science.gov (United States)

    Kedrowicz, April A.; Royal, Kenneth; Flammer, Keven

    2016-01-01

    Introduction: While social media has the potential to be used to make professional and personal connections, it can also be used inappropriately, with detrimental ramifications for the individual in terms of their professional reputation and even hiring decisions. This research explored students' and faculty members' perceptions of the…

  3. 4: A STUDY ON THE RATE OF INFORMATION LITERACY OF FACULTY MEMBERS AND PHD STUDENTS OF FACULTY OF NURSING AND MIDWIFERY, TABRIZ UNIVERSITY OF MEDICAL SCIENCES, BASED ON SUCCESSFUL EVIDENCE HEALTHCARE

    Science.gov (United States)

    Razmkhah, Maryam; Moghadam, Hadi Sharif; Ziaei, Soraya; Zarea, Vahideh; Narimani, Mohammad Reza

    2017-01-01

    Background and aims Evidence based care is an approach to clinical problem-solving in which merging the results of several studies and information on specialty clinical care as well as patients' wishes and values leads to effective decision making, to avoid seeking frequent care facilitating the patient cares, empowering healthcare workers, maintaining and improving the health of patients and the families. Results of the conducted studies suggest that using such an approach requires information literacy skills. Therefore, the present study aimed to assess information literacy of the faculty members and PhD students of Nursing and Midwifery School of Tabriz University of Medical Sciences about evidence based care. Methods In this cross-sectional survey 53 PhD students and faculty members were selected using census sampling method. Data gathering tool was a researcher-made questionnaire. This inventory was developed regarding valid scientific literature on information literacy and evidence-based care with 68 items and 5 standards of literacy prepared within some steps. After confirming the validity, its reliability was concluded by Cranach's Alpha (0.89). Data was analyzed using SPSS/22. Results Average information literacy skill level for faculty members and students related to evidence-based care and information literacy standards was higher than the average index, except for “information exchange” standard (50±10). The highest and lowest mean scores in evidence based care were for, respectively, questions formation (respectively, 96.18±18.6.17 and 48.51±14.69) and evaluation results (respectively 95.56±6.66 and 45.94±14.08). For information literacy standards there were calculated for (respectively) finding information as the highest score for (respectively, 95.56±6.66 and 72.44±13.62) and the lowest for information exchange (respectively, 74.19±11.83 and 48.51±11.35). Conclusion According to the results of this study and also regarding to this

  4. Mathematics Turned Inside Out: The Intensive Faculty Versus the Extensive Faculty

    OpenAIRE

    Grcar, Joseph F.

    2011-01-01

    Research universities in the United States have larger mathematics faculties outside their mathematics departments than inside. Members of this "extensive" faculty conduct most mathematics research, their interests are the most heavily published areas of mathematics, and they teach this mathematics in upper division courses independent of mathematics departments. The existence of this de facto faculty challenges the pertinence of institutional and national policies for higher education in mat...

  5. Conference Report on the Annual Conference of the New York State Association of Junior Colleges (21st, Niagara Falls, April 26-27, 1968).

    Science.gov (United States)

    New York State Association of Junior Colleges.

    This report examines four areas of faculty involvement in junior college activities. (1) In college governance, faculties are told to (a) look to self-government first and then, if necessary, turn to outside organizations, (b) seek a "golden mean" between communalism and instrumentalism, and (c) seek mutual equality, trust, and respect…

  6. Does mentoring matter: results from a survey of faculty mentees at a large health sciences university

    Science.gov (United States)

    Feldman, Mitchell D.; Arean, Patricia A.; Marshall, Sally J.; Lovett, Mark; O'Sullivan, Patricia

    2010-01-01

    Background To determine the characteristics associated with having a mentor, the association of mentoring with self-efficacy, and the content of mentor–mentee interactions at the University of California, San Francisco (UCSF), we conducted a baseline assessment prior to implementing a comprehensive faculty mentoring program. Method We surveyed all prospective junior faculty mentees at UCSF. Mentees completed a web-based, 38-item survey including an assessment of self-efficacy and a needs assessment. We used descriptive and inferential statistics to determine the association between having a mentor and gender, ethnicity, faculty series, and self-efficacy. Results Our respondents (n=464, 56%) were 53% female, 62% white, and 7% from underrepresented minority groups. More than half of respondents (n=319) reported having a mentor. There were no differences in having a mentor based on gender or ethnicity (p≥0.05). Clinician educator faculty with more teaching and patient care responsibilities were statistically significantly less likely to have a mentor compared with faculty in research intensive series (pmentor was associated with greater satisfaction with time allocation at work (pmentor, 5.33 (sd = 1.35, pmentors, but rated highest requiring mentoring assistance with issues of promotion and tenure. Conclusion Findings from the UCSF faculty mentoring program may assist other health science institutions plan similar programs. Mentoring needs for junior faculty with greater teaching and patient care responsibilities must be addressed. PMID:20431710

  7. Responsive and Responsible: Faculty Encouragement of Civic Engagement

    Science.gov (United States)

    Cole, Eddie R.; Howe, Elijah C.; Laird, Thomas F. Nelson

    2016-01-01

    This study explores how often faculty members encourage students to engage with campus, local, state, national, and global issues. Using data from the 2013 administration of the Faculty Survey of Student Engagement (FSSE), the results show that faculty members are more likely to encourage students to engage in state, national, or global issues…

  8. Which Way to Lean? A National Study of Women Dental Faculty Members' Career Aspirations and Choices.

    Science.gov (United States)

    Gadbury-Amyot, Cynthia C; Pyle, Marsha A; Van Ness, Christopher J; Overman, Pamela R; West, Karen P

    2016-12-01

    The aim of this first national study of women in academic dentistry was to explore factors and perceived barriers for why administrative/leadership positions were or were not sought via data collected from full-time women dental faculty members in the U.S. In fall 2015, the researchers conducted a survey that employed a combination of response formats: forced choice from a menu, multiple allowable answers, and open-ended written comments. The overall response rate for the survey was 35.6% (537/1504). Respondents were from 48 of the 65 U.S. dental schools. Half of the respondents indicated their primary appointment was in clinical sciences, 22.9% were in administration, 7.3% in research, 7.1% in basic science, and 2.5% in behavioral science. While a quarter of the respondents indicated administration as their primary appointment, over half reported holding administrative positions, and nearly all (92.4%) reported currently holding leadership roles at their institutions. For those not currently in administrative/leadership roles, 52.6% indicated a desire for an administrative role and 70.7% a leadership role. Of those in administrative/leadership roles, 62.1% indicated not receiving extra remuneration for those responsibilities. Half of the respondents perceived that they were paid less in their current position than men doing the same work. The most dominant theme emerging from qualitative analysis of barriers the respondents experienced was the difficulty women in dental education have in a traditionally male-dominated profession. The results confirmed that women faculty members are "leaning in" to seek administrative/leadership roles in academic dentistry. However, pay equity remains an issue, and faculty development and mentoring are needed for the advancement of academic dentistry and ultimately the dental profession.

  9. The Quest for Continuous Improvement: A Qualitative Study on Diffusion of Outcomes Assessment among Career and Technical Education Faculty Members at Rocky Mountain States Community Colleges

    Science.gov (United States)

    McFarlane, Michele

    2012-01-01

    The following qualitative multicase study presents an examination of outcomes assessment adoption as it relates to Career and Technical Education faculty at community colleges and outlines recommendations for postsecondary education administration as they introduce innovations to faculty members. The purpose of this investigation was to explore…

  10. New Challenges Facing Small Undergraduate Departments And The Role Of Faculty And Administrators.

    Science.gov (United States)

    El-Shazly, A. K.

    2003-12-01

    Small geoscience departments with 5 faculty members or less in undergraduate institutions are facing serious challenges that will have a profound impact on their future, as well as the future of geoscience education. In addition to past and future budget cuts that affect all departments, small departments are more vulnerable to such problems as (i) decreased enrollments in introductory level classes, (ii) small number of geology majors, (iii) small number of graduates per year (iv) lack or paucity of equipment necessary for faculty and student research, (v) limited opportunities for external funding, (vi) need to offer upper division classes on an alternate year basis, (vii) difficulty in recruiting and retaining students, (viii) high teaching loads for faculty, and (ix) designing rigorous curricula based on 120 credit hours with a significant component of liberal art classes. These problems pose new challenges for faculty, department chairs and administrators. Faculty need to design curricula tailored to the need of the job market, without compromising rigor or the quality of the program. New classes/ concentrations in environmental science, hydrogeology and geographical information systems should be offered, and traditional classes in petrology, geophysics and tectonics should be maintained. Classes in Physics, Chemistry and Math should be core requirements. Student involvement in research should be encouraged at an early stage (sophomore/ junior levels). Department chairs need to assign duties in their department carefully to capitalize on the strengths of their faculty: faculty with strong research backgrounds should be helped in their efforts to pursue external funding opportunities, whereas those with strong teaching abilities should be evaluated primarily on their performance in the classroom. Student credit hour production should not be used as a criterion for evaluating faculty. Administrators should evaluate programs and departments based on the success

  11. CAREER opportunities at the Condensed Matter Physics Program, NSF/DMR

    Science.gov (United States)

    Durakiewicz, Tomasz

    The Faculty Early Career Development (CAREER) Program is a Foundation-wide activity, offering prestigious awards in support of junior faculty. Awards are expected to build the careers of teacher-scholars through outstanding research, excellent education and the integration of education and research. Condensed Matter Physics Program receives between 35 and 45 CAREER proposals each year, in areas related to fundamental research of phenomena exhibited by condensed matter systems. Proposal processing, merit review process, funding levels and success rates will be discussed in the presentation. NSF encourages submission of CAREER proposals from junior faculty members from CAREER-eligible organizations and encourages women, members of underrepresented minority groups, and persons with disabilities to apply. NSF/DMR/CMP homepage: https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5666

  12. Observer Variability and the Performance between Faculties and Residents: US Criteria for Benign and Malignant Thyroid Nodules

    International Nuclear Information System (INIS)

    Kim, Sung Hun; Park, Chang Suk; Jung, So Lyung

    2010-01-01

    To evaluate the interobserver variability and performance in the interpretation of ultrasonographic (US) findings of thyroid nodules. 72 malignant nodules and 61 benign nodules were enrolled as part of this study. Five faculty radiologists and four residents independently performed a retrospective analysis of the US images. The observers received one training session after the first interpretation and then performed a secondary interpretation. Agreement was analyzed by Cohen's kappa statistic. Degree of performance was analyzed using receiver operating characteristic (ROC) curves. Agreement between the faculties was fair-to-good for all criteria; however, between residents, agreement was poor-to-fair. The area under the ROC curves was 0.72, 0.62, and 0.60 for the faculties, senior residents, and junior residents, respectively. There was a significant difference in performance between the faculties and the residents (p < 0.05). There was a significant increase in the agreement for some criteria in the faculties and the senior residents after the training session, but no significant increase in the junior residents. Independent reporting of thyroid US performed by residents is undesirable. A continuous and specialized resident training is essential to enhance the degree of agreement and performance

  13. What is appropriate to post on social media? Ratings from students, faculty members and the public.

    Science.gov (United States)

    Jain, Anuja; Petty, Elizabeth M; Jaber, Reda M; Tackett, Sean; Purkiss, Joel; Fitzgerald, James; White, Casey

    2014-02-01

    The purpose of this study was to ascertain what medical students, doctors and the public felt was unprofessional for medical students, as future doctors, to post on a social media site, Facebook(®) . The significance of this is that unprofessional content reflects poorly on a student, which in turn can significantly affect a patient's confidence in that student's clinical abilities. An online survey was designed to investigate the perceptions of University of Michigan medical students, attending physicians and non-health care university-wide employees (that serves as a subset of the public) regarding mock medical students' Facebook(®) profile screenshots. For each screenshot, respondents used a 5-point Likert scale to rate 'appropriateness' and whether they would be 'comfortable' having students posting such content as their future doctors. Compared with medical students, faculty members and public groups rated images as significantly less appropriate (p public' have different thresholds of what is acceptable on a social networking site. Our findings will prove useful for students to consider the perspectives of patients and faculty members when considering what type of content to post on their social media sites. In this way, we hope that our findings provide insight for discussions, awareness and the development of guidelines related to online professionalism for medical students. © 2014 John Wiley & Sons Ltd.

  14. Perception of tobacco use prevention and cessation among faculty members in Latin American and Caribbean dental schools.

    Science.gov (United States)

    Tamí-Maury, Irene; Aigner, Carrie J; Hong, Judy; Strom, Sara; Chambers, Mark S; Gritz, Ellen R

    2014-12-01

    Rates of tobacco use are increasing in the regions of Latin America and the Caribbean (LAC). Unfortunately, tobacco cessation education is not a standard component of the dental curriculum in LAC dental schools. The objective of this study was to identify the perceptions of LAC dental faculty members regarding the tobacco use prevention and cessation (TUPAC) competencies that should be addressed in the dental curricula. Dental deans and faculty completed a web-based questionnaire in Spanish, Portuguese, French, or English. The questionnaire contained 32 competencies grouped into the five A's (Ask, Advise, Assess, Assist, and Arrange) of tobacco cessation and six supplementary questions for identifying barriers to providing TUPAC education to dental students. Respondents indicated the degree to which they believed each competency should be incorporated into the dental curricula using a five-point Likert scale ("1" = strongly disagree to "5" = strongly agree). Responses were obtained from 390 faculty members (66 % South America, 18 % Mexico/Central America, 16 % the Caribbean). Of the respondents, 2, 12, and 83 % reported that smoking was allowed in clinical environments, other indoor environments, and outdoor environments of their dental schools, respectively. Mean importance ratings for each of the competencies were as follows: Ask (4.71), Advise (4.54), Assess (4.41), Assist (4.07), and Arrange (4.01). Overall, LAC dental educators agree that TUPAC training should be incorporated into the dental curricula. Assist and Arrange competencies were rated lower, relative to other competencies. Tobacco use among dental educators and high rates of on-campus smoking could potentially pose barriers to promoting cessation interventions in the LAC dental schools.

  15. Barriers to advancement in academic surgery: views of senior residents and early career faculty.

    Science.gov (United States)

    Cochran, Amalia; Elder, William B; Crandall, Marie; Brasel, Karen; Hauschild, Tricia; Neumayer, Leigh

    2013-11-01

    A significant faculty attrition rate exists in academic surgery. The authors hypothesized that senior residents and early-career faculty members have different perceptions of advancement barriers in academic surgery. A modified version of the Career Barriers Inventory-Revised was administered electronically to surgical residents and early-career surgical faculty members at 8 academic medical centers. Residents identified a lack of mentorship as a career barrier about half as often as faculty members. Residents were twice as likely as faculty members to view childbearing as a career barrier. Many early-career faculty members cite a lack of mentors as a limitation to their career development in academic surgery. Childbearing remains a complex perceived influence for female faculty members in particular. Female faculty members commonly perceive differential treatment and barriers on the basis of their sex. Faculty development programs should address both systemic and sex-specific obstacles if academic surgery is to remain a vibrant field. Copyright © 2013 Elsevier Inc. All rights reserved.

  16. A formal mentorship program for faculty development.

    Science.gov (United States)

    Jackevicius, Cynthia A; Le, Jennifer; Nazer, Lama; Hess, Karl; Wang, Jeffrey; Law, Anandi V

    2014-06-17

    To describe the development, implementation, and evaluation of a formal mentorship program at a college of pharmacy. After extensive review of the mentorship literature within the health sciences, a formal mentorship program was developed between 2006 and 2008 to support and facilitate faculty development. The voluntary program was implemented after mentors received training, and mentors and protégés were matched and received an orientation. Evaluation consisted of conducting annual surveys and focus groups with mentors and protégés. Fifty-one mentor-protégé pairs were formed from 2009 to 2012. A large majority of the mentors (82.8%-96.9%) were satisfied with the mentorship program and its procedures. The majority of the protégés (≥70%) were satisfied with the mentorship program, mentor-protégé relationship, and program logistics. Both mentors and protégés reported that the protégés most needed guidance on time management, prioritization, and work-life balance. While there were no significant improvements in the proteges' number of grant submissions, retention rates, or success in promotion/tenure, the total number of peer-reviewed publications by junior faculty members was significantly higher after program implementation (mean of 7 per year vs 21 per year, p=0.03) in the college's pharmacy practice and administration department. A formal mentorship program was successful as measured by self-reported assessments of mentors and protégés.

  17. Royal College surgical objectives of urologic training: A survey of faculty members from Canadian training programs

    Science.gov (United States)

    Zakaria, Ahmed S.; Haddad, Richard; Dragomir, Alice; Kassouf, Wassim; Andonian, Sero; Aprikian, Armen G.

    2014-01-01

    Introduction: According to the Royal College objectives of training in urology, urologic surgical procedures are divided as category A, B and C. We wanted to determine the level of proficiency required and achieved by urology training faculty for Royal College accreditation. Methods: We conducted a survey that was sent electronically to all Canadian urology training faculty. Questions focused on demographics (i.e., years of practice, geographic location, subspecialty, access to robotic surgery), operating room contact with residents, opinion on the level of proficiency required from a list of 54 surgical procedures, and whether their most recent graduates attained category A proficiency in these procedures. Results: The response rate was 43.7% (95/217). Among respondents, 92.6% were full timers, 21.1% practiced urology for less than 5 years and 3.2% for more than 30 years. Responses from Quebec and Ontario formed 69.4% (34.7% each). Of the respondents, 37.9% were uro-oncologists and 75.7% reported having access to robotic surgery. Sixty percent of faculty members operate with R5 residents between 2 to 5 days per month. When respondents were asked which categories should be listed as category A, only 8 procedures received 100% agreement. Also, results varied significantly when analyzed by sub-specialty. For example, almost 50% or more of uro-oncologists believed that radical cystectomy, anterior pelvic exenteration and extended pelvic lymphadenectomy should not be category A. The following procedures had significant disagreement suggesting the need for re-classification: glanular hypospadias repair, boari flap, entero-vesical and vesicovaginal fistulae repair. Overall, more than 80% of faculty reported that their recent graduating residents had achieved category A proficiency, in a subset of procedures. However, more than 50% of all faculty either disagreed or were ambivalent that all of their graduating residents were Category A proficient in several procedures

  18. Faculty motivations to use active learning among pharmacy educators.

    Science.gov (United States)

    Rockich-Winston, Nicole; Train, Brian C; Rudolph, Michael J; Gillette, Chris

    2018-03-01

    Faculty motivations to use active learning have been limited to surveys evaluating faculty perceptions within active learning studies. Our objective in this study was to evaluate the relationship between faculty intrinsic motivation, extrinsic motivation, and demographic variables and the extent of active learning use in the classroom. An online survey was administered to individual faculty members at 137 colleges and schools of pharmacy across the United States. The survey assessed intrinsic and extrinsic motivations, active learning strategies, classroom time dedicated to active learning, and faculty development resources. Bivariate associations and multivariable stepwise linear regression were used to analyze the results. In total, 979 faculty members completed the questionnaire (23.6% response rate). All motivation variables were significantly correlated with percent active learning use (p active learning methods used in the last year (r = 0.259, p active learning use. Our results suggest that faculty members who are intrinsically motivated to use active learning are more likely to dedicate additional class time to active learning. Furthermore, intrinsic motivation may be positively associated with encouraging faculty members to attend active learning workshops and supporting faculty to use various active learning strategies in the classroom. Copyright © 2017 Elsevier Inc. All rights reserved.

  19. New Faculty Members May Not Know How to Teach, but at Least They Know How to Do Research...right?

    Science.gov (United States)

    Brent, Rebecca; Felder, Richard

    2016-01-01

    As these authors have observed on several occasions, college professors may be the only skilled professionals who do not routinely get training in the skills they need to succeed in their profession. Most universities either provide no orientation and mentoring for their new faculty members or they offer a campus-wide half-day orientation workshop…

  20. Clearing House for Junior Colleges: Adjunct Faculty in Community Colleges.

    Science.gov (United States)

    Foote, Elizabeth

    1995-01-01

    Examines the literature on improving job satisfaction for community college adjunct faculty, providing an annotated bibliography of seven ERIC documents. Suggests that orientation programs to campus policies, professional development workshops, increased salaries and benefits, and job security all serve to increase the level of adjunct job…

  1. Examining E-Learning Barriers As Perceived By FacultyMembers Of Engineering Colleges In The Jordanian Universities

    OpenAIRE

    Muhammad K. AL-ALAWNEH,

    2014-01-01

    Employing computer's technology that includes e-learning system in the field of Engineering is a vital issue which needs to be discussed. Therefore, this study purposed to examine e-learning barriers as perceived by faculty members of engineering in three major universities in Jordan (Yarmouk University, Jordan University of Science and Technology, and Al-Balqaa Applied University) in the second semester of 2012. The study's instrument was distributed to collect the data from a sam...

  2. CBE Faculty and Staff

    Science.gov (United States)

    About Us Research Staff Edward Arens Fred Bauman Gail Brager Darryl Dickerhoff Ali Ghahramani Partners Facilities Graduate Programs Visiting Scholar Program Careers CBE Faculty and Staff CBE is an performance of buildings. The core research group for CBE includes faculty and research staff members

  3. Mentorship Efforts to Support Part-Time Social Work Faculty Members

    Science.gov (United States)

    Shobe, Marcia A.; Murphy-Erby, Yvette; Sparks, Jared

    2014-01-01

    Social work faculty experience increasing demands to develop and maintain a research portfolio that includes external funding and publications. Given the increase in research expectations, more part-time instructors are needed to teach courses. In addition to the literature review, we briefly describe a pilot part-time faculty mentorship project…

  4. Project-based faculty development for e-learning.

    Science.gov (United States)

    Vyas, Rashmi; Faith, Minnie; Selvakumar, Dhayakani; Pulimood, Anna; Lee, Mary

    2016-12-01

    The Christian Medical College, Vellore, in collaboration with Tufts University, Boston, conducted an advanced workshop in e-learning for medical faculty members in India. E-learning can enhance educational reforms for today's computer-literate generation, and keep faculty members up to speed in a rapidly changing world. The purpose of this paper is to report on the design and evaluation of a project-based faculty member development programme focused on developing faculty members as educators and as peer trainers who can use e-learning for educational reforms. During a 2-day workshop, 29 participants in groups of two or three developed 13 e-learning projects for implementation in their institutions. Evaluation of the workshop was through written feedback from the participants at the end of the workshop and by telephone interview with one participant from each project group at the end of one year. Content analysis of qualitative data was perfomed. The participants reported that they were motivated to implement e-learning projects and recognised the need for and usefulness of e-learning. The majority of projects (10 out of 13) that were implemented 'to some extent' or 'to a great extent' faced challenges with a lack of resources and administrative support, but faculty members were able to overcome them. E-learning can enhance educational reforms for today's computer-literate generation IMPLICATIONS: Designing feasible e-learning projects in small groups and obtaining hands-on experience with e-learning tools enhance the effectiveness of subsequent implementation. To successfully incorporate e-learning when designing educational reforms, faculty member training, continuing support and infrastructure facilities are essential. © 2016 John Wiley & Sons Ltd.

  5. Investigating the Attitudes and Views of the Librarians and Faculty members of Shiraz University over deploying Wi-Fi in Academic Libraries

    Directory of Open Access Journals (Sweden)

    Jafar Mehrad

    2009-01-01

    Full Text Available Given the importance and wide scope of Wi-Fi applications within academic environs in developed countries and its use in library services, its utilization within academic libraries in Iran is felt. While presenting Wi-Fi networks, the present study employed a survey of librarians and faculty members in Shiraz University to investigate their the outlook and viewpoints regarding the deployment of such networks in academic libraries. Findings demonstrated that librarians are very inclined to use Wi-Fi in library services such as listing, shelf-reading and OPAC and demand comprehensive network coverage throughout the entire library spaces. Meanwhile, faculty members expressed the necessity of increasing use of such networks all over the campus and remote access to library resources. Generally given the outcome of the present investigation, although Wi-Fi application in libraries is a novel and emerging phenomenon yet to catch on in Iran, librarians, researchers and professors are very keen about its use and application within academic environments.

  6. Workplace Faculty Friendships and Work-Family Culture

    Science.gov (United States)

    Watanabe, Megumi; Falci, Christina

    2017-01-01

    Although various work-family policies are available to faculty members, many underuse these policies due to concerns about negative career consequences. Therefore, we believe it is important to develop an academic work culture that is more supportive of work-family needs. Using network data gathered from faculty members at a Midwestern university,…

  7. GSBPP Faculty Perceptions of Synchronous Distance Learning Technologies

    Science.gov (United States)

    2008-12-01

    effort” required throughout the delivery of DL instruction. These 11 BPP faculty members also included increased cognitive workload as a reason of...conduct academic research. Surprisingly, only one BPP faculty member, a full professor, mentioned that increased DL workload made it more difficult to

  8. Faculty Mentorship: Making It Work Across the Career Continuum Through Development, Implementation, and Evaluation of a Formal Mentorship Program.

    Science.gov (United States)

    Martin, Jennifer B; Douglas, Dianna H

    2018-04-06

    Mentoring is a way to foster personal and professional career development within professional disciplines such as nursing. The National League for Nursing has described the nurse faculty role as multidimensional and difficult to balance. A school of nursing implemented a faculty mentorship program focused on the school's core values: caring, professionalism, respect, integrity, diversity, and excellence (CPRIDE). This program combines traditional and nontraditional mentoring models to create an environment in which junior faculty form relationships with senior faculty who possess expertise in a particular field.

  9. On being examined: do students and faculty agree?

    Science.gov (United States)

    Perrella, Andrew; Koenig, Joshua; Kwon, Henry; Nastos, Stash; Rangachari, P K

    2015-12-01

    Students measure out their lives, not with coffee spoons, but with grades on examinations. But what exams mean and whether or not they are a bane or a boon is moot. Senior undergraduates (A. Perrella, J. Koenig, and H. Kwon) designed and administered a 15-item survey that explored the contrasting perceptions of both students (n = 526) and faculty members (n = 33) in a 4-yr undergraduate health sciences program. A series of statements gauged the level of agreement on a 10-point scale. Students and faculty members agreed on the value of assessing student learning with a variety of methods, finding new information to solve problems, assessing conceptual understanding and logical reasoning, having assessments with no single correct answer, and having comments on exams. Clear differences emerged between students and faculty members on specific matters: rubrics, student choice of exam format, assessing creativity, and transfer of learning to novel situations. A followup questionnaire allowed participants to clarify their interpretation of select statements, with responses from 71 students and 17 faculty members. All parties strongly agreed that exams should provide a good learning experience that would help them prepare for the future (students: 8.64 ± 1.71 and faculty members: 8.03 ± 2.34). Copyright © 2015 The American Physiological Society.

  10. Pre-Tenured Faculty Job Satisfaction: An Examination of Personal Fit, Institutional Fit and Faculty Work-Life

    Science.gov (United States)

    Awando, Maxwell

    2014-01-01

    The purpose of this study is to explore job satisfaction among pre-tenured faculty. More specifically I was interested in examining demographic and personal fit factors, fit with the norms and values of the institution among pre-tenured faculty in different institutional types. The sample for the study included all pre-tenured faculty members who…

  11. Part-Time Faculty in 2-Year Colleges.

    Science.gov (United States)

    National Center for the Study of Collective Bargaining in Higher Education Newsletter, 1977

    1977-01-01

    Recognition clauses of negotiated faculty contracts from 139 two-year colleges were analyzed to determine the extent to which part-time faculty are included in the bargaining unit, and to examine contract references to part-time faculty. Approximately one-half (71) of the contracts did not include part-time faculty as members. Exclusion was either…

  12. The Relationship between Management, Career Planning and Career Development of Medical and Non-medical Faculty Members of Kohgiluyeh and Boyerahmad Province, Iran

    Directory of Open Access Journals (Sweden)

    G Sajjadikhah

    2016-10-01

    Full Text Available Abstract Background & aim: There are many mechanisms for the development of human resources, which career development is one of its central components. The aim of this study was to determine the factors related to career development faculty members (Medical and Non-medical of Kohgiluyeh and Boyer-Ahmad province, Iran. Methods: The present paper was a cross-sectional, descriptive correlation method study.  The study population consisted of 535 faculty members (medical, government, NGOs in Kohgiluyeh and Boyer province, Iran, of which 400 participants were randomly selected for the present study. Data were collected through standard questionnaires as a research tool, of career development, career planning and career management for data analysis and statistical tests including linear regression, t-test, regression, and correlation coefficient was used. Results: Career development status and its related factors (Career management and career planning scientific faculty members was desirable. The findings show that between career planning and career management, career development, a significant positive correlation was observed (P

  1. Influences of faculty evaluating system on educational performance of medical school faculty.

    Science.gov (United States)

    Kim, Hong Bin; Myung, Sun Jung; Yu, Hyeong Gon; Chang, Ji Young; Shin, Chan Soo

    2016-09-01

    The promotion of educators is challenged by the lack of accepted standards to evaluate the quality and impact of educational activities. Traditionally, promotion is related to research productivity. This study developed an evaluation tool for educational performance of medical school faculty using educator portfolios (EPs). Design principles and quantitative items for EPs were developed in a consensus workshop. These principles were tested in a simulation and revised based on feedback. The changes of total educational activities following introduction of the system were analyzed. A total of 71% faculty members answered the simulation of the system and the score distributed widely (mean±standard deviation, 65.43±68.64). The introduction of new system significantly increased the total educational activities, especially in assistant professors. The authors offer comprehensive and practical tool for enhancing educational participation of faculty members. Further research for development of qualitative evaluation systems is needed.

  2. Curated Collections for Educators: Five Key Papers about Program Evaluation.

    Science.gov (United States)

    Thoma, Brent; Gottlieb, Michael; Boysen-Osborn, Megan; King, Andrew; Quinn, Antonia; Krzyzaniak, Sara; Pineda, Nicolas; Yarris, Lalena M; Chan, Teresa

    2017-05-04

    The evaluation of educational programs has become an expected part of medical education. At some point, all medical educators will need to critically evaluate the programs that they deliver. However, the evaluation of educational programs requires a very different skillset than teaching. In this article, we aim to identify and summarize key papers that would be helpful for faculty members interested in exploring program evaluation. In November of 2016, the 2015-2016 Academic life in emergency medicine (ALiEM) Faculty Incubator program highlighted key papers in a discussion of program evaluation. This list of papers was augmented with suggestions by guest experts and by an open call on Twitter. This resulted in a list of 30 papers on program evaluation. Our authorship group then engaged in a process akin to a Delphi study to build consensus on the most important papers about program evaluation for medical education faculty. We present our group's top five most highly rated papers on program evaluation. We also summarize these papers with respect to their relevance to junior medical education faculty members and faculty developers. Program evaluation is challenging. The described papers will be informative for junior faculty members as they aim to design literature-informed evaluations for their educational programs.

  3. An Exploration of Self-Efficacy among Novice Nursing Faculty in Formal Mentoring Relationships

    Science.gov (United States)

    Greenwood, Lisa Marie

    2017-01-01

    This qualitative study explored the lived experiences of novice nursing faculty members at one Midwestern Technical college, who were in formal mentoring relationships with seasoned nursing faculty members. A total of nine faculty members participated in a single, sixty minute, semi-structured interview exploring the lived experiences of being…

  4. Pre-tenured Faculty Job Satisfaction: An Examination of Personal Fit, Institutional Fit and Faculty Work-life

    OpenAIRE

    Awando, Maxwell Omondi

    2014-01-01

    The purpose of this study is to explore job satisfaction among pre-tenured faculty. More specifically I was interested in examining demographic and personal fit factors, fit with the norms and values of the institution among pre-tenured faculty in different institutional types. The sample for the study included all pre-tenured faculty members who completed the COACHE 2009- 2010 job satisfaction survey. The COACHE survey was administered to pre-tenured faculty at 149 four-year colleges and uni...

  5. The research impact of school psychology faculty.

    Science.gov (United States)

    Watkins, Marley W; Chan-Park, Christina Y

    2015-06-01

    Hirsch's (2005) h index has become one of the most popular indicators of research productivity for higher education faculty. However, the h index varies across academic disciplines so empirically established norms for each discipline are necessary. To that end, the current study collected h index values from Scopus and Google Scholar databases for 401 tenure-track faculty members from 109 school psychology training programs. Male faculty tended to be more senior than female faculty and a greater proportion of the male faculty held professorial rank. However, female faculty members outnumbered males at the assistant and associate professor ranks. Although strongly correlated (rho=.84), h index values from Google Scholar were higher than those from Scopus. h index distributions were positively skewed with many faculty having low values and a few faculty having high values. Faculty in doctoral training programs exhibited significantly larger h index values than faculty in specialist training programs and there were univariate differences in h index values across academic rank and sex, but sex differences were not significant after taking seniority into account. It was recommended that the h index be integrated with peer review and diverse other indicators when considering individual merit. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  6. Impact of a faculty development programme for teaching communication skills on participants' practice

    NARCIS (Netherlands)

    Junod Perron, N.; Cullati, S.; Hudelson, P.; Nendaz, M.; Dolmans, D.; Vleuten, C.P.M. van der

    2014-01-01

    PURPOSE OF THE STUDY: A 6-month faculty development programme was designed to improve supervisors' feedback to junior doctors on their clinical communication skills (CS) and included both CS and teaching skills training. The aim of this study was to assess supervisors' views on the impact of the

  7. Performance Measures of Academic Faculty--A Case Study

    Science.gov (United States)

    Davidovitch, Nitza; Soen, Dan; Sinuani-Stern, Zila

    2011-01-01

    This case study is the first to track the method used by an Israeli institution of higher education to assess and reward faculty members using a set of performance measures ("Excellence criteria"). The study profiles faculty members who received financial rewards for excellence during 2005-2007, based on the previous year's activities,…

  8. Mentoring for junior medical faculty: Existing models and suggestions for low-resource settings.

    Science.gov (United States)

    Menon, Vikas; Muraleedharan, Aparna; Bhat, Ballambhattu Vishnu

    2016-02-01

    Globally, there is increasing recognition about the positive benefits and impact of mentoring on faculty retention rates, career satisfaction and scholarly output. However, emphasis on research and practice of mentoring is comparatively meagre in low and middle income countries. In this commentary, we critically examine two existing models of mentorship for medical faculty and offer few suggestions for an integrated hybrid model that can be adapted for use in low resource settings. Copyright © 2016 Elsevier B.V. All rights reserved.

  9. The Effect of Perceived Spiritual Leadership on Envy Management of Faculty Members through the Role of Professional Development Mediation and Job Satisfaction

    Science.gov (United States)

    Haris, Zarin Daneshvar; Saidabadi, Reza Yousefi; Niazazari, Kiumars

    2016-01-01

    Purpose: the present study aimed to investigate the effect of perceived spiritual leadership on envy management of faculty members of Islamic Azad Universities of East Azerbaijan province through the role of professional development mediation and job satisfaction. Methodology: this study was a descriptive and correlational study that was conducted…

  10. Robert Wood Johnson Foundation Nurse Faculty Scholars program leadership training.

    Science.gov (United States)

    Campbell, Jacquelyn C; McBride, Angela Barron; Etcher, LuAnn; Deming, Katie

    The Robert Wood Johnson Foundation Nurse Faculty Scholars program was created to address the nursing shortage via development of the next generation of national leaders in academic nursing. The leadership training combined development at the scholar's home institution with in-person didactic and interactive sessions with notable leaders in nursing and other disciplines. A curriculum matrix, organized by six domains, was evaluated quantitatively and qualitatively. What set this program apart is that it immersed junior faculty in concerted leadership development with regard to all aspects of the faculty role so that teaching interactively, making use of the latest in information technology, giving testimony before a policy-making group, participating in strategic planning, and figuring out how to reduce the budget without jeopardizing quality were all envisioned as part of the faculty role. The domains covered by this program could easily be used as the framework to plan other leadership-development programs for the next generation of academic leaders. Copyright © 2017 Elsevier Inc. All rights reserved.

  11. Physics Faculty Perceptions of Research-based Assessment

    Science.gov (United States)

    Sayre, Eleanor

    2016-03-01

    When research-based resources are well aligned with the perceived needs of faculty, faculty members will more readily take them up. We used phenomenographic interviews of ordinary physics faculty and department chairs to identify four families of issues that faculty have around research-based assessments (RBAs). First, many faculty are interested in using RBAs, but need help with the practicalities of administering RBAs: how to find them, which ones there are, and how to administer them. Second, at the same time, many faculty think that RBAs are limited and don't measure many of the things they care about, or aren't applicable in their classes. They want assessments to measure skills, perceptions, and specific concepts. Third, many faculty want to turn to communities of other faculty and experts to help them interpret their assessment results and suggest other ways to do assessment. They want to better understand their assessment results by comparing to others and interacting with faculty from other schools to learn about how they do assessment. Fourth, many faculty consider their courses in the broader contexts of accountability and their departments. They want help with assessment in these broader contexts. We also discuss how faculty members' roles in their departments and institutions influence their perceived wants and needs around assessment. Supported by NSF DUE-1256354, DUE-1256354, DUE-1347821, DUE-1347728.

  12. Influences of faculty evaluating system on educational performance of medical school faculty

    Directory of Open Access Journals (Sweden)

    Hong Bin Kim

    2016-09-01

    Full Text Available Purpose: The promotion of educators is challenged by the lack of accepted standards to evaluate the quality and impact of educational activities. Traditionally, promotion is related to research productivity. This study developed an evaluation tool for educational performance of medical school faculty using educator portfolios (EPs. Methods: Design principles and quantitative items for EPs were developed in a consensus workshop. These principles were tested in a simulation and revised based on feedback. The changes of total educational activities following introduction of the system were analyzed. Results: A total of 71% faculty members answered the simulation of the system and the score distributed widely (mean±standard deviation, 65.43±68.64. The introduction of new system significantly increased the total educational activities, especially in assistant professors. Conclusion: The authors offer comprehensive and practical tool for enhancing educational participation of faculty members. Further research for development of qualitative evaluation systems is needed.

  13. 情報通信技術におけるアンビバレンスに関する研究(視聴覚教育)

    OpenAIRE

    海後, 宗男; カイゴ, ムネオ; Muneo, KAIGO

    2001-01-01

    In order to investigate the ambivalent nature of "confidence" and "anxiety" (both factors that are heavily involved when communicating through information technology such as computers), elementary school students and faculty members, junior high school students and faculty members, and university undergraduates were surveyed (n=193). The results of this study indicate that ambivalence exists between IT confidence and IT anxiety, because 1) they are negatively correlated but 2) they increase (...

  14. Students' Assessment and Self-assessment of Nursing Clinical Faculty Competencies: Important Feedback in Clinical Education?

    Science.gov (United States)

    Lovrić, Robert; Prlić, Nada; Zec, Davor; Pušeljić, Silvija; Žvanut, Boštjan

    2015-01-01

    The students' assessment of clinical faculty competencies and the faculty members' self-assessment can provide important information about nursing clinical education. The aim of this study was to identify the differences between the students' assessment of the clinical faculty member's competencies and the faculty member's self-assessment. These differences can reveal interesting insights relevant for improving clinical practice.

  15. Does mentoring matter: results from a survey of faculty mentees at a large health sciences university

    Directory of Open Access Journals (Sweden)

    Mitchell D. Feldman

    2010-04-01

    Full Text Available Background: To determine the characteristics associated with having a mentor, the association of mentoring with self-efficacy, and the content of mentor–mentee interactions at the University of California, San Francisco (UCSF, we conducted a baseline assessment prior to implementing a comprehensive faculty mentoring program. Method: We surveyed all prospective junior faculty mentees at UCSF. Mentees completed a web-based, 38-item survey including an assessment of self-efficacy and a needs assessment. We used descriptive and inferential statistics to determine the association between having a mentor and gender, ethnicity, faculty series, and self-efficacy. Results: Our respondents (n=464, 56% were 53% female, 62% white, and 7% from underrepresented minority groups. More than half of respondents (n=319 reported having a mentor. There were no differences in having a mentor based on gender or ethnicity (p≥0.05. Clinician educator faculty with more teaching and patient care responsibilities were statistically significantly less likely to have a mentor compared with faculty in research intensive series (p<0.001. Having a mentor was associated with greater satisfaction with time allocation at work (p<0.05 and with higher academic self-efficacy scores, 6.07 (sd = 1.36 compared with those without a mentor, 5.33 (sd = 1.35, p<0.001. Mentees reported that they most often discussed funding with the mentors, but rated highest requiring mentoring assistance with issues of promotion and tenure. Conclusion: Findings from the UCSF faculty mentoring program may assist other health science institutions plan similar programs. Mentoring needs for junior faculty with greater teaching and patient care responsibilities must be addressed.

  16. De la situation particuliere des professeurs d'administration en contexte universitaire=On the Special Situation of Business Faculty Members in the University.

    Science.gov (United States)

    Fabi, Bruno; Jacob, Real

    1986-01-01

    Unique characteristics, responsibilities, and pressures of business faculty members combine to set them apart as a group in academe and to create polarization around academic and vocational extremes of attitude, a situation that may be found to a lesser extent in other vocationally-oriented disciplines such as engineering, computer science, and…

  17. Advancing a Program of Research within a Nursing Faculty Role

    Science.gov (United States)

    Nolan, Marie T.; Wenzel, Jennifer; Han, Hae-Ra.; Allen, Jerilyn K.; Paez, Kathryn A.; Mock, Victoria

    2008-01-01

    Doctoral students and new faculty members often seek advice from more senior faculty on how to advance their program of research. Students may ask whether they should choose the manuscript option for their dissertation or whether they should seek a postdoctoral fellowship. New faculty members wonder whether they should pursue a career development (K) award and whether they need a mentor as they strive to advance their research while carrying out teaching, service, and practice responsibilities. In this paper, we describe literature on the impact of selected aspects of pre and postdoctoral training and faculty strategies on scholarly productivity in the faculty role. We also combine our experiences at a school of nursing within a research-intensive university to suggest strategies for success. Noting the scarcity of research that evaluates the effect of these strategies we are actively engaged in collecting data on their relationship to the scholarly productivity of students and faculty members within our own institution. PMID:19022210

  18. The Main Reciprocal for Teaching Load: Faculty Use of Research Time.

    Science.gov (United States)

    Colbeck, Carol L.

    This study examined the allocation of time college faculty give to various research tasks. Case studies were conducted of 12 faculty members in four departments selected for variation by university type (research and comprehensive) and discipline (Physics and English). The work of each faculty member was observed on five non-consecutive days for a…

  19. Academic Primer Series: Key Papers About Peer Review.

    Science.gov (United States)

    Yarris, Lalena M; Gottlieb, Michael; Scott, Kevin; Sampson, Christopher; Rose, Emily; Chan, Teresa M; Ilgen, Jonathan

    2017-06-01

    Peer review, a cornerstone of academia, promotes rigor and relevance in scientific publishing. As educators are encouraged to adopt a more scholarly approach to medical education, peer review is becoming increasingly important. Junior educators both receive the reviews of their peers, and are also asked to participate as reviewers themselves. As such, it is imperative for junior clinician educators to be well-versed in the art of peer reviewing their colleagues' work. In this article, our goal was to identify and summarize key papers that may be helpful for faculty members interested in learning more about the peer-review process and how to improve their reviewing skills. The online discussions of the 2016-17 Academic Life in Emergency Medicine (ALiEM) Faculty Incubator program included a robust discussion about peer review, which highlighted a number of papers on that topic. We sought to augment this list with further suggestions by guest experts and by an open call on Twitter for other important papers. Via this process, we created a list of 24 total papers on the topic of peer review. After gathering these papers, our authorship group engaged in a consensus-building process incorporating Delphi methods to identify the papers that best described peer review, and also highlighted important tips for new reviewers. We found and reviewed 24 papers. In our results section, we present our authorship group's top five most highly rated papers on the topic of peer review. We also summarize these papers with respect to their relevance to junior faculty members and to faculty developers. We present five key papers on peer review that can be used for faculty development for novice writers and reviewers. These papers represent a mix of foundational and explanatory papers that may provide some basis from which junior faculty members might build upon as they both undergo the peer-review process and act as reviewers in turn.

  20. Empathy, Self-Esteem and Creativity among Junior Ballet Dancers.

    Science.gov (United States)

    Kalliopuska, Mirja

    This study examined the effect of the active pursuit of ballet as a hobby on personality. The study group consisted of 62 members of the junior ballet of the Finnish National Opera, ranging in age from 9 to 17 with the majority under 14. The dancers were given four self-esteem questionnaires which measured empathy, creativity, and other…

  1. Motivational Issues of Faculty in Saudi Arabia

    Science.gov (United States)

    Abdul-Cader, Akram; Anthony, Peter John

    2014-01-01

    This study focused on the factors that affect motivation of faculty in Saudi Arabia. It included two surveys and open-ended queries to a focus group of five academic managers and 25 faculty members of varying nationalities, rank, and institutes in Saudi Arabia. The research showed that the faculties in Saudi Arabia's highest education industry…

  2. An Analysis of Generational Differences Among Active Duty Members

    National Research Council Canada - National Science Library

    Skibo, Stephanie

    2004-01-01

    .... Clearly, these observed differences have implications for managers and leaders. Actions taken by leaders might be misunderstood by junior organizational members, leading to undesirable outcomes...

  3. Part-Time Faculty Satisfaction at Two-Year Public Postsecondary Institutions: A Comparison of Involuntary Part-Time, Voluntary Part-Time, and Full-Time Faculty

    Science.gov (United States)

    Kinchen, Nancy Huval

    2010-01-01

    Part-time faculty members represent the majority of faculty at public two-year postsecondary institutions. Utilizing part-time faculty enables two-year institutions to control their instructional costs and maintain scheduling flexibility. However, part-time faculty are diverse in regards to their employment preference, some prefer part-time…

  4. Management level of Intellectual Capital in the Palestinian Universities from the Perspective of Faculty Members in Relationship to the Aspects of Excellence

    Directory of Open Access Journals (Sweden)

    Mahmoud A.R. Assaf

    2017-11-01

    Full Text Available The study aimed to identify the degree of assessment given by faculty members of the Palestinian universities about their efforts in managing the intellectual capital, and to identify the aspects of excellence mostly preferred by them and the relationship between these aspects. To achieve the objectives of the study, the researcher followed the descriptive method by applying two questionnaires: the first consisting of (37 items; and the second comprising (28 items distributed to (4 areas. The sample consisted of (229 faculty members from these universities: (Al-Azhar, the Islamic university and al-Aqsa. They were selected using the random stratified method. The results were as follows: The respondents’ total degree of assessment of the efforts exerted by the universities in intellectual capital was at the rate of (63.8%, which is a medium degree. The area of (management of relations came in first place at a rate of (71.2% with a large degree. The ‘management of intellectual and organizational assets’ was given the last rank with a medium degree and the rate of (56.80% The aspect of excellence that was given the first rank by the respondents was the (development of faculty members and teaching at the rate of (65.2 % , and with a medium degree. The least trend is (supporting talent and creativity which came in the last rank, with a medium degree and a rate of (59.4%. There was a statistically significant correlation of (α≤0.05 between the degree of respondents’ assessment of university efforts in managing intellectual capital and their assessment of the aspects of excellence, recording a correlation coefficient of (0.737 .  Keywords: Aspects of excellence, Intellectual capital, Efforts of Palestinian Universities.

  5. Awareness of the Faculty Members at Al-Balqa' Applied University to the Concept of Time Management and Its Relation to Some Variables

    Science.gov (United States)

    Sabha, Raed Adel; Al-Assaf, Jamal Abdel-Fattah

    2012-01-01

    The study aims to investigate how extent is the time management awareness of the faculty members of the Al-Balqa' Applied university, and its relation to some variables. The study conducted on (150) teachers were selected randomly. For achieving the study goals an appropriate instrument has been built up based on the educational literature and…

  6. Perceptions of Unprofessional Attitudes and Behaviors: Implications for Faculty Role Modeling and Teaching Professionalism During Pathology Residency.

    Science.gov (United States)

    Brissette, Mark D; Johnson, Kristen A; Raciti, Patricia M; McCloskey, Cindy B; Gratzinger, Dita A; Conran, Richard Michael; Domen, Ronald E; Hoffman, Robert D; Post, Miriam D; Roberts, Cory Anthony; Rojiani, Amyn M; Powell, Suzanne Zein-Eldin

    2017-10-01

    - Changes occurring in medicine have raised issues about medical professionalism. Professionalism is included in the Core Competencies and Milestones for all pathology residents. Previous studies have looked at resident professionalism attitudes and behaviors in primary care but none have looked specifically at pathology. - To examine behavior and attitudes toward professionalism within pathology and to determine how professionalism is taught in residency programs. - Surveys were sent to all College of American Pathologists junior members and all pathology residency program directors, and responses were compared. - Although no single behavior received the same professionalism rating among residents and program directors, both groups identified the same behaviors as being the most unprofessional: posting identifiable patient information or case images to social media, making a disparaging comment about a physician colleague or member of the support staff on social media or in a public hospital space, and missing work without reporting the time off. Faculty were observed displaying most of these behaviors as often or more often than residents by both groups. The most common means to teach professionalism in pathology residencies is providing feedback as situations arise and teaching by example. Age differences were found within each group and between groups for observed behaviors and attitudes. - As teaching by example was identified as a common educational method, faculty must be aware of the role their behavior and attitudes have in shaping resident behavior and attitudes. These results suggest a need for additional resources to teach professionalism during pathology residency.

  7. Teacher training for medical faculty and residents.

    OpenAIRE

    Craig, J L

    1988-01-01

    Since 1984 the University of British Columbia's School of Medicine has offered teaching improvement project systems (TIPS) workshops on effective teaching techniques; two workshops a year are given for medical faculty members and two a year for residents. The faculty members who conduct the workshops have received training on how to present them. The most powerful learning experience offered by TIPS is the opportunity for participants to present 10-minute teaching segments that are videotaped...

  8. A comparison of students' self-assessments with faculty evaluations of their communication skills.

    Science.gov (United States)

    Lundquist, Lisa M; Shogbon, Angela O; Momary, Kathryn M; Rogers, Hannah K

    2013-05-13

    To compare students' self-assessment of their communication skills with faculty members' formal evaluation of their skills in a therapeutics course. Over a 3-year period, faculty members evaluated second-year pharmacy students' communication skills as part of a requirement in a therapeutics course. Immediately following an individual oral assessment and again following a group oral assessment, students self-assessed their communication skills using the same rubric the faculty members had used. Students' self-assessments were then compared with faculty members' evaluation of students' communication skills. Four hundred one (97.3%) students consented to participate in this study. Faculty evaluation scores of students for both the individual and group oral assessments were significantly higher than students' self-assessment scores. Students' self-assessment scores of their communication skills increased from the individual to the group oral assessment. Students' self-assessments of communication skills were consistently lower than faculty members' evaluations. Greater use of oral assessments throughout the pharmacy curriculum may help to improve students' confidence in and self-assessment of their communication skills.

  9. Factors that Motivate Business Faculty to Conduct Research: An Expectancy Theory Analysis

    Science.gov (United States)

    Chen, Yining; Gupta, Ashok; Hoshower, Leon

    2006-01-01

    In this study, the authors used expectancy theory to examine key factors that motivate business faculty to conduct research. The survey results, from 320 faculty members at 10 business schools, showed that faculty members who assign higher importance ratings to both the extrinsic and the intrinsic rewards of research exhibit higher research…

  10. Assessment of Knowledge, Attitudes and Practice of Clinical Faculty Members of Alborz University of Medical Sciences Towards Evidence Based Medicine (EBM and Its Using

    Directory of Open Access Journals (Sweden)

    D. salehifar

    2017-06-01

    Full Text Available Background: Evidence based medicine (EBM is an approach to improve the quality of clinical decision making, treatment and care provided to patients. This study aimed to assess the knowledge, attitude and practice of faculty members of Alborz University of Medical Sciences about EBM. Methods: A cross sectional study was conducted in 2015 and 40 physicians participated. Data were collected by a valid and reliable structured questionnaire consisting 17 knowledge items, 8 attitude items and 12 items for practices about EBM. Using SPSS software version 19 data analyses was done. Results: From a total of 49 faculty members 40 responded the questionnaires in which 62.5% were female, the mean average age was 40.6 years and mean time of job experience was 8.1 years. About half of the respondents had participated in an EBM workshop, 10% of the participants have stated that do not know EBM and 37.5% had low knowledge, only 7.5% had adequate knowledge. Ninety percent of the respondents believed that EBM has an important role in promoting quality of care and 82% of them were interested to take part in EBM workshops. The information source for clinical practice in 70% of the participants was the text book, 55% Cochrane, and 45% clinical experience. Conclusion: Faculty members had a positive attitude toward EBM; although a vast majority of them claimed that they practice based on evidence in clinical settings, about half of them stated had not adequate knowledge about EBM. Therefore, it is necessary to keep their knowledge up to date. 

  11. Perceptions of Value-Congruence with One's Department Chair: Does Match Matter?

    Science.gov (United States)

    Virick, Meghna; Strage, Amy

    2016-01-01

    Although studies have examined numerous factors that predict junior faculty success, previous research has paid little attention to the role played by department chairs. Drawing on theory from person-environment fit theory and value congruence, we sought to examine the implication of a match versus mismatch between faculty members and their chairs…

  12. Examining Differences among Online Faculty Reporting Student Plagiarism Using the Theory of Planned Behavior

    Science.gov (United States)

    Moeder Stowe, Susan A.

    2013-01-01

    Among higher education faculty, having to address academic misconduct and plagiarism is often viewed as a negative aspect of teaching resulting in inconsistent reporting by faculty. Some faculty members take no action in response. Differences exist in attitudes between traditional regular full-time and part-time adjunct faculty members in terms of…

  13. The Current Use of Web 2.0 Tools in University Teaching from the Perspective of Faculty Members at the College of Education

    Science.gov (United States)

    Ahmed, Abdelrahman M.; AbdelAlmuniem, Arwa; Almabhouh, Ahmed A.

    2016-01-01

    This study aimed to identify the current status of using Web 2.0 tools in university teaching by the faculty members of the College of Education at Sudan University of Science and Technology. The study used a descriptive analytical method based on the use of questionnaires and interviews. The questionnaire was administered to a sample of 40…

  14. Attitude of teaching faculty towards statistics at a medical university in Karachi, Pakistan.

    Science.gov (United States)

    Khan, Nazeer; Mumtaz, Yasmin

    2009-01-01

    Statistics is mainly used in biological research to verify the clinicians and researchers findings and feelings, and gives scientific validity for their inferences. In Pakistan, the educational curriculum is developed in such a way that the students who are interested in entering in the field of biological sciences do not study mathematics after grade 10. Therefore, due to their fragile background of mathematical skills, the Pakistani medical professionals feel that they do not have adequate base to understand the basic concepts of statistical techniques when they try to use it in their research or read a scientific article. The aim of the study was to assess the attitude of medical faculty towards statistics. A questionnaire containing 42 close-ended and 4 open-ended questions, related to the attitude and knowledge of statistics, was distributed among the teaching faculty of Dow University of Health Sciences (DUHS). One hundred and sixty-seven filled questionnaires were returned from 374 faculty members (response rate 44.7%). Forty-three percent of the respondents claimed that they had 'introductive' level of statistics courses, 63% of the respondents strongly agreed that a good researcher must have some training in statistics, 82% of the faculty was in favour (strongly agreed or agreed) that statistics was really useful for research. Only 17% correctly stated that statistics is the science of uncertainty. Half of the respondents accepted that they have problem of writing the statistical section of the article. 64% of the subjects indicated that statistical teaching methods were the main reasons for the impression of its difficulties. 53% of the faculty indicated that the co-authorship of the statistician should depend upon his/her contribution in the study. Gender did not show any significant difference among the responses. However, senior faculty showed higher level of the importance for the use of statistics and difficulties of writing result section of

  15. Faculty development to improve teaching at a health sciences center: a needs assessment.

    Science.gov (United States)

    Scarbecz, Mark; Russell, Cynthia K; Shreve, Robert G; Robinson, Melissa M; Scheid, Cheryl R

    2011-02-01

    There has been increasing interest at health science centers in improving the education of health professionals by offering faculty development activities. In 2007-08, as part of an effort to expand education-related faculty development offerings on campus, the University of Tennessee Health Science Center surveyed faculty members in an effort to identify faculty development activities that would be of interest. Factor analysis of survey data indicated that faculty interests in the areas of teaching and learning can be grouped into six dimensions: development of educational goals and objectives, the use of innovative teaching techniques, clinical teaching, improving traditional teaching skills, addressing teaching challenges, and facilitating participation. There were significant differences in the level of interest in education-related faculty development activities by academic rank and by the college of appointment. Full professors expressed somewhat less interest in faculty development activities than faculty members of lower ranks. Faculty members in the Colleges of Medicine and Dentistry expressed somewhat greater interest in faculty development to improve traditional teaching skills. The policy implications of the survey results are discussed, including the need for faculty development activities that target the needs of specific faculty groups.

  16. Preparation of Faculty Members and Students to Be Citizen Leaders and Pharmacy Advocates

    Science.gov (United States)

    Janke, Kristin K.; Boyle, Cynthia J.; Gianutsos, Gerald; Lindsey, Cameron C.; Moczygemba, Leticia R.; Whalen, Karen

    2013-01-01

    To identify characteristics and quality indicators of best practices for leadership and advocacy development in pharmacy education, a national task force on leadership development in pharmacy invited colleges and schools to complete a phone survey to characterize the courses, processes, and noteworthy practices for leadership and advocacy development at their institution. The literature was consulted to corroborate survey findings and identify additional best practices. Recommendations were derived from the survey results and literature review, as well as from the experience and expertise of task force members. Fifty-four institutions provided information about lecture-based and experiential curricular and noncurricular components of leadership and advocacy development. Successful programs have a supportive institutional culture, faculty and alumni role models, administrative and/or financial support, and a cocurricular thread of activities. Leadership and advocacy development for student pharmacists is increasingly important. The recommendations and suggestions provided can facilitate leadership and advocacy development at other colleges and schools of pharmacy. PMID:24371344

  17. Women Faculty, Higher Education, and the Recreation/Leisure Field

    Science.gov (United States)

    Henderson, Karla A.; Harrolle, Michelle; Rich, Samantha; Moretz, Janell

    2012-01-01

    Women represent growing numbers of faculty members in higher education as well as in recreation/leisure departments. The purpose of this study is to describe the career development of women faculty in recreation-related areas and to offer implications for faculty development and the preparation of future faculty. Data were collected from women who…

  18. Net Income of Pharmacy Faculty Compared to Community and Hospital Pharmacists.

    Science.gov (United States)

    Chisholm-Burns, Marie A; Gatwood, Justin; Spivey, Christina A; Dickey, Susan E

    2016-09-25

    Objective. To compare the net cumulative income of community pharmacists, hospital pharmacists, and full-time pharmacy faculty members (residency-trained or with a PhD after obtaining a PharmD) in pharmacy practice, medicinal chemistry, pharmaceutics, pharmacology, and social and administrative sciences. Methods. Markov modeling was conducted to calculate net projected cumulative earnings of career paths by estimating the costs of education, including the costs of obtaining degrees and student loans. Results. The economic model spanned 49 years, from ages 18 to 67 years. Earning a PharmD and pursuing an academic career resulted in projected net cumulative lifetime earnings ranging from approximately $4.7 million to $6.3 million. A pharmacy practice faculty position following public pharmacy school and one year of residency resulted in higher net cumulative income than community pharmacy. Faculty members with postgraduate year 1 (PGY1) training also had higher net income than other faculty and hospital pharmacy career paths, given similar years of prepharmacy education and type of pharmacy school attended. Faculty members with either a PharmD or PhD in the pharmacology discipline may net as much as $5.9 million and outpace all other PhD graduates by at least $75 000 in lifetime earnings. Projected career earnings of postgraduate year 2 (PGY2) trained faculty and PharmD/PhD faculty members were lower than those of community pharmacists. Findings were more variable when comparing pharmacy faculty members and hospital pharmacists. Conclusion. With the exception of PGY1 trained academic pharmacists, faculty projected net cumulative incomes generally lagged behind community pharmacists, likely because of delayed entry into the job market as a result of advanced training/education. However, nonsalary benefits such as greater flexibility and autonomy may enhance the desirability of academic pharmacy as a career path.

  19. Identification and Development of Items Comprising Organizational Citizenship Behaviors Among Pharmacy Faculty.

    Science.gov (United States)

    Desselle, Shane P; Semsick, Gretchen R

    2016-12-25

    Objective. Identify behaviors that can compose a measure of organizational citizenship by pharmacy faculty. Methods. A four-round, modified Delphi procedure using open-ended questions (Round 1) was conducted with 13 panelists from pharmacy academia. The items generated were evaluated and refined for inclusion in subsequent rounds. A consensus was reached after completing four rounds. Results. The panel produced a set of 26 items indicative of extra-role behaviors by faculty colleagues considered to compose a measure of citizenship, which is an expressed manifestation of collegiality. Conclusions. The items generated require testing for validation and reliability in a large sample to create a measure of organizational citizenship. Even prior to doing so, the list of items can serve as a resource for mentorship of junior and senior faculty alike.

  20. Identification and Development of Items Comprising Organizational Citizenship Behaviors Among Pharmacy Faculty

    Science.gov (United States)

    Semsick, Gretchen R.

    2016-01-01

    Objective. Identify behaviors that can compose a measure of organizational citizenship by pharmacy faculty. Methods. A four-round, modified Delphi procedure using open-ended questions (Round 1) was conducted with 13 panelists from pharmacy academia. The items generated were evaluated and refined for inclusion in subsequent rounds. A consensus was reached after completing four rounds. Results. The panel produced a set of 26 items indicative of extra-role behaviors by faculty colleagues considered to compose a measure of citizenship, which is an expressed manifestation of collegiality. Conclusions. The items generated require testing for validation and reliability in a large sample to create a measure of organizational citizenship. Even prior to doing so, the list of items can serve as a resource for mentorship of junior and senior faculty alike. PMID:28179717

  1. The Salary Premium Required for Replacing Management Faculty: Evidence from a National Survey

    Science.gov (United States)

    Finch, J. Howard; Allen, Richard S.; Weeks, H. Shelton

    2010-01-01

    One of the most important aspects of growing and improving business education is replacing departed faculty members. As the baby-boom generation approaches retirement, the supply of available replacement faculty members is diminishing. The result is a competitive market for replacement faculty that features increasing starting salary levels. In…

  2. Effect of Professional Ethics on Reducing Medical Errors from the Viewpoint of Faculty Members in Medical School of Tabriz University of Medical Sciences

    Directory of Open Access Journals (Sweden)

    Fatemeh Donboli Miandoab

    2017-12-01

    Full Text Available Background: Professionalism and adherence to ethics and professional standards are among the most important topics in medical ethics that can play a role in reducing medical errors. This paper examines and evaluates the effect of professional ethics on reducing medical errors from the viewpoint of faculty members in the medical school of the Tabriz University of Medical Sciences. Methods: in this cross-sectional descriptive study, faculty members of the Tabriz University of Medical Sciences were the statistical population from whom 105 participants were randomly selected through simple random sampling. A questionnaire was used, to examine and compare the self-assessed opinions of faculty members in the internal, surgical, pediatric, gynecological, and psychiatric departments. The questionnaires were completed by a self-assessment method and the collected data was analyzed using SPSS 21. Results: Based on physicians’ opinions, professional ethical considerations and its three domains and aspects have a significant role in reducing medical errors and crimes. The mean scores (standard deviations of the managerial, knowledge and communication skills and environmental variables were respectively 46.7 (5.64, 64.6 (8.14 and 16.2 (2.97 from the physicians’ viewpoints. The significant factors with highest scores on the reduction of medical errors and crimes in all three domains were as follows: in the managerial skills variable, trust, physician’s sense of responsibility against the patient and his/her respect for patients’ rights; in the knowledge and communication skills domain, general competence and eligibility as a physician and examination and diagnosis skills; and, last, in the environmental domain, the sufficiency of trainings in ethical issues during education and their satisfaction with basic needs. Conclusion: Based on the findings of this research, attention to the improvement of communication, management and environment skills should

  3. Survey of Part-Time Faculty at Ferris State College.

    Science.gov (United States)

    Snyder, Chryl A.; Terzin, Margaret A.

    The status of part-time faculty at Ferris State College during the 1984 fall quarter was investigated. A total of 53 part-timers completed the survey, which was based on the concerns of members of the Ferris Professional Women's organization. It was found that part-time faculty members were likely to be female, 36-50 years old, married, with a…

  4. Factors Affecting Faculty Web Portal Usability

    Science.gov (United States)

    Bringula, Rex P.; Basa, Roselle S.

    2011-01-01

    The study investigated the factors that might significantly affect web portal usability. Results of the study were intended to serve as inputs for faculty web portal development of the University of the East-Manila. Descriptive statistics utilized questionnaire data from 82 faculty members. The data showed that most of the respondents were…

  5. Bibliometric Analysis of Publication Output Patterns of Faculty ...

    African Journals Online (AJOL)

    The study is set out to analyse publication research output patterns of the faculty members of Agriculture and Veterinary Complex of Ahmadu Bello University, Zaria ... Faculty of Agriculture (FOA), National Agricultural Extension and Research ...

  6. Faculty and Student Expectations and Perceptions of E-mail Communication in a Campus and Distance Doctor of Pharmacy Program

    Science.gov (United States)

    Turner, Paul D.; Monaghan, Michael S.; Walters, Ryan W.; Merkel, Jennifer J.; Lipschultz, Jeremy H.; Lenz, Thomas L.

    2010-01-01

    Objective To examine faculty members' and students' expectations and perceptions of e-mail communication in a dual pathway pharmacy program. Methods Three parallel survey instruments were administered to campus students, distance students, and faculty members, respectively. Focus groups with students and faculty were conducted. Results Faculty members perceived themselves as more accessible and approachable by e-mail than either group of students did. Campus students expected a shorter faculty response time to e-mail and for faculty members to be more available than did distance students. Conclusion E-mail is an effective means of computer-mediated communication between faculty members and students and can be used to promote a sense of community and inclusiveness (ie, immediacy), especially with distant students. PMID:21436932

  7. Just Ask: Using Faculty Input to Inform Communication Strategies

    Science.gov (United States)

    Hoffmann-Longtin, Krista; Palmer, Megan M.; Welch, Julie L.; Walvoord, Emily C.; Dankoski, Mary E.

    2014-01-01

    Faculty members today are bombarded with information, yet limited in time and attention. Managing communication with faculty is an increasingly important function of faculty development offices. This study explored how communication frameworks can be paired with web design principles and attention economics to increase the effectiveness of…

  8. General experiences + race + racism = Work lives of Black faculty in postsecondary science education

    Science.gov (United States)

    Parsons, Eileen R. C.; Bulls, Domonique L.; Freeman, Tonjua B.; Butler, Malcolm B.; Atwater, Mary M.

    2016-12-01

    Existent research indicates that postsecondary Black faculty members, who are sorely underrepresented in the academy especially in STEM fields, assume essential roles; chief among these roles is diversifying higher education. Their recruitment and retention become more challenging in light of research findings on work life for postsecondary faculty. Research has shown that postsecondary faculty members in general have become increasingly stressed and job satisfaction has declined with dissatisfaction with endeavors and work overload cited as major stressors. In addition to the stresses managed by higher education faculty at large, Black faculty must navigate diversity-related challenges. Illuminating and understanding their experiences can be instrumental in lessening stress and job dissatisfaction, outcomes that facilitate recruitment and retention. This study featured the experiences and perceptions of Black faculty in science education. This study, framed by critical race theory, examines two questions: What characterizes the work life of some Black faculty members who teach, research, and serve in science education? How are race and racism present in the experiences of these postsecondary Black faculty members? A phenomenological approach to the study situates the experiences of the Black participants as valid phenomena worthy of investigation, illuminates their experiences, and seeks to retain the authenticity of their voices.

  9. Association Between Organizational Citizenship Behavior and Educational Performance of Faculty Members in Tabriz University of Medical Sciences- 2014 [Res Dev Med Educ 2015;4(1:81-84

    Directory of Open Access Journals (Sweden)

    Asadullah Khadivi

    2015-12-01

    Results: There was a significant relationship between altruism and educational performance (P =0.043. There was a significant relationship between conscientiousness and educational performance (p=0.046. A significant relationship was observed between sportsmanship and educational performance (p=0.004. There was no significant relationship between civic virtue and educational performance (p=0.98. A significant relationship was observed between respect and educational performance (P>0.001. There was no relationship between citizenship behavior and gender of the faculty members (P> 0.05. Conclusion: The results of this study showed that the more faculty members have the spirit of cooperation and assistance to colleagues and students and try to understand the specific situations that students face, the more effective they are in increasing the educational performance at the university level.

  10. College Presidents' Role Performance and Faculty Satisfaction

    Science.gov (United States)

    Paxton, Dan R.; Thomas, Darwin L.

    1977-01-01

    Data gathered from 896 faculty members from two technical colleges, three community colleges, two private universities, and three public universities revealed three dimensions of the presidential role: personal-public image, faculty and student interaction with presidents, and absence of autocratic leadership style. (Author/LBH)

  11. Faculty Wellness: Educator Burnout among Otolaryngology Graduate Medical Educators.

    Science.gov (United States)

    Kavanagh, Katherine R; Spiro, Jeffrey

    2018-06-01

    Objectives Burnout is a well-described psychological construct with 3 aspects: exhaustion, depersonalization, and lack of personal accomplishment. The objective of this study was to assess whether faculty members of an otolaryngology residency program exhibit measurable signs and symptoms of burnout with respect to their roles as medical educators. Study Design Cross-sectional survey. Setting Otolaryngology-head and neck surgery residency program. Subjects and Methods Faculty members from an otolaryngology residency program, all of whom are involved in resident education, completed the Maslach Burnout Inventory-Educators Survey (MBI-ES). The surveys were completed anonymously and scored with the MBI-ES scoring key. Results Twenty-three faculty members completed the MBI-ES, and 16 (69.6%) showed symptoms of burnout, as evidenced by unfavorable scores on at least 1 of the 3 indices (emotional exhaustion, depersonalization, or low personal accomplishment). The faculty consistently reported moderate to high personal accomplishment and low depersonalization. There were variable responses in the emotional exhaustion subset, which is typically the first manifestation of the development of burnout. Conclusion To our knowledge, this is the first application of the MBI-ES to investigate burnout among otolaryngology faculty members as related to their role as medical educators. Discovering symptoms of burnout at an early stage affords a unique and valuable opportunity to intervene. Future investigation is underway into potential causes and solutions.

  12. Job satisfaction and its influential factors in dental academic members in tehran, iran.

    Science.gov (United States)

    Seraj, B; Ghadimi, S; Mirzaee, M; Ahmadi, R; Bashizadeh, H; Ashofteh-Yazdi, K; Sahebjamee, M; Kharazi, Mj; Jahanmehr, M

    2014-03-01

    Assessment of job satisfaction of the faculty members and its underlying factors may increase career fulfillment and raise the educational and research productivity, leading to higher quality of dental services at the community level, ultimately improving public oral health status. This study assessed job satisfaction and its influential factors in dental academic members in Tehran. The job satisfaction level of 203 faculty members was assessed using a Likert scale questionnaire from 0 to 4, with 4 representing very satisfied and 0 not at all satisfied. The analysis of variance was used to compare the responses among dental faculty members of three different universities. The impact of age, gender, academic rank, employment status and the date of employment on the overall faculty job satisfaction was identified by multiple linear regression analysis. The mean professional satisfaction score among faculty members was 1.5 (0.5) out of four. Among the studied underlying factors, only the date of employment was seen to have a statistically significant impact on the faculties' overall job satisfaction (P= 0.05). There was no difference in job compensation observed between the three dental faculties. Dissatisfying aspects of the academic work included educational and research policies, monetary strategies, quality of leadership and administration, promotion and tenure policies, job security, educational environment, equipments, and facilities. The only satisfying factor was the interaction between faculty colleagues and students. Faculty members of Tehran Dental Schools are dissatisfied with their work environments in Tehran Dental Schools. Issues such as salary and remuneration, facilities, equipments, promotion and tenure policies are strongly believed to account for the dissatisfaction.

  13. Student-Faculty Partnership in Explorations of Pedagogical Practice: A Threshold Concept in Academic Development

    Science.gov (United States)

    Cook-Sather, Alison

    2014-01-01

    Student-faculty partnerships position students as informants, participants, and change agents in collaboration with faculty members. Enacting one form of such collaboration, Bryn Mawr College's SaLT program pairs faculty members and undergraduate students in explorations of pedagogical practice. The program provides both context and case study for…

  14. Structure, Features, and Faculty Content in ARL Member Repositories

    Science.gov (United States)

    Mercer, Holly; Koenig, Jay; McGeachin, Robert B.; Tucker, Sandra L.

    2011-01-01

    Questions about the optimal way to present repository content to authors, submitters, and end-users, prompted this study. The authors examined, through an observation and a survey, the institutional repositories of peer institutions in the ARL for good practices related to the presentation and organization of faculty-authored institutional…

  15. Comparing Student’s Assessment of the Faculty Member’s Training Performance and Faculty Member’s Self-Assessment at Kermanshah University of Medical Sciences

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    Bijan Sabour

    2013-08-01

    Full Text Available As an important strategy to promote the quality of teaching, the faculty member's assessment has been seriously taken into consideration by universities. The purpose of the present study was to compare the student's assessment of the faculty members and self-evaluation. In this cross-sectional descriptive analytic study, 885 students and 49 faculty members participated in this study in the second semester in 2009-2010. The maximum of 20 students were considered for the evaluation of each teacher. The instrument of data collection comprised of two corresponding questionnaires that were prepared based on Likert scale and included demographic information and teaching methodology. Data were analyzed by SPSS 16 software using descriptive statistics (independent T-test and ANOVA. The mean of scores for the faculty member's self-assessment was 88.12±6.21 out of 100 and the mean of scores for the student's assessment was 79.33±8.25 out of 100 that was statistically significantly differently from each other (p=0.021. There was a significant difference between the two groups in most cases regarding the 20 questions of the questionnaire.

  16. Motivational Issues of Faculty in Saudi Arabia

    Science.gov (United States)

    Abdul Cader, Akram

    2012-01-01

    Researchers have suggested that faculty motivation influences profitability of academic programs. The problem researched in this mixed method study was the motivational factors that reduce faculty member effectiveness in improving the profitability of their universities' academic programs. Based on Maslow's theory of needs, the purpose of the…

  17. Faculty Members in Ad/PR Perceive Discrimination in Academia.

    Science.gov (United States)

    Fedler, Fred; Smith, Ron F.

    This study examined whether faculty in advertising and public relations feel they are being treated fairly in their departments and in the Association for Education in Journalism and Mass Communication (AEJMC). A three-page questionnaire was mailed to 460 people belonging to either the Advertising Division or the Public Relations Division of the…

  18. Motivating Factors of Florida Community and State College Information Technology Faculty

    Science.gov (United States)

    Payne, Wendy Louise

    2013-01-01

    In this study the core job characteristics that contribute to the internal motivational factors and job satisfaction of information technology faculty members working at a community or state college in Florida were investigated. Fifty-four information technology faculty members working at a community or state college in Florida completed the Job…

  19. Understanding the components of publication success: a survey of academic award recipients.

    Science.gov (United States)

    Kenny, Anne M; Rowland, Heather; Gruman, Cynthia A

    2003-04-01

    This study examines predictors of publication number in career development awardees. We examined whether daily writing predicted publication number among junior faculty. We surveyed 94 career development awardees; the survey consisted of 28 questions in four domains: characteristics, environment, writing practices, and attitudes about writing. Variables that contributed positively to publication number included male gender and those with a negative effect were clinical research and perceiving the need to write as a requirement for advancement. In subgroup analysis of junior faculty, a habit of writing daily was predictive of greater publication numbers. Career development awardees published more first-authored manuscripts if they were male, were involved in nonclinical research, and did not perceive writing as a requirement for advancement. These factors highlight the need to explore the lower overall publication productivity in women and in clinical investigators. Junior faculty members that write daily publish more manuscripts, regardless of gender, research type, or motivators. The benefits of daily writing warrant direct study if not empiric implementation.

  20. The gender gap in peer-reviewed publications by physical therapy faculty members: a productivity puzzle.

    Science.gov (United States)

    Kaufman, Regina R; Chevan, Julia

    2011-01-01

    Studies of peer-reviewed article publication by faculty in higher education show men publish more than women. Part of the difference in publishing appears to be attributable directly to gender. Gender differences in publishing productivity have not been explored in physical therapy. The purpose of this study was to explore effects of gender on peer-reviewed publication productivity in physical therapy. This was a cross-sectional study using survey methods. A survey was administered to a random sample of 881 physical therapy faculty members; 459 responses were used for analysis. Men were more likely than women to be married, have children, hold a PhD degree, be tenured or on a tenure track, and hold the position of department chair. There was a significant difference in peer-reviewed publication rates between male and female respondents. Negative binomial regression models revealed that female gender was a negative predictor of peer-reviewed publication, accounting for between 0.51 and 0.58 fewer articles per year for women than for men over the course of a career. Reasons for the gender differences are not clear. Factors such as grant funding, laboratory resources, nature of collaborative relationships, values for different elements of the teaching/research/service triad, and ability to negotiate the academic culture were not captured by our model. The gender gap in peer-reviewed publishing productivity may have implications for individuals and the profession of physical therapy and should be subject to further exploration.

  1. Comparison of differences in performance evaluation of faculty by students with faculty’s self-assessment

    Science.gov (United States)

    AZIZI, KOUROSH; AGHAMOLAEI, TEAMUR; PARSA, NADER; DABBAGHMANESH, TAHEREH

    2014-01-01

    Introduction: The present study aimed to compare self-assessment forms of coursework taught in the school of public health at undergraduate, graduate, and postgraduate levels and students’ evaluation of the performance of the faculty members at these levels. Methods: The subjects in this cross-sectional study were the faculty members and students of the School of Public Health and Nutrition, Shiraz University of Medical Sciences, Shiraz, Iran. The data were collected using a socio-demographic information form and evaluation forms of professors prepared by the Educational Development Center (EDC). The faculty members were assessed by the students in undergraduate and graduate classes. Among the study subjects, 23 faculty members filled out the self-assessment forms which were then evaluated by 23 students. Then, the data were analyzed using the SPSS statistical 14. Paired t-test was used to compare the students’ evaluation of the faculty members’ performance and the professors’ self-assessment. Results: The mean score of self-assessment of the faculty members who taught undergraduate courses was 289.7±8.3, while that of the students’ evaluation was 281.3±16.1; the difference was statistically significant (t=3.56, p=0.001). Besides, the mean score of the self-assessment of the faculty members who taught graduate courses was 269.0±9.7, while that of the students’ evaluation was 265.7±14.6 but the difference was not statistically significant (t=1.09, p=0.28). Conclusions: Teaching performance perceptions of the faculty were similar to those of the graduate students as compared to the undergraduate ones. This may reflect better understanding of coursework at this level compared to the undergraduate students. Faculty members may need to adjust teaching methods to improve students’ performance and understanding especially in the undergraduate level. PMID:25512930

  2. Academic Administrator Leadership Styles and the Impact on Faculty Job Satisfaction

    Science.gov (United States)

    Bateh, Justin; Heyliger, Wilton

    2014-01-01

    This article examines the impact of three leadership styles as a predictor of job satisfaction in a state university system. The Multifactor Leadership Questionnaire was used to identify the leadership style of an administrator as perceived by faculty members. Spector's Job Satisfaction Survey was used to assess a faculty member's level of job…

  3. Research funding expectations as a function of faculty teaching/administrative workload.

    Science.gov (United States)

    Surratt, Christopher K; Kamal, Khalid M; Wildfong, Peter L D

    2011-06-01

    Persistent faculty shortages at US pharmacy schools make faculty recruitment and retention a perennial priority. The literature indicates that a key retention issue is whether the faculty member's scholarship is compromised because of a heavy teaching or service workload. Assess US pharmacy faculty perceptions concerning their views of appropriate expectations of research grant support given their teaching/administrative workloads. Data and opinions were collected using a multiple-choice, cross-sectional survey instrument (SurveyMonkey®; Menlo Park, CA), e-mailed to 1047 faculty members, randomly selected from all Accreditation Council of Pharmacy Education (ACPE)-accredited US pharmacy schools. Statistical analyses were performed using SPSS® (Chicago, IL) for Windows, Version 17.0. Of the researcher respondents, a majority felt that the amount of teaching expected was too much to be a competitive researcher. Teaching commitment was found more likely to increase than decrease after achieving tenure. Reported new faculty start-up funding was well below that typically found at nonpharmacy research schools. This information is anticipated to help pharmacy faculty members gauge their workload and productivity relative to a national peer group, and to help pharmacy schools improve in faculty recruitment and retention. The survey findings may assist pharmacy schools in clarifying reasonable teaching and funding expectations for pre- and post-tenure faculty, which in turn may help attract more pharmaceutical scientists to academic pharmacy positions. Copyright © 2011 Elsevier Inc. All rights reserved.

  4. Faculty Tort Liability for Libelous Student Publications

    Science.gov (United States)

    Stevens, George E.

    1976-01-01

    Examines recent court cases to determine whether a school administrator or faculty advisor may be legally responsible for defamation in a student publication. Concludes that the legal position of faculty members is unclear and recommends application of the U.S. Supreme Court's guidelines in Gertz v. Robert Welch, Inc. (JG)

  5. Engineering Integration: Building a Quick and Effective Faculty Seminar

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    Kate Peterson

    2012-12-01

    Full Text Available In the spring of 2010, the Science & Engineering Library of the University of Minnesota-Twin Cities partnered with the Information Literacy Librarian and offered a faculty seminar to the College of Science and Engineering. The seminar’s goals included 1. refreshing and expanding faculty’s knowledge of information and 21st century literacies and 2. creating a community of faculty committed to developing student skills in finding, evaluating and synthesizing information in their academic coursework and into their professional careers. Overall, the seminar increased faculty understanding of services and expertise of the libraries, and 21st century literacies. It also developed and strengthened ties between individual faculty members and their subject librarians, leading to a mix of outcomes from a faculty member partnering on a grant the Libraries applied for to course integrated instruction sessions to faculty participating in an e-textbook pilot. This seminar provides a strong model for re-framing information literacy in the context of teaching and learning in science and engineering, giving librarians an opportunity to strengthen relationships and increase liaison effectiveness.

  6. Effect of Faculty Development Activities on Dental Hygiene Faculty Perceptions of and Teaching About Motivational Interviewing: A Pilot Study.

    Science.gov (United States)

    Arnett, Michelle; Korte, Dina; Richards, Philip S; Saglik, Berna; Taichman, L Susan; Kinney, Janet S; Gwozdek, Anne E

    2017-08-01

    The aims of this pilot study were to assess dental hygiene faculty members' perceptions of the importance of motivational interviewing (MI) and their confidence in teaching students about MI and to determine the effect of MI training sessions on those perceptions. Participants were a convenience sample of all 16 dental hygiene faculty members who teach in the clinic at the University of Michigan School of Dentistry. Participants' perceptions were assessed prior to a workshop in MI (pretest), immediately after the workshop (posttest 1), and eight months after the workshop, at the end of the academic year (posttest 2). During the same period, some of the workshop participants took part in team grading sessions of audio recordings of student-patient MI interactions. The results showed that the majority of the faculty members perceived it was important to personally embrace the overall spirit of MI during patient care, and they were confident supporting students as well. Their ratings for embracing the spirit of MI increased from pretest to posttest 1, but slightly decreased at posttest 2. This trend was also seen in their assessment of the importance of and their confidence in teaching the eight MI strategies over time. Among the workshop participants, 56% were part of team grading; they reported the most helpful professional development activities overall were team grading (58%) and the workshop (25%). These results suggest the importance of making use of a variety of faculty development activities and of introducing appropriate follow-up to training sessions over time to ensure long-lasting effects. Future research using carefully designed, multi-institution, longitudinal studies is needed to determine the most effective ways to prepare dental hygiene faculty members to educate their students about MI.

  7. Estimation of Citation-Based Scholarly Activity Among Radiation Oncology Faculty at Domestic Residency-Training Institutions: 1996-2007

    International Nuclear Information System (INIS)

    Choi, Mehee; Fuller, Clifton D.; Thomas, Charles R.

    2009-01-01

    Purpose: Advancement in academic radiation oncology is largely contingent on research productivity and the perceived external influence of an individual's scholarly work. The purpose of this study was to use the Hirsch index (h-index) to estimate the research productivity of current radiation oncology faculty at U.S. academic institutions between 1996 and 2007. Methods and Materials: We performed bibliometric citation database searches for available radiation oncology faculty at domestic residency-training institutions (n = 826). The outcomes analyzed included the total number of manuscripts, total number of citations, and the h-index between 1996 and 2007. Analysis of overall h-index rankings with stratification by academic ranking, junior vs. senior faculty status, and gender was performed. Results: Of the 826 radiation oncologists, the mean h-index was 8.5. Of the individuals in the top 10% by the h-index, 34% were chairpersons, 88% were senior faculty, and 13% were women. A greater h-index was associated with a higher academic ranking and senior faculty status. Recursive partitioning analysis revealed an h-index threshold of 15 (p <0.0001) as an identified breakpoint between the senior and junior faculty. Overall, women had lower h-indexes compared with men (mean, 6.4 vs. 9.4); however, when stratified by academic ranking, the gender differential all but disappeared. Conclusion: Using the h-index as a partial surrogate for research productivity, it appears that radiation oncologists in academia today comprise a prolific group, however, with a highly skewed distribution. According to the present analysis, the h-index correlated with academic ranking. Thus, it potentially has utility in the process of promotion decisions. Overall, women in radiation oncology were less academically productive than men; the possible reasons for the gender differential are discussed.

  8. Higher education in nursing: the faculty work process in different institutional contexts

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    Valéria Marli Leonello

    2014-12-01

    Full Text Available Objective To analyze the characteristics of faculty work in nursing higher education. Method An exploratory qualitative study with a theoretical-methodological framework of dialectical and historical materialism. The faculty work process was adopted as the analytical category, grounded on conceptions of work and professionalism. Semi-structured interviews were conducted with 24 faculty members from three higher education institutions in the city of São Paulo, classified according to the typology of institutional contexts. Results The faculty members at these higher education institutions are a heterogeneous group, under different working conditions. Intensification and precarious conditions of the faculty work is common to all three contexts, although there are important distinctions in the practices related to teaching, research and extension. Conclusion Faculty professionalization can be the starting point for analyzing and coping with such a distinct reality of faculty work and practice.

  9. A Full-Time Dilemma: Examining the Experiences of Part-Time Faculty

    Science.gov (United States)

    Kimmel, Krista M.; Fairchild, Jennifer L.

    2017-01-01

    Part-time faculty now account for more than half of all faculty in American colleges and universities. Existing scholarship primarily has focused on the teaching effectiveness of part-time faculty. In this exploratory study, the authors employ a qualitative approach to examine the perspectives of part-time faculty members at a public, regional…

  10. Do Asian American Faculty Face a Glass Ceiling in Higher Education?

    Science.gov (United States)

    Lee, Sharon M.

    2002-01-01

    Evaluated the glass ceiling hypothesis in relation to Asian American faculty using data from the 1993 National Study of Post-Secondary Faculty for 1,019 Asian American faculty members. Data limitations prevent concluding that such faculty do or do not face a glass ceiling; however, baseline findings for future research are established. (SLD)

  11. Mentorship in an academic department of family medicine.

    Science.gov (United States)

    Riley, Margaret; Skye, Eric; Reed, Barbara D

    2014-01-01

    Lack of quality mentorship has been identified as an impediment to a successful academic career. This study serves as a needs assessment to understand baseline mentoring among faculty in an academic department of family medicine and the existing relationships between mentorship, job satisfaction, and academic productivity before the department begins a structured mentorship program. All faculty received an anonymous online survey inquiring about their current mentorship and their perception of the importance of mentorship, in addition to measures of job satisfaction and academic productivity. Of 62 faculty members completing the survey (83% of faculty), almost all indicated it is very or somewhat important to have a mentor (97%, n=60), although only 45% (n=28) reported having a current mentor. Junior faculty were less likely than senior faculty to be satisfied with their mentorship, particularly if they did not have a current mentor. Job satisfaction was high and was not associated with having a mentor. Faculty members with mentors were more likely to have presented a talk or poster nationally, to have taken on a new educational or leadership role, and to have had a greater volume of academic activities overall. Although faculty believe mentorship is important, less than half have a current mentor. Junior faculty are disproportionately dissatisfied by lack of mentorship. Mentorship was associated with some elements of academic productivity but not with job satisfaction. Further study of the impact of a more structured mentorship program is needed.

  12. A Call for Faculty Reengagement in Governance

    Science.gov (United States)

    Tinberg, Nalsey

    2009-01-01

    In this article, the author, as a faculty member drawn into administrative service over the past decade, describes how economic and fiscal challenges have steadily eroded, if not entirely eliminated, the crucial tenets of shared faculty and institutional governance. She sees this development as an academic form of the "shock doctrine" eloquently…

  13. Department Colleagues and Individual Faculty Publication Productivity.

    Science.gov (United States)

    Braxton, John M.

    1983-01-01

    A survey of male Ph.D.s in chemistry and psychology at selective liberal arts colleges showed the publication rate of department colleagues to be positively related to current publication productivity of the focal faculty member. Colleagues influenced research activity of faculty with low prior research levels, but not higher prior levels.…

  14. Exploring faculty perceptions towards electronic health records for nursing education.

    Science.gov (United States)

    Kowitlawakul, Y; Chan, S W C; Wang, L; Wang, W

    2014-12-01

    The use of electronic health records in nursing education is rapidly increasing worldwide. The successful implementation of electronic health records for nursing education software program relies on students as well as nursing faculty members. This study aimed to explore the experiences and perceptions of nursing faculty members using electronic health records for nursing education software program, and to identify the influential factors for successful implementation of this technology. This exploratory qualitative study was conducted using in-depth individual interviews at a university in Singapore. Seven faculty members participated in the study. The data were gathered and analysed at the end of the semester in the 2012/2013 academic year. The participants' perceptions of the software program were organized into three main categories: innovation, transition and integration. The participants perceived this technology as innovative, with both values and challenges for the users. In addition, using the new software program was perceived as transitional process. The integration of this technology required time from faculty members and students, as well as support from administrators. The software program had only been implemented for 2-3 months at the time of the interviews. Consequently, the participants might have lacked the necessary skill and competence and confidence to implement it successfully. In addition, the unequal exposure to the software program might have had an impact on participants' perceptions. The findings show that the integration of electronic health records into nursing education curricula is dependent on the faculty members' experiences with the new technology, as well as their perceptions of it. Hence, cultivating a positive attitude towards the use of new technologies is important. Electronic health records are significant applications of health information technology. Health informatics competency should be included as a required competency

  15. Intellectual Capital at Risk: Data Management Practices and Data Loss by Faculty Members at Five American Universities

    Directory of Open Access Journals (Sweden)

    Jaime Schumacher

    2015-06-01

    Full Text Available A study of 56 professors at five American universities found that a majority had little understanding of principles, well-known in the field of data curation, informing the ongoing administration of digital materials and chose to manage and store work-related data by relying on the use of their own storage devices and cloud accounts. It also found that a majority of them had experienced the loss of at least one work-related digital object that they considered to be important in the course of their professional career. Despite such a rate of loss, a majority of respondents expressed at least a moderate level of confidence that they would be able to make use of their digital objects in 25 years. The data suggest that many faculty members are unaware that their data is at risk. They also indicate a strong correlation between faculty members’ digital object loss and their data management practices. University professors producing digital objects can help themselves by becoming aware that these materials are subject to loss. They can also benefit from awareness and use of better personal data management practices, as well as participation in university-level programmatic digital curation efforts and the availability of more readily accessible, robust infrastructure for the storage of digital materials.

  16. Attitudes towards students who plagiarize: a dental hygiene faculty perspective.

    Science.gov (United States)

    Patel-Bhakta, Hemali G; Muzzin, Kathleen B; Dewald, Janice P; Campbell, Patricia R; Buschang, Peter H

    2014-01-01

    The purpose of this study was to examine baccalaureate dental hygiene faculty members' attitudes and practices regarding student plagiarism. An email containing a link to a thirty-two-item survey was sent to fifty-two baccalaureate dental hygiene program directors in the United States; thirty of those agreed for their faculty members to participate. Of the 257 faculty members who received the survey link, 106 completed the survey, for a response rate of 41.2 percent. The responding faculty members reported thinking plagiarism is a rising concern in their dental hygiene programs (54.5 percent, 54/99). The majority said they check for plagiarism on student class assignment/projects (67.1 percent, 53/79). For those who did not check for plagiarism, 45.8 percent (11/24) stated it took "too much time to check" or it was "too hard to prove" (16.6 percent, 4/24). The most frequent form of student plagiarism observed by the respondents was "copying directly from a source electronically" (78.0 percent, 39/50). Most respondents reported checking for plagiarism through visual inspection (without technological assistance) (73.0 percent, 38/52). Of those who said they use plagiarism detection software/services, 44.4 percent (16/36) always recommended their students use plagiarism detection software/services to detect unintentional plagiarism. For those faculty members who caught students plagiarizing, 52.9 percent (27/51) reported they "always or often" handled the incident within their dental hygiene department, and 76.5 percent (39/51) said they had never reported the student's violation to an academic review board.

  17. FACULTY DIVERSITY AND TENURE IN HIGHER EDUCATION.

    Science.gov (United States)

    Abdul-Raheem, Jalelah

    2016-01-01

    There is a need for minority faculty in higher education due to the increase in minority high school graduates and higher education enrollees. Faculty members who are tenured have the ability to advocate for cultural equality in their institutions and serve as mentors for students. Minority faculty whose tenured process is hindered by inequality may also be unable to become a proper mentor for minority students. The purpose of this paper is to identify why faculty diversity will lead to increased student success and comfort, minority mentors, minority research, and equity advocacy, and representation from all minority groups.

  18. Work-Life Spillover and Job Satisfaction of Married/partnered Faculty Members

    Science.gov (United States)

    Creamer, Elizabeth G.; Amelink, Catherine T.

    Two hierarchical regression analyses were conducted to analyze questionnaire data gathered from married or partnered, tenured and tenure-track faculty at a research university to identify personal, institutional, and nonwork factors that explain perceptions about work-life spillover and, secondly, the relationship of spillover, personal, institutional, and nonwork factors to overall job satisfaction. A combination of personal and environmental climate variables explained 48% of the variance in work-life spillover and 60% of the variance in job satisfaction. A direct, positive relationship was found between work-life spillover and job satisfaction. Findings challenge conceptions of work-life spillover as a negative dimension of faculty life.

  19. Student and faculty perceptions of lecture recording in a doctor of pharmacy curriculum.

    Science.gov (United States)

    Maynor, Lena M; Barrickman, Ashleigh Landis; Stamatakis, Mary K; Elliott, David P

    2013-10-14

    To describe students' and faculty members' perceptions of the impact of lecture recording in a doctor of pharmacy (PharmD) curriculum. Second- and third-year pharmacy students and faculty members completed an anonymous survey instrument regarding their perceptions of lecture recording with 2 classroom lecture capture software programs, Camtasia Studio and Wimba Classroom. Most students (82%) responded that Camtasia was very helpful and almost half (49%) responded that Wimba Classroom was helpful (pstudents reported being more likely to miss a class that was recorded; however, few students (10%) reported using recordings as a substitute for attending class. The most common concern of faculty members was decreased student attendance (27%). Pharmacy students consider lecture recordings beneficial, and they use the recordings primarily to review the lecture. While faculty members reported concerns with decreased attendance, few students reported using recordings as an alternative to class attendance.

  20. How to Evaluate a Faculty Governance Structure

    Science.gov (United States)

    Cordes, John W.; Dunbar, David; Gingerich, Jeff

    2013-01-01

    During the 2010-11 academic year, Cabrini College began an evaluation of a faculty governance structure that had been implemented in fall 2007. The processes involved might serve as a roadmap for faculty members and administrators at other institutions who seek to understand the strengths and weaknesses of their governance model and improve shared…

  1. Opinion & special articles: a guide from fellowship to faculty: Nietzsche and the academic neurologist.

    Science.gov (United States)

    Carmichael, S Thomas

    2012-10-02

    The role of the physician scientist in biomedical research is increasingly threatened. Despite a clear role in clinical advances in translational medicine, the percentage of physicians engaged in research has steadily declined. Several programmatic efforts have been initiated to address this problem by providing time and financial resources to the motivated resident or fellow. However, this decline in physician scientists is due not only to a lack of time and resources but also a reflection of the uncertain path in moving from residency or postdoctoral training toward junior faculty. This article is a practical guide to the milestones and barriers to successful faculty achievement after residency or fellowship training.

  2. Time Spent, Workload, and Student and Faculty Perceptions in a Blended Learning Environment

    Science.gov (United States)

    Schumacher, Christie; Arif, Sally

    2016-01-01

    Objective. To evaluate student perception and time spent on asynchronous online lectures in a blended learning environment (BLE) and to assess faculty workload and perception. Methods. Students (n=427) time spent viewing online lectures was measured in three courses. Students and faculty members completed a survey to assess perceptions of a BLE. Faculty members recorded time spent creating BLEs. Results. Total time spent in the BLE was less than the allocated time for two of the three courses by 3-15%. Students preferred online lectures for their flexibility, students’ ability to apply information learned, and congruence with their learning styles. Faculty members reported the BLE facilitated higher levels of learning during class sessions but noted an increase in workload. Conclusion. A BLE increased faculty workload but was well received by students. Time spent viewing online lectures was less than what was allocated in two of the three courses. PMID:27667839

  3. Roads Scholars: Part-Time Faculty Job Satisfaction in Community Colleges

    Science.gov (United States)

    Kramer, Allison L.; Gloeckner, Gene W.; Jacoby, Daniel

    2014-01-01

    Are part-time faculty members satisfied with their roles in higher education? Data from part-time faculty responses regarding their experiences in higher education vary. Valadez and Antony (2001) analyzed data from 6,811 part-time faculty collected from the National Center for Education Statistics' (NCES) 1992-1993 National Survey of Postsecondary…

  4. Evaluating Online Dictionaries From Faculty Prospective: A Case Study Performed On English Faculty Members At King Saud University--Wadi Aldawaser Branch

    Science.gov (United States)

    Abouserie, Hossam Eldin Mohamed Refaat

    2010-01-01

    The purpose of this study was to evaluate online dictionaries from faculty prospective. The study tried to obtain in depth information about various forms of dictionaries the faculty used; degree of awareness and accessing online dictionaries; types of online dictionaries accessed; basic features of information provided; major benefits gained…

  5. Dental Faculty Members' Pedagogic Beliefs and Curriculum Aims in Problem-Based Learning: An Exploratory Study.

    Science.gov (United States)

    von Bergmann, HsingChi; Walker, Judith; Dalrymple, Kirsten R; Shuler, Charles F

    2017-08-01

    The aims of this exploratory study were to explore dental faculty members' views and beliefs regarding knowledge, the dental profession, and teaching and learning and to determine how these views related to their problem-based learning (PBL) instructional practices. Prior to a PBL in dental education conference held in 2011, all attendees were invited to complete a survey focused on their pedagogical beliefs and practices in PBL. Out of a possible 55 participants, 28 responded. Additionally, during the conference, a forum was held in which preliminary survey findings were shared and participants contributed to focus group data collection. The forum results served to validate and bring deeper understanding to the survey findings. The conference participants who joined the forum (N=32) likely included some or many of the anonymous respondents to the survey, along with additional participants interested in dental educators' beliefs. The findings of the survey and follow-up forum indicated a disconnect between dental educators' reported views of knowledge and their pedagogical practices in a PBL environment. The results suggested that the degree of participants' tolerance of uncertainty in knowledge and the discrepancy between their epistemological and ontological beliefs about PBL pedagogy influenced their pedagogical choices. These findings support the idea that learner-centered, inquiry-based pedagogical approaches such as PBL may create dissonance between beliefs about knowledge and pedagogical practice that require the building of a shared understanding of and commitment to curricular goals prior to implementation to ensure success. The methods used in this study can be useful tools for faculty development in PBL programs in dental education.

  6. Faculty Satisfaction Questionnaire: Development, Validity, and Reliability.

    Science.gov (United States)

    Serafin, Ana Gil

    This study sought to design and test a survey instrument which examined college faculty satisfaction with their roles of teaching, research, and service. A panel of experts reviewed the Spanish and English versions of the 39 item survey for quality of items and grammatical accuracy. Thirty randomly selected faculty members from a population of 234…

  7. Empowering Faculty to Develop and Share Global Knowledge

    Science.gov (United States)

    Harrison, David

    2014-01-01

    As colleges seek to increase global knowledge within its students, it is important that faculty members are also offered opportunities to increase their own knowledge of global issues. This chapter discusses faculty development models for seminars abroad and how these seminars encourage the development of unique global study programs.

  8. Award-Winning Faculty at a Faith-Based Institution

    Science.gov (United States)

    Livingston, Jennifer; Jun, Alexander

    2011-01-01

    Exploring the development of excellent teachers could contribute to the revision of current practices in faculty recruitment, evaluation, workload expectations, and reward systems. This grounded theory study examined the professional careers of nine award-winning faculty members of a faith-based institution of higher education. The data, collected…

  9. Nursing Faculty's Experience with Disruptive Work Environments: A Mixed Method Study of the Phenomenon of Bullying Behaviors among Nursing Faculty and Their Intent to Stay in Academe

    Science.gov (United States)

    Shugart, Kelli Palmer

    2017-01-01

    Because of the limited research on the perceptions of nursing faculty on horizontal violence, this convergent mixed method study investigated the phenomenon of bullying behaviors among nursing faculty and the faculty's intent to stay in academe following exposure to bullying. 300 nursing faculty members of the Nursing Educator Discussion list…

  10. Experiences of Academic Members About their Professional Challenges: a Content Analysis Qualitative study.

    Science.gov (United States)

    Shahhosseini, Zohreh; Danesh, Mahmonier

    2014-04-01

    University faculty members of different disciplines in any country, by giving better quality services, will further accelerate the development of their respective countries. This study aims to explore the experiences of faculty members about their professional challenges. In this qualitative study, which was conducted in 2013, fifteen faculty members in the departments of clinical and basic sciences of Mazandaran university of Medical Sciences in northern Iran were chosen for semi-structured in-depth interviews by purposive sampling method. All tape-recorded data were fully transcribed and content analysis was performed. AFTER IMMERSION AND DATA ANALYSIS, THREE MAIN THEMES WERE EMERGED INCLUDING: "Imbalances in academic members' tasks in different areas", "Weakness of evaluation and promotion system" and "Failure to provide the infrastructure educational facilities". The main themes and sub-themes are explained by the help of participants' direct quotations. This study suggested that it is better to take effective measures to improve the faculty members' situation and therefore increase their efficiency, effectiveness and productivity.

  11. Observation and assessment of faculty development learning outcomes.

    Science.gov (United States)

    Behar-Horenstein, Linda S; Childs, Gail Schneider; Graff, Randy A

    2010-11-01

    Prior research has found that participation in course offerings provides a means of professional development and results in changes to faculty beliefs and instructional practices. However, as with most professional development initiatives in education, little is known about the sustainability of these training efforts. The research question that guided this study was the following: Do professional development efforts in teaching result in observed learning outcomes among faculty members? In this study, teaching observations served as the primary data source. Twelve faculty members (six in the College of Dentistry and six in the College of Health and Human Performance) who completed two six-week teaching seminars in fall 2006 and spring 2007 or spring 2008 and summer 2008 were asked to participate in a classroom observation and an interview lasting no longer than forty-five minutes. Six dental faculty members and three faculty members from the College of Health and Human Performance agreed to participate in the study. Three standardized reviewers conducted these classroom observations during fall 2008, spring 2009, and summer 2009. An active teaching rubric was used to evaluate the class transcripts. The findings revealed that participants somewhat frequently to frequently used questions that were open-ended or checked for comprehension. Seven of nine instructors made extensive efforts to engage the students interactively throughout the teaching session. Six of the participants infused the description of actual or hypothetical cases to illustrate the connections between teaching and patient care, while six utilized reflective practices. Findings from the interviews corroborated the observations. Overall, the findings showed that participants demonstrated the integration of those strategies that were taught during the seminars, which were consistent with teaching critical thinking skills and showed that the learning acquired during professional development

  12. A comparison of professional-level faculty and student perceptions of active learning: its current use, effectiveness, and barriers

    Science.gov (United States)

    Metz, Michael J.

    2014-01-01

    Active learning is an instructional method in which students become engaged participants in the classroom through the use of in-class written exercises, games, problem sets, audience-response systems, debates, class discussions, etc. Despite evidence supporting the effectiveness of active learning strategies, minimal adoption of the technique has occurred in many professional programs. The goal of this study was to compare the perceptions of active learning between students who were exposed to active learning in the classroom (n = 116) and professional-level physiology faculty members (n = 9). Faculty members reported a heavy reliance on lectures and minimal use of educational games and activities, whereas students indicated that they learned best via the activities. A majority of faculty members (89%) had observed active learning in the classroom and predicted favorable effects of the method on student performance and motivation. The main reported barriers by faculty members to the adoption of active learning were a lack of necessary class time, a high comfort level with traditional lectures, and insufficient time to develop materials. Students hypothesized similar obstacles for faculty members but also associated many negative qualities with the traditional lecturers. Despite these barriers, a majority of faculty members (78%) were interested in learning more about the alternative teaching strategy. Both faculty members and students indicated that active learning should occupy portions (29% vs. 40%) of face-to-face class time. PMID:25179615

  13. Key Strategies for Building Research Capacity of University Faculty Members

    Science.gov (United States)

    Huenneke, Laura F.; Stearns, Diane M.; Martinez, Jesse D.; Laurila, Kelly

    2017-01-01

    Universities are under pressure to increase external research funding, and some federal agencies offer programs to expand research capacity in certain kinds of institutions. However, conflicts within faculty roles and other aspects of university operations influence the effectiveness of particular strategies for increasing research activity. We…

  14. Weaving Authenticity and Legitimacy: Latina Faculty Peer Mentoring

    Science.gov (United States)

    Núñez, Anne-Marie; Murakami, Elizabeth T.; Gonzales, Leslie D.

    2015-01-01

    As an alternative to typical top-down mentoring models, the authors advance a conception of peer mentoring that is based on research about collectivist strategies that Latina faculty employ to navigate the academy. The authors advance recommendations for institutional agents to support mentoring for faculty who are members of historically…

  15. Diversity, Communication, and Leadership in the Community College Faculty Search Process

    Science.gov (United States)

    Fujii, Stephanie J.

    2014-01-01

    This qualitative study investigated ethnic/racial diversity in the community college faculty search process. The researcher interviewed 12 participants--administrators and faculty members at three community colleges in a large district in the southwestern United States--who served on faculty search committees from 2006-2009. Analysis of the…

  16. Assessment of and recommendations to improve pharmacy faculty satisfaction and retention.

    Science.gov (United States)

    Spivey, Christina A; Chisholm-Burns, Marie A; Murphy, John E; Rice, Laura; Morelli, Christopher

    2009-01-01

    The level of job satisfaction and items associated with job satisfaction are examined among pharmacy faculty in the United States. An Internet-based survey was developed and distributed via e-mail to randomly selected faculty. The survey questionnaire was developed based on items used in previous surveys related to faculty job satisfaction and included a seven-item job satisfaction measure, satisfaction with work- and career-related items, items regarding the work environment, and demographic information. Analysis of variance and Pearson's correlation coefficient were used to analyze the relationship among variables. Out of 1000 faculty members who received the survey, 266 responded. The mean +/- S.D. level of global job satisfaction for faculty was 3.82 +/- 0.77. Global satisfaction and salary satisfaction were associated with higher salary level (p satisfaction were found for several work and career items. Female faculty members were less satisfied with time for family and personal needs compared with male faculty (p job satisfaction, there are several work and career and work environment areas in which improvement in satisfaction is needed. Provision of competitive salaries and development of a stimulating, supportive institutional culture may increase job satisfaction and facilitate improved faculty retention.

  17. American Academic: A National Survey of Part-time/Adjunct Faculty. Volume 2

    Science.gov (United States)

    American Federation of Teachers (NJ), 2010

    2010-01-01

    Plainly, part-time/adjunct faculty members now play a vital role in educating the nation's college students. Even so, the data and research on part-time/adjunct faculty members have tended to be pretty spotty. This survey, conducted by Hart Research Associates on behalf of the American Federation of Teachers, is one of the first nationwide…

  18. Pharmacy faculty workplace issues: findings from the 2009-2010 COD-COF Joint Task Force on Faculty Workforce.

    Science.gov (United States)

    Desselle, Shane P; Peirce, Gretchen L; Crabtree, Brian L; Acosta, Daniel; Early, Johnnie L; Kishi, Donald T; Nobles-Knight, Dolores; Webster, Andrew A

    2011-05-10

    Many factors contribute to the vitality of an individual faculty member, a department, and an entire academic organization. Some of the relationships among these factors are well understood, but many questions remain unanswered. The Joint Task Force on Faculty Workforce examined the literature on faculty workforce issues, including the work of previous task forces charged by the American Association of Colleges of Pharmacy (AACP). We identified and focused on 4 unique but interrelated concepts: organizational culture/climate, role of the department chair, faculty recruitment and retention, and mentoring. Among all 4 resides the need to consider issues of intergenerational, intercultural, and gender dynamics. This paper reports the findings of the task force and proffers specific recommendations to AACP and to colleges and schools of pharmacy.

  19. Effects of assessing the productivity of faculty in academic medical centres: a systematic review

    Science.gov (United States)

    Akl, Elie A.; Meerpohl, Joerg J.; Raad, Dany; Piaggio, Giulia; Mattioni, Manlio; Paggi, Marco G.; Gurtner, Aymone; Mattarocci, Stefano; Tahir, Rizwan; Muti, Paola; Schünemann, Holger J.

    2012-01-01

    Background: Many academic medical centres have introduced strategies to assess the productivity of faculty as part of compensation schemes. We conducted a systematic review of the effects of such strategies on faculty productivity. Methods: We searched the MEDLINE, Healthstar, Embase and PsycInfo databases from their date of inception up to October 2011. We included studies that assessed academic productivity in clinical, research, teaching and administrative activities, as well as compensation, promotion processes and satisfaction. Results: Of 531 full-text articles assessed for eligibility, we included 9 articles reporting on eight studies. The introduction of strategies for assessing academic productivity as part of compensation schemes resulted in increases in clinical productivity (in six of six studies) in terms of clinical revenue, the work component of relative-value units (these units are nonmonetary standard units of measure used to indicate the value of services provided), patient satisfaction and other departmentally used standards. Increases in research productivity were noted (in five of six studies) in terms of funding and publications. There was no change in teaching productivity (in two of five studies) in terms of educational output. Such strategies also resulted in increases in compensation at both individual and group levels (in three studies), with two studies reporting a change in distribution of compensation in favour of junior faculty. None of the studies assessed effects on administrative productivity or promotion processes. The overall quality of evidence was low. Interpretation: Strategies introduced to assess productivity as part of a compensation scheme appeared to improve productivity in research activities and possibly improved clinical productivity, but they had no effect in the area of teaching. Compensation increased at both group and individual levels, particularly among junior faculty. Higher quality evidence about the benefits

  20. Effects of assessing the productivity of faculty in academic medical centres: a systematic review.

    Science.gov (United States)

    Akl, Elie A; Meerpohl, Joerg J; Raad, Dany; Piaggio, Giulia; Mattioni, Manlio; Paggi, Marco G; Gurtner, Aymone; Mattarocci, Stefano; Tahir, Rizwan; Muti, Paola; Schünemann, Holger J

    2012-08-07

    Many academic medical centres have introduced strategies to assess the productivity of faculty as part of compensation schemes. We conducted a systematic review of the effects of such strategies on faculty productivity. We searched the MEDLINE, Healthstar, Embase and PsycInfo databases from their date of inception up to October 2011. We included studies that assessed academic productivity in clinical, research, teaching and administrative activities, as well as compensation, promotion processes and satisfaction. Of 531 full-text articles assessed for eligibility, we included 9 articles reporting on eight studies. The introduction of strategies for assessing academic productivity as part of compensation schemes resulted in increases in clinical productivity (in six of six studies) in terms of clinical revenue, the work component of relative-value units (these units are nonmonetary standard units of measure used to indicate the value of services provided), patient satisfaction and other departmentally used standards. Increases in research productivity were noted (in five of six studies) in terms of funding and publications. There was no change in teaching productivity (in two of five studies) in terms of educational output. Such strategies also resulted in increases in compensation at both individual and group levels (in three studies), with two studies reporting a change in distribution of compensation in favour of junior faculty. None of the studies assessed effects on administrative productivity or promotion processes. The overall quality of evidence was low. Strategies introduced to assess productivity as part of a compensation scheme appeared to improve productivity in research activities and possibly improved clinical productivity, but they had no effect in the area of teaching. Compensation increased at both group and individual levels, particularly among junior faculty. Higher quality evidence about the benefits and harms of such assessment strategies is

  1. Part-time physician faculty in a pediatrics department: a study of equity in compensation and academic advancement.

    Science.gov (United States)

    Darbar, Mumtaz; Emans, S Jean; Harris, Z Leah; Brown, Nancy J; Scott, Theresa A; Cooper, William O

    2011-08-01

    To assess equity in compensation and academic advancement in an academic pediatrics department in which a large proportion of the physician faculty hold part-time appointments. The authors analyzed anonymized data from Vanderbilt University School of Medicine Department of Pediatrics databases for physician faculty (faculty with MD or MD/PhD degrees) employed during July 1, 2007 to June 30, 2008. The primary outcomes were total compensation and years at assistant professor rank. They compared compensation and years at junior rank by part-time versus full-time status, controlling for gender, rank, track, years since first appointment as an assistant professor, and clinical productivity. Of the 119 physician faculty in the department, 112 met inclusion criteria. Among those 112 faculty, 23 (21%) were part-time and 89 (79%) were full-time faculty. Part-time faculty were more likely than full-time faculty to be women (74% versus 28%, P part-time versus full-time status. In other adjusted analyses, faculty with part-time appointments spent an average of 2.48 more years as an assistant professor than did faculty with full-time appointments. Overall group differences in total compensation were not apparent in this department, but physician faculty with part-time appointments spent more time at the rank of assistant professor. This study provides a model for determining and analyzing compensation and effort to ensure equity and transparency across faculty.

  2. Health research barriers in the faculties of two medical institutions in India

    Directory of Open Access Journals (Sweden)

    Alamdari A

    2012-08-01

    Full Text Available A Alamdari,1 S Venkatesh,2 A Roozbehi,3 AT Kannan41Research Center of Factors Affecting Health, Faculty of Nursing and Midwifery, Yasouj University of Medical Sciences, Yasouj, Iran; 2National AIDS Control Organization, Janpath Road, Chandralok Building, New Delhi, India; 3Education Development Office, Yasouj University of Medical Sciences, Yasouj, Iran; 4Department of Community Medicine, University College of Medical Sciences and Guru Tegh Bahadur Hospital, Delhi, IndiaBackground: Health policy formation refers to the design of a conceptual framework to find possibilities, facilitate feasibilities, and identify strong and weak points, as well as insufficiencies, by research. Doing research should clarify qualities and standards for policy and decision-making to enable the success of development of health care in a country. Evaluation of the impact of health interventions is particularly poorly represented in public health research. This study attempted to identify barriers and facilitators of health research among faculty members in two major institutions in India, ie, the All India Institute of Medical Sciences (AIIMS and the University College of Medical Sciences (UCMS and Guru Tegh Bahadur (GTB Hospital in Delhi.Methods: The participants were asked to fill in a questionnaire that canvassed individual characteristics, ie, years of experience, place of work, academic rank, final educational qualification, work setting, educational group, primary activity, and number of publications in the previous 5 years. Barriers and facilitators were categorized into personal, resources, access, and administration groups. The data were processed using SPSS version 16, independent t-tests, Chi-square tests, and multivariate logistic regression.Results: The total number of faculty members at both institutions was 599, 456 (76% of whom participated in this study. The primary activities reported by faculty at UCMS (teaching and Faculty at AIIMS reported

  3. NASA/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program, 1991

    International Nuclear Information System (INIS)

    Tiwari, S.N.

    1991-09-01

    In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spent 10 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society of Engineering Education supervises the programs. The objects were the following: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate and exchange ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of the participants' institutions; and (4) to contribute to the research objectives of the NASA center

  4. Differences in Student Evaluations of Principles and Other Economics Courses and The Allocation of Faculty across Courses

    Science.gov (United States)

    Ragan, James F., Jr.; Walia, Bhavneet

    2010-01-01

    The authors analyze 19 semesters of student evaluations at Kansas State University. Faculty member fixed effects are sizable and indicate that among faculty members who teach both types of courses, the best principles teachers also tend to be the best nonprinciples teachers. Estimates that ignore faculty effects are biased because principles…

  5. Knowledge Processing and Faculty Engagement in Multicultural University Settings: A Social Learning Perspective

    Science.gov (United States)

    Selmer, Jan; Jonasson, Charlotte; Lauring, Jakob

    2014-01-01

    In educational studies much attention has been directed to engagement as a precondition for positive student outcomes. Very few studies, however, have focused on the engagement of the faculty members. This is a regrettable omission because engagement has been argued to lead to more satisfied, more productive and healthier faculty members. In this…

  6. A comparison of professional-level faculty and student perceptions of active learning: its current use, effectiveness, and barriers.

    Science.gov (United States)

    Miller, Cynthia J; Metz, Michael J

    2014-09-01

    Active learning is an instructional method in which students become engaged participants in the classroom through the use of in-class written exercises, games, problem sets, audience-response systems, debates, class discussions, etc. Despite evidence supporting the effectiveness of active learning strategies, minimal adoption of the technique has occurred in many professional programs. The goal of this study was to compare the perceptions of active learning between students who were exposed to active learning in the classroom (n = 116) and professional-level physiology faculty members (n = 9). Faculty members reported a heavy reliance on lectures and minimal use of educational games and activities, whereas students indicated that they learned best via the activities. A majority of faculty members (89%) had observed active learning in the classroom and predicted favorable effects of the method on student performance and motivation. The main reported barriers by faculty members to the adoption of active learning were a lack of necessary class time, a high comfort level with traditional lectures, and insufficient time to develop materials. Students hypothesized similar obstacles for faculty members but also associated many negative qualities with the traditional lecturers. Despite these barriers, a majority of faculty members (78%) were interested in learning more about the alternative teaching strategy. Both faculty members and students indicated that active learning should occupy portions (29% vs. 40%) of face-to-face class time. Copyright © 2014 The American Physiological Society.

  7. Faculty Perceptions of and Experiences with Students' Use of Coercive Power

    Science.gov (United States)

    Kuhn, Kristine L.

    2016-01-01

    The purpose of this basic qualitative study was to understand how faculty perceive and experience students' use of coercive power in faculty-student relationships. Interviews were used to gather data from faculty members who had experienced students' use of coercive power. Data reveal that students' use of coercive power can negatively impact…

  8. NextUp: Intentional Faculty Leadership Development for All Ranks and Disciplines

    Science.gov (United States)

    Ashe, Diana L.; TenHuisen, Matthew L.

    2018-01-01

    While most academic leadership training focuses on department chairs and those already in or identified for those positions, the NextUp Faculty Leadership Development Fellows program includes faculty who are considering academic leadership of any kind in their careers. Sixty faculty members have joined NextUp; forty-one have graduated and 19 are…

  9. Economic Difficulty and Coping Strategies of Low Income Faculty Members as Related to their Teaching Performance

    Directory of Open Access Journals (Sweden)

    Ronaldo F. Frufonga

    2015-11-01

    Full Text Available This study ascertained the relationship between difficulties and coping strategies as related to teaching performance of West Visayas State University-Janiuay Campus (WVSU-JC faculty for the School Year 2014-2015. The survey-correlational method was used with teaching performance as dependent variables, experienced economic difficulties as the independent variable, and coping strategy as moderator variable. The participants in the study were the 52 faculty who were selected through purposive sampling. Data were gathered through a researcher-made questionnaire-checklist and Faculty Performance Evaluation System. The statistical tools used were frequency count, rank, mean, standard deviation, and Pearson's Product-Moment Coefficient of Correlation. All statistical computations were availed of through the Statistical Package for the Social Sciences (SPSS software. Results revealed that the top economic difficulty experienced by faculty was limited cash. The topmost coping strategy employed by faculty was buying only basic foods or things for household. The faculty also experienced economic difficulty to a “moderate extent.” Nevertheless, the performance of the faculty was found to be “outstanding.” Teachers were affected by such financial crisis. However, despite their experienced economic difficulties, as major agents for change, they performed their best for the improvement of quality education. No significant relationships existed between coping strategies and teaching performance of faculty.

  10. Obstacles Faced by Heads of Departments and Faculty Members in the Jordanian Public Universities in the Implementation of Vocational and Technical Education Programs from Their Perspective

    Science.gov (United States)

    Hammad, Heba Ibraheem; Airout, Mostafa Mohammad

    2016-01-01

    The purpose of the study is to find out the obstacles faced by heads of departments and faculty members at Jordanian public universities in the implementation of vocational and technical education programs from their perspective, and to find out the effect of gender, experience, and academic rank on their perspective. To achieve the aim of the…

  11. Community-based dental education and the importance of faculty development.

    Science.gov (United States)

    McAndrew, Maureen

    2010-09-01

    Community-based dental education offers a variety of positive learning experiences for students while providing needed dental services for the underserved. More dental students are being instructed by a growing body of largely volunteer community-based faculty who practice in a wide range of community settings including community hospitals and clinics, nursing homes, and private practices. These geographically dispersed instructors may have little experience as educators. Their practice styles and their motivation to improve teaching effectiveness are likely to differ from the styles and motivation of school-based faculty members. Moreover, many dental schools have begun to emphasize practices that may be unfamiliar to community-based faculty such as evidence-based practice. Providing faculty development for them is challenging, yet crucial to the success of these programs and dental education in general. Fundamental elements that must be considered for effective community faculty development programming include fostering a culture of respect between school-based and community faculty members, basing programs on the actual needs of these educators, integrating principles of adult learning theory, and establishing ongoing institutional support. This article provides background on this movement, reviews the literature for faculty development programs geared specifically to community-based educators, makes recommendations for development programs for these dental educators, and includes suggestions for future research.

  12. Research-based assessment affordances and constraints: Perceptions of physics faculty

    Science.gov (United States)

    Madsen, Adrian; McKagan, Sarah B.; Martinuk, Mathew Sandy; Bell, Alexander; Sayre, Eleanor C.

    2016-06-01

    [This paper is part of the Focused Collection on Preparing and Supporting University Physics Educators.] To help faculty use research-based materials in a more significant way, we learn about their perceived needs and desires and use this information to suggest ways for the physics education research community to address these needs. When research-based resources are well aligned with the perceived needs of faculty, faculty members will more readily take them up. We used phenomenographic interviews of ordinary physics faculty and department chairs to identify four families of issues that faculty have around research-based assessments (RBAs). First, many faculty are interested in using RBAs but need help with the practicalities of administering RBAs: how to find them, which ones there are, and how to administer them. Second, at the same time, many faculty think that RBAs are limited and do not measure many of the things they care about, or are not applicable in their classes. They want assessments to measure skills, perceptions, and specific concepts. Third, many faculty want to turn to communities of other faculty and experts to help them interpret their assessment results and suggest other ways to do assessment. They want to better understand their assessment results by comparing to others and interacting with faculty from other schools to learn about how they do assessment. Fourth, many faculty consider their courses in the broader contexts of accountability and their departments. They want help with assessment in these broader contexts. We also discuss how a faculty member's role in their department and type of institution influence their perceived wants and needs around assessment.

  13. Cross-Cultural Peer Mentoring: One Approach to Enhancing White Faculty Adjustment at Black Colleges

    Science.gov (United States)

    Louis, Dave A.

    2015-01-01

    White faculty members at Black colleges in the United States face numerous social obstacles. Exploring the experiences of White faculty members at four historically Black colleges and universities (HBCUs) and their adjustment to a minority status assists the comprehension of issues surrounding this subgroup. Utilizing a phenomenological approach,…

  14. Efficiency in Assessment: Can Trained Student Interns Rate Essays as Well as Faculty Members?

    Science.gov (United States)

    Cole, Tracy L.; Cochran, Loretta F.; Troboy, L. Kim; Roach, David W.

    2012-01-01

    What are the most efficient and effective methods in measuring outcomes for assurance of learning in higher education? This study examines the merits of outsourcing part of the assessment workload by comparing ratings completed by trained student interns to ratings completed by faculty. Faculty evaluation of students' written work samples provides…

  15. A Simulation Model that Decreases Faculty Concerns about Adopting Web-Based Instruction

    Science.gov (United States)

    Song, Hae-Deok; Wang, Wei-Tsong; Liu, Chao-Yueh

    2011-01-01

    Faculty members have different concerns as they integrate new technology into their teaching practices. The integration of Web-Based Instruction in higher-education settings will not be successful if these faculty concerns are not addressed. Four main stages of faculty concern (information, personal, management, and impact) were identified based…

  16. Decoding Ourselves: An Inquiry into Faculty Learning about Reciprocity in Service-Learning

    Science.gov (United States)

    Miller-Young, Janice; Dean, Yasmin; Rathburn, Melanie; Pettit, Jennifer; Underwood, Margot; Gleeson, Judy; Lexier, Roberta; Calvert, Victoria; Clayton, Patti

    2015-01-01

    Faculty learning about service-learning is an important area of research because understanding how faculty develop their practice is an important first step in improving student learning outcomes and relationships with community members. Enacting reciprocity in service-learning can be particularly troublesome because it requires faculty to learn…

  17. A Comparative Study of the Relationships between Conflict Management Styles and Job Satisfaction, Organizational Commitment, and Propensity to Leave the Job among Saudi and American Universities' Faculty Members

    Science.gov (United States)

    Alzahrani, Mohammed

    2013-01-01

    This study used Rahim Organizational Conflict Inventory-II, Form C to examine the preference for conflict management styles among Saudi and American faculty members. Additionally, the study examined the relationships between conflict management styles and job satisfaction, organizational commitment, and propensity to leave the job. A random sample…

  18. The Analysis of the Relationship between Organizational Structure and Information Technology (IT): And the Barriers to Its Establishment at the University of Isfahan from the Faculty Member's Viewpoints

    Science.gov (United States)

    Peyman, Yarmohammadzadeh; Mohsen, Allammeh Sayyed; Hassan, Ghalavandi; Aboulghassim, Farhang; Zaman, Ajdari

    2011-01-01

    The purpose of the present study is to investigate the relationship between organizational structure between IT and the barriers to its establishment in University of Isfahan from faculty member's viewpoints in 2007-2008. The questionnaires were prepared and examined based on the organization dimensions of organizational structures (formality,…

  19. Exploring the Climate for Women as Community College Faculty.

    Science.gov (United States)

    Hagedorn, Linda Serra; Laden, Berta Vigil

    2002-01-01

    Provides a literature review and national dataset analyses regarding the perceived conditions of women community college faculty members. Reports that the climate at the average community college may be friendlier than at four-year institutions; however, women faculty at community colleges are not free from the confines of glass ceilings, academic…

  20. Will a Short Training Session Improve Multiple-Choice Item-Writing Quality by Dental School Faculty? A Pilot Study.

    Science.gov (United States)

    Dellinges, Mark A; Curtis, Donald A

    2017-08-01

    Faculty members are expected to write high-quality multiple-choice questions (MCQs) in order to accurately assess dental students' achievement. However, most dental school faculty members are not trained to write MCQs. Extensive faculty development programs have been used to help educators write better test items. The aim of this pilot study was to determine if a short workshop would result in improved MCQ item-writing by dental school faculty at one U.S. dental school. A total of 24 dental school faculty members who had previously written MCQs were randomized into a no-intervention group and an intervention group in 2015. Six previously written MCQs were randomly selected from each of the faculty members and given an item quality score. The intervention group participated in a training session of one-hour duration that focused on reviewing standard item-writing guidelines to improve in-house MCQs. The no-intervention group did not receive any training but did receive encouragement and an explanation of why good MCQ writing was important. The faculty members were then asked to revise their previously written questions, and these were given an item quality score. The item quality scores for each faculty member were averaged, and the difference from pre-training to post-training scores was evaluated. The results showed a significant difference between pre-training and post-training MCQ difference scores for the intervention group (p=0.04). This pilot study provides evidence that the training session of short duration was effective in improving the quality of in-house MCQs.

  1. Scholarly productivity for nursing clinical track faculty.

    Science.gov (United States)

    Tschannen, Dana; Anderson, Christine; Strobbe, Stephen; Bay, Esther; Bigelow, April; Dahlem, Chin Hwa Gina Y; Gosselin, Ann K; Pollard, Jennifer; Seng, Julia S

    2014-01-01

    Recent years have yielded substantial advancement by clinical track faculty in cohort expansion and collective contributions to the discipline of nursing. As a result, standards for progression and promotion for clinical faculty need to be more fully developed, articulated, and disseminated. Our school formed a task force to examine benchmarks for the progression and promotion of clinical faculty across schools of nursing, with the goal of guiding faculty, reviewers, and decision makers about what constitutes excellence in scholarly productivity. Results from analyses of curriculum vitae of clinical professors or associate professors at six universities with high research activity revealed a variety of productivity among clinical track members, which included notable diversity in the types of scholarly products. Findings from this project help quantify types of scholarship for clinical faculty at the time of promotion. This work provides a springboard for greater understanding of the contributions of clinical track faculty to nursing practice. Copyright © 2014 Elsevier Inc. All rights reserved.

  2. A grounded theory of faculty's use of humanization to create online course climate.

    Science.gov (United States)

    Cox-Davenport, Rebecca A

    2014-03-01

    The purpose of this research was to study the way faculty establish course social presence in an online course. The community of inquiry model by Garrison, Anderson, and Archer distinguished the area of social presence as an important component of online learning, and this study sought to understand how faculty perceive and create social presence in their online classroom. By employing a grounded theory approach, a substantive theory was developed to explain the way in which faculty create and maintain an online course climate. The sample consisted of 10 nursing faculty teaching various master's in nursing courses. Through a rigorous qualitative process using nursing faculty interviews and online course analysis, humanization was found to be the core category in setting online course climate. Faculty's efforts to humanize the climate lead each member of the community to view the other members as real, thereby enabling the establishment of online social presence.

  3. Which non-technical skills do junior doctors require to prescribe safely? A systematic review.

    Science.gov (United States)

    Dearden, Effie; Mellanby, Edward; Cameron, Helen; Harden, Jeni

    2015-12-01

    Prescribing errors are a major source of avoidable morbidity and mortality. Junior doctors write most in-hospital prescriptions and are the least experienced members of the healthcare team. This puts them at high risk of error and makes them attractive targets for interventions to improve prescription safety. Error analysis has shown a background of complex environments with multiple contributory conditions. Similar conditions in other high risk industries, such as aviation, have led to an increased understanding of so-called human factors and the use of non-technical skills (NTS) training to try to reduce error. To date no research has examined the NTS required for safe prescribing. The aim of this review was to develop a prototype NTS taxonomy for safe prescribing, by junior doctors, in hospital settings. A systematic search identified 14 studies analyzing prescribing behaviours and errors by junior doctors. Framework analysis was used to extract data from the studies and identify behaviours related to categories of NTS that might be relevant to safe and effective prescribing performance by junior doctors. Categories were derived from existing literature and inductively from the data. A prototype taxonomy of relevant categories (situational awareness, decision making, communication and team working, and task management) and elements was constructed. This prototype will form the basis of future work to create a tool that can be used for training and assessment of medical students and junior doctors to reduce prescribing error in the future. © 2015 The British Pharmacological Society.

  4. The Effects of a Positive Mindset Trigger Word Pre-Performance Routine on the Expressive Performance of Junior High Age Singers

    Science.gov (United States)

    Broomhead, Paul; Skidmore, Jon B.; Eggett, Dennis L.; Mills, Melissa M.

    2012-01-01

    The effects of a positive mindset trigger word intervention on the expressive performance of individual junior high singers were tested in this study. Participants (N = 155) were assigned randomly to a control group or an experimental group. Members of the experimental group participated in a 40-min intervention while members of the control group…

  5. Understanding Faculty to Improve Content Recruitment for Institutional Repositories

    Science.gov (United States)

    Foster, Nancy Fried.; Gibbons, Susan

    2005-01-01

    Institutional repositories (IRs) offer many clear benefits yet faculty authors have not demonstrated much interest in depositing their content into them. Without the content, IRs will not succeed, because institutions will sustain IRs for only so long without evidence of success. A yearlong study of faculty members at the University of Rochester…

  6. The Relationship Between Student and Faculty Attitudes Toward Technology

    Science.gov (United States)

    Donnell, Virginia

    2009-01-01

    The purpose of this study was to examine student and faculty attitudes toward computer technology in advanced arts classes at a southeastern university in the United States. This one semester study was focused on the traditional arts disciplines of art, dance, music, and theatre. This correlational analysis limited to faculty members and students…

  7. A Matrix Mentoring Model That Effectively Supports Clinical and Translational Scientists and Increases Inclusion in Biomedical Research: Lessons From the University of Utah.

    Science.gov (United States)

    Byington, Carrie L; Keenan, Heather; Phillips, John D; Childs, Rebecca; Wachs, Erin; Berzins, Mary Anne; Clark, Kim; Torres, Maria K; Abramson, Jan; Lee, Vivian; Clark, Edward B

    2016-04-01

    Physician-scientists and scientists in all the health professions are vital members of the U.S. biomedical workforce, but their numbers at academic health centers are declining. Mentorship has been identified as a key component in retention of faculty members at academic health centers. Effective mentoring may promote the retention of clinician-scientists in the biomedical workforce. The authors describe a holistic institutional mentoring program to support junior faculty members engaged in clinical and translational science at the University of Utah. The clinical and translational scholars (CATS) program leverages the resources of the institution, including the Center for Clinical and Translational Science, to augment departmental resources to support junior faculty investigators and uses a multilevel mentoring matrix that includes self, senior, scientific, peer, and staff mentorship. Begun in the Department of Pediatrics, the program was expanded in 2013 to include all departments in the school of medicine and the health sciences. During the two-year program, scholars learn management essentials and have leadership training designed to develop principal investigators. Of the 86 program participants since fiscal year 2008, 92% have received extramural awards, 99% remain in academic medicine, and 95% remain at the University of Utah. The CATS program has also been associated with increased inclusion of women and underrepresented minorities in the institutional research enterprise. The CATS program manifests institutional collaboration and coordination of resources, which have benefited faculty members and the institution. The model can be applied to other academic health centers to support and sustain the biomedical workforce.

  8. Faculty diversity programs in U.S. medical schools and characteristics associated with higher faculty diversity.

    Science.gov (United States)

    Page, Kathleen Raquel; Castillo-Page, Laura; Wright, Scott M

    2011-10-01

    To describe diversity programs for racial and ethnic minority faculty in U.S. medical schools and identify characteristics associated with higher faculty diversity. The authors conducted a cross-sectional survey study of leaders of diversity programs at 106 U.S. MD-granting medical schools in 2010. Main outcome measures included African American and Latino faculty representation, with correlations to diversity program characteristics, minority medical student representation, and state demographics. Responses were obtained from 82 of the 106 institutions (77.4%). The majority of the respondents were deans, associate and assistant deans (68.3%), members of minority ethnic/racial background (65.9% African American, 14.7% Latino), and women (63.4%). The average time in the current position was 6.7 years, with approximately 50% effort devoted to the diversity program. Most programs targeted medical trainees and faculty (63.4%). A majority of programs received monetary support from their institutions (82.9%). In bivariate analysis, none of the program characteristics measured were associated with higher than the mean minority faculty representation in 2008 (3% African American and 4.2% Latino faculty). However, minority state demographics in 2008, and proportion of minority medical students a decade earlier, were significantly associated with minority faculty representation. Medical student diversity 10 years earlier was the strongest modifiable factor associated with faculty diversity. Our results support intervening early to strengthen the minority medical student pipeline to improve faculty diversity. Schools located in states with low minority representation may need to commit additional effort to realize institutional diversity.

  9. Junior PC-Kørekort

    DEFF Research Database (Denmark)

    Hansbøl, Mikala; Mathiasen, Helle

    udviklingsprojekt med forsøg med DANSK IT's Junior PC-kørekort® som metode og redskab til at evaluere og dokumentere elevernes IT-kompetencer. Projektet blev gennemført i perioden fra 2002-2003 og afsluttet i foråret 2003. Rapporten er baseret på kvalitative case studier af elever og læreres arbejde med Junior PC......-kørekort® prøverne. DANSK IT's Junior PC-kørekort® kan betragtes som et forsøg på at etablere en bestemt fælleskulturel tilgang til elevernes IT-kompetencer i folkeskolen. Ud fra et situeret læringsperspektiv problematiserer rapporten anvendelsen af de standardiserede prøver som metode til at dokumentere og evaluere...... elevernes IT-kompetencer. Rapporten (2MB) fylder 80 sider ekskl. bilag. Bemærk, at forskningsrapporten handler om Dansk IT's Junior PC-kørekort - ikke at forveksle med det IT-bevis for folkeskolens elever, som Undevisningsministeriet har udviklet. Dette IT-bevis koncept skiftede navn i januar 2004, hvor...

  10. Faculty Transformation in Curriculum Transformation: The Role of Faculty Development in Campus Internationalization

    Science.gov (United States)

    Niehaus, Elizabeth; Williams, Letitia

    2016-01-01

    Curriculum transformation is often cited as one of the key strategies for internationalizing higher education in the United States, and faculty members play a central role in this process. The purpose of the study we report here was to explore the potential for professional development initiatives to foster the transformation in perspectives…

  11. A qualitative inquiry into the challenges and complexities of research supervision: viewpoints of postgraduate students and faculty members.

    Science.gov (United States)

    Yousefi, Alireza; Bazrafkan, Leila; Yamani, Nikoo

    2015-07-01

    The supervision of academic theses at the Universities of Medical Sciences is one of the most important issues with several challenges. The aim of the present study is to discover the nature of problems and challenges of thesis supervision in Iranian universities of medical sciences. The study was conducted with a qualitative method using conventional content analysis approach. Nineteen faculty members, using purposive sampling, and 11 postgraduate medical sciences students (Ph.D students and residents) were selected on the basis of theoretical sampling. The data were gathered through semi-structured interviews and field observations in Shiraz and Isfahan universities of medical sciences from September 2012 to December 2014. The qualitative content analysis was used with a conventional approach to analyze the data. While experiencing the nature of research supervision process, faculties and the students faced some complexities and challenges in the research supervision process. The obtained codes were categorized under 4 themes Based on the characteristics; included "contextual problem", "role ambiguity in thesis supervision", "poor reflection in supervision" and "ethical problems". The result of this study revealed that there is a need for more attention to planning and defining the supervisory, and research supervision. Also, improvement of the quality of supervisor and students relationship must be considered behind the research context improvement in research supervisory area.

  12. Multiculturalism and the Liberal Arts College: Faculty Perceptions of Pedagogy.

    Science.gov (United States)

    Aleman, Ana M. Martinez; Salkever, Katya

    This is a qualitative study of faculty perceptions of the relationship between pedagogy, liberal education, and multiculturalism. The incompatibility of liberal education and multiculturalism ground this study along with the assertion that teaching and learning are central to the liberal education mission. Nineteen faculty members participated in…

  13. Librarian-Faculty Collaboration on a Library Research Assignment and Module for College Experience Classes

    Science.gov (United States)

    Keyes, Anne; Barbier, Pat

    2013-01-01

    A librarian and faculty member collaborated on creating a library research module for students in the faculty member's college success classes to help them learn the fundamentals of information literacy. Using the assignment "My Ideal Job," the students met four or more times with the librarian in a computer classroom to learn how to do…

  14. Faculty development: a 'field of dreams'?

    Science.gov (United States)

    Steinert, Yvonne; McLeod, Peter J; Boillat, Miriam; Meterissian, Sarkis; Elizov, Michelle; Macdonald, Mary Ellen

    2009-01-01

    Participants in faculty development workshops often comment that 'those who need faculty development the most attend the least'. The goals of this study were to explore the reasons why some clinical teachers do not participate in centralised faculty development activities and to learn how we can make faculty development programmes more relevant to teachers' needs. In 2006, we conducted focus groups with 16 clinical teachers, who had not participated in faculty development activities, to ascertain their perceptions of faculty development, reasons for non-participation and perceived barriers to involvement. Content analysis and team consensus guided the data interpretation. Focus group participants were aware of faculty development offerings and valued the goals of these activities. Important reasons for non-participation emerged: clinical reality, which included volume of work and lack of (protected) time; logistical issues, such as timing and the central location of organised activities; a perceived lack of financial reward and recognition for teaching, and a perceived lack of direction from, and connection to, the university. Clinical reality and logistical issues appeared to be greater deterrents to participation than faculty development goals, content or strategies. Moreover, when asked to discuss faculty development, teachers referred to their development as faculty members in the broadest sense, which included personal and career development. They also expressed the desire for clear guidance from the university, financial rewards and recognition for teaching, and a sense of 'belonging'. Faculty development programmes should try to address these organisational issues as well as teachers' personal and professional needs.

  15. Online learning for faculty development: a review of the literature.

    Science.gov (United States)

    Cook, David A; Steinert, Yvonne

    2013-11-01

    With the growing presence of computers and Internet technologies in personal and professional lives, it seems prudent to consider how online learning has been and could be harnessed to promote faculty development. Discuss advantages and disadvantages of online faculty development, synthesize what is known from studies involving health professions faculty members, and identify next steps for practice and future research. We searched MEDLINE for studies describing online instruction for developing teaching, leadership, and research skills among health professions faculty, and synthesized these in a narrative review. We found 20 articles describing online faculty development initiatives for health professionals, including seven quantitative comparative studies, four studies utilizing defined qualitative methods, and nine descriptive studies reporting anecdotal lessons learned. These programs addressed diverse topics including clinical teaching, educational assessment, business administration, financial planning, and research skills. Most studies enrolled geographically-distant learners located in different cities, provinces, or countries. Evidence suggests that online faculty development is at least comparable to traditional training, but learner engagement and participation is highly variable. It appears that success is more likely when the course addresses a relevant need, facilitates communication and social interaction, and provides time to complete course activities. Although we identified several practical recommendations for success, the evidence base for online faculty development is sparse and insubstantial. Future research should include rigorous, programmatic, qualitative and quantitative investigations to understand the principles that govern faculty member engagement and success.

  16. View of academics of Faculty of Medicine of Semnan University of Medical Sciences towards student research

    Directory of Open Access Journals (Sweden)

    S Mehr Alizadeh

    2012-02-01

    Results: Findings indicated that most of faculty members relatively satisfied with their profession. There was a significant association between job satisfaction level and tendency to research activities. Around 20% of responders showed high interest and about 66% had an average interest in advising students’ research activities. Faculty members believed students showing little inclination toward research works as well as lacking knowledge on research principles. Low income, extended hours of teaching, engagement in private practice, administrative duties, excessive bureaucracy and insufficient research funding are the most frequent challenges in doing students’ research. Conclusion: It is concluded that most medical faculty members possessed a high inclination toward research activities. Students' needs to receive detailed instructions on research methodology and should be encouraged to consider research as part of their educational programs. Faculty members should be motivated to devote more time and energy towards students’ research activities.

  17. Student Perceptions of Faculty Credibility Based on Email Addresses

    Science.gov (United States)

    Livermore, Jeffrey A.; Scafe, Marla G.; Wiechowski, Linda S.

    2010-01-01

    The purpose of this study was to evaluate students' perceptions of faculty credibility based on email addresses. The survey was conducted at an upper division business school in Michigan where all students have completed at least two years of college courses. The survey results show that a faculty member's selection of an email address does…

  18. Ergonomics and musculoskeletal pain among postgraduate students and faculty members of the School of Dentistry of the University of Barcelona (Spain). A cross-sectional study

    OpenAIRE

    Harutunian, Karmen; Gargallo Albiol, Jordi; Barbosa de Figueiredo, Rui Pedro; Gay Escoda, Cosme

    2011-01-01

    Objectives: To evaluate the intensity and location of musculoskeletal pain suffered by students and professors from different postgraduate programs of the School of Dentistry of the University of Barcelona (Spain), to identify the variables related to the occurrence of musculoskeletal symptoms and signs, and to establish possible preventive measures for such disorders. Materials and Methods: A cross-sectional study was made among students and faculty members from different postgraduate course...

  19. Degree of Practice of Emotional and Spiritual Education by Faculty Members of Tafila Technical University and Its Role in Development of Self-Behavior from the Perspective of Students

    Science.gov (United States)

    Kraimeen, Hani; Al-Mhasnah, Abd Al Raheem

    2017-01-01

    This study aims to identify the practice of emotional and spiritual education by faculty members of Tafila Technical University and its relation in development of students' self-behavior, a notion that includes some aspects of self-emotions, behavior control, and emotional control and to guide a person towards achievement, excellence, in light of…

  20. The Willingness of Military Members to Seek Help: The Role of Social Involvement and Social Responsibility.

    Science.gov (United States)

    Bowen, Gary L; Jensen, Todd M; Martin, James A; Mancini, Jay A

    2016-03-01

    Anchored in the social organization theory of action and change, we use data from a large sample of active-duty Air Force members to examine the direct and indirect influence of social involvement and social responsibility on willingness to seek help in times of need via trust in formal systems and informal supports. Group comparisons are conducted between junior male, junior female, senior male, and senior female service members. The key mediational path in the model for all groups is the connection between social involvement and willingness to seek help via trust in formal systems. These results can inform both unit- and community-level interventions intended to increase the likelihood that active-duty AF members will seek help in times of need. © Society for Community Research and Action 2016.

  1. Online role-playing for faculty development.

    Science.gov (United States)

    Ladhani, Zahra; Chhatwal, Jugesh; Vyas, Rashmi; Iqbal, Mobeen; Tan, Christina; Diserens, Deborah

    2011-03-01

    There has been a rapid growth of online teaching in the past few years, yet the implementation of role-play for formal educational activities in an online setting is growing more slowly. The use of online role-playing for the development of health professions educators is virtually un-documented in the literature. In the project reported here we use role-playing as a method to motivate and increase active participation in an online web-based discussion on community-based medical education (CBME). The Foundation for Advancement of International Medical Education & Research (FAIMER(®) ) Institute hosts virtual group discussions for fellows as part of its fellowship programmes, in order to deepen their knowledge base in health professions education and research. In June 2008, a group of seven FAIMER(®) fellows and faculty members moderated an online discussion on CBME using an online role-play exercise with other fellows and faculty members. Out of a total of 102 fellows, 36 (35.3%) participated actively, which exceeded the typical percentage of list server participation. In addition, a rich discussion resulted in a comprehensive report on the goals, challenges, logistical components, role of Health Ministry policy and the possible ethical mandate of CBME in developing countries. Online role-play encouraged distributed participation among a highly diverse international group of participants, supporting the conclusion that role-playing can be used effectively with mid-career health professional faculty members in the online environment. © Blackwell Publishing Ltd 2011.

  2. The lived experience of part-time baccalaureate nursing faculty.

    Science.gov (United States)

    Gazza, Elizabeth A; Shellenbarger, Teresa

    2010-01-01

    Hiring part-time nursing faculty may impact students, faculty careers, and the institution. Yet, little has been studied, particularly in nursing, regarding the experiences of these faculty. This hermeneutic phenomenological study seeks to understand the lived experience of being a part-time faculty member in a baccalaureate nursing program. Through purposive and snowball sampling, nine nursing faculty in part-time positions in northeastern baccalaureate nursing programs participated in in-depth personal interviews. Four themes were uncovered during data analysis, including achieving the dream, a group divided, for the love of the students, and jump in and figure it out. Results of the study seem to indicate that the experience of being a part-time faculty differs in several ways from being a full-time faculty. Understanding part-time faculty experiences provides insight into faculty needs, issues, and concerns while facilitating the development of research-based recruitment and retention strategies. Recommendations for those involved in nursing education, including nursing faculty and administrators, are provided. Copyright © 2010 Elsevier Inc. All rights reserved.

  3. Career Progression of Junior Professional Officers

    Energy Technology Data Exchange (ETDEWEB)

    Pepper S. E.; Carbonaro J.; Hoffheins, B; Collins, T.

    2015-07-12

    The U.S. Support Program to IAEA Safeguards (USSP) has funded more than 25 Junior Professional Officer (JPO) positions in the IAEA Department of Safeguards since 2005. JPOs are college graduates with zero to two years’ work experience who work alongside experienced IAEA staff members for one to two years and assist with basic, yet essential work while obtaining valuable experience. They contribute to equipment development, testing, integration, open source information collection and analysis, and software and database development. This paper will study the trends in career progression for the JPOs who have completed assignments with the IAEA in the Department of Safeguards. Brookhaven National Laboratory, in its role in managing the USSP, has compiled information that can be analyzed for this purpose.

  4. CSU Digital Ambassadors: An Empowering and Impactful Faculty Learning Community

    Science.gov (United States)

    Soodjinda, Daniel; Parker, Jessica K.; Ross, Donna L.; Meyer, Elizabeth J.

    2014-01-01

    This article chronicles the work of the California State University Digital Ambassador Program (DA), a Faculty Learning Community (FLC), which brought together 13 faculty members across the state to create ongoing, targeted spaces of support for colleagues and educational partners to learn about innovative technological and pedagogical practices…

  5. Student and Faculty Inter-Generational Digital Divide: Fact or Fiction?

    Science.gov (United States)

    Salajan, Florin D.; Schonwetter, Dieter J.; Cleghorn, Blaine M.

    2010-01-01

    This article analyzes the digital native-digital immigrant dichotomy based on the results of a small-scale study conducted at the University of Toronto, Faculty of Dentistry, regarding students' and faculty members' perceptions toward the implementation of digital learning technologies in the curriculum. The first element chosen for measurement…

  6. An Analysis of Technological Issues Emanating from Faculty Transition to a New Learning Management System

    Science.gov (United States)

    Sanga, Mapopa William

    2016-01-01

    This case study investigated the process 119 faculty members underwent as they transitioned from using Desire to Learn (D2L) learning management system (LMS), to using Canvas LMS. Other than analyzing technological issues faculty members encountered while navigating various aspects of the Canvas interface, the study also analyzed technological…

  7. Associations between Prior Disability-Focused Training and Disability-Related Attitudes and Perceptions among University Faculty

    Science.gov (United States)

    Murray, Christopher; Lombardi, Allison; Wren, Carol T.; Keys, Christopher

    2009-01-01

    This investigation examined the relationship between prior disability-focused training and university faculty members' attitudes towards students with learning disabilities (LD). A survey containing items designed to measure faculty attitudes was sent to all full-time faculty at one university. Analyses of 198 responses indicated that faculty who…

  8. Attending Surgeons' Leadership Style in the Operating Room: Comparing Junior Residents' Experiences and Preferences.

    Science.gov (United States)

    Kissane-Lee, Nicole A; Yule, Steven; Pozner, Charles N; Smink, Douglas S

    2016-01-01

    Recent studies have focused on surgeons' nontechnical skills in the operating room (OR), especially leadership. In an attempt to identify trainee preferences, we explored junior residents' opinions about the OR leadership style of teaching faculty. Overall, 20 interns and 20 mid-level residents completed a previously validated survey on the style of leadership they encountered, the style they preferred to receive, and the style they personally employed in the OR. In all, 4 styles were explored; authoritative: leader makes decisions and communicates them firmly; explanatory: leader makes decisions promptly, but explains them fully; consultative: leader consults with trainees when important decisions are made, and delegative: leader puts the problem before the group and makes decisions by majority opinion. Comparisons were completed using chi-square analysis. Junior resident preference for leadership style of attending surgeons in the OR differed from what they encountered. Overall, 62% of residents encountered an authoritative leadership style; however, only 9% preferred this (p styles (41%). Preferences differed by postgraduate year. Although 40% of interns preferred a consultative style, 50% of mid-level residents preferred explanatory leadership. Junior resident preference of leadership style in the OR differs from what they actually encounter. This has the potential to create unwanted tension and may erode team performance. Awareness of this difference provides an opportunity for an educational intervention directed at both attendings and trainees. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  9. Navigating Orientalism: Asian Women Faculty in the Canadian Academy

    Science.gov (United States)

    Mayuzumi, Kimine

    2015-01-01

    While individuals of note have been documented, there has been a paucity of research into the collective voices of Asian women faculty in higher education. To fill this gap, the study brings forward the narratives of nine Asian women faculty members in the Canadian academy who have roots in East Asia. Employing the concept of Orientalism within a…

  10. Assessing faculty professional development in STEM higher education: Sustainability of outcomes.

    Science.gov (United States)

    Derting, Terry L; Ebert-May, Diane; Henkel, Timothy P; Maher, Jessica Middlemis; Arnold, Bryan; Passmore, Heather A

    2016-03-01

    We tested the effectiveness of Faculty Institutes for Reforming Science Teaching IV (FIRST), a professional development program for postdoctoral scholars, by conducting a study of program alumni. Faculty professional development programs are critical components of efforts to improve teaching and learning in the STEM (Science, Technology, Engineering, and Mathematics) disciplines, but reliable evidence of the sustained impacts of these programs is lacking. We used a paired design in which we matched a FIRST alumnus employed in a tenure-track position with a non-FIRST faculty member at the same institution. The members of a pair taught courses that were of similar size and level. To determine whether teaching practices of FIRST participants were more learner-centered than those of non-FIRST faculty, we compared faculty perceptions of their teaching strategies, perceptions of environmental factors that influence teaching, and actual teaching practice. Non-FIRST and FIRST faculty reported similar perceptions of their teaching strategies and teaching environment. FIRST faculty reported using active learning and interactive engagement in lecture sessions more frequently compared with non-FIRST faculty. Ratings from external reviewers also documented that FIRST faculty taught class sessions that were learner-centered, contrasting with the teacher-centered class sessions of most non-FIRST faculty. Despite marked differences in teaching practice, FIRST and non-FIRST participants used assessments that targeted lower-level cognitive skills. Our study demonstrated the effectiveness of the FIRST program and the empirical utility of comparison groups, where groups are well matched and controlled for contextual variables (for example, departments), for evaluating the effectiveness of professional development for subsequent teaching practices.

  11. Citation ranking versus peer evaluation of senior faculty research performance

    DEFF Research Database (Denmark)

    Meho, Lokman I.; Sonnenwald, Diane H.

    2000-01-01

    The purpose of this study is to analyze the relationship between citation ranking and peer evaluation in assessing senior faculty research performance. Other studies typically derive their peer evaluation data directly from referees, often in the form of ranking. This study uses two additional...... indicator of research performance of senior faculty members? Citation data, book reviews, and peer ranking were compiled and examined for faculty members specializing in Kurdish studies. Analysis shows that normalized citation ranking and citation content analysis data yield identical ranking results....... Analysis also shows that normalized citation ranking and citation content analysis, book reviews, and peer ranking perform similarly (i.e., are highly correlated) for high-ranked and low-ranked senior scholars. Additional evaluation methods and measures that take into account the context and content...

  12. How Faculty can Affect Student Texting, Distraction, Grades, and Attitudes

    Science.gov (United States)

    Duncan, Douglas K.; Hoekstra, A.; Wilcox, B.

    2014-01-01

    There is considerable pressure on faculty members to use technology in teaching. Students also bring technology into class in the form of laptop computers, smart phones, and iPads. Does this technology increase or decrease learning? We report two years of data studying 14 different classes with a total of approximately 1200 students. We find that, on the average, approximately 70% of students use their own digital devices during class and 30% do not. The grades earned by the former group average nearly half a grade point average lower than the non-use group. Faculty policies are found to dramatically influence student behavior. Extensive student interview data will be reported that shows that students expect faculty members to set technology policies and summarizes their attitudes about technology use.

  13. Anchoring a Mentoring Network in a New Faculty Development Program

    Science.gov (United States)

    Beane-Katner, Linda

    2014-01-01

    Intentional mentoring of the next generation of faculty is critical if they are to be successful teacher-scholars. The traditional model of one-on-one mentoring is insufficient given the changing demographics of next-generation faculty members, their particular expectations, the limited professional training they receive in graduate school, and…

  14. The effects of undergraduate nursing student-faculty interaction outside the classroom on college grade point average.

    Science.gov (United States)

    Al-Hussami, Mahmoud; Saleh, Mohammad Y N; Hayajneh, Ferial; Abdalkader, Raghed Hussein; Mahadeen, Alia I

    2011-09-01

    The effects of student-faculty interactions in higher education have received considerable empirical attention. However, there has been no empirical study that has examined the relation between student-faculty interaction and college grade point average. This is aimed at identifying the effect of nursing student-faculty interaction outside the classroom on students' semester college grade point average at a public university in Jordan. The research was cross-sectional study of the effect of student-faculty interaction outside the classroom on the students' semester college grade point average of participating juniors and seniors. Total interaction of the students was crucial as it is extremely significant (t = 16.2, df = 271, P ≤ 0.001) in relation to students' academic scores between those students who had ≥70 and those who had <70 academic scores. However, gender differences between students, and other variables were not significant either to affect students' academic scores or students' interaction. This study provides some evidence that student-faculty interactions outside classrooms are significantly associated with student's academically achievements. Copyright © 2011 Elsevier Ltd. All rights reserved.

  15. Perceptions of part-time faculty by chairpersons of undergraduate health education programs.

    Science.gov (United States)

    Price, James H; Braun, Robert E; McKinney, Molly A; Thompson, Amy

    2011-11-01

    In recent years, it has become commonplace for universities to hire part-time and non-tenure track faculty to save money. This study examined how commonly part-time faculty are used in health education and how they are used to meet program needs. The American Association of Health Education's 2009 "Directory of Institutions Offering Undergraduate and Graduate Degree Programs in Health Education" was used to send a three-wave mailing to programs that were not schools of public health (n = 215). Of the 125 departments (58%) that responded, those that used part-time faculty averaged 7.5 part-time faculty in the previous academic year, teaching on average a total of 10 classes per year. A plurality of departments (38%) were currently using more part-time faculty than 10 years ago and 33% perceived that the number of part-time faculty has resulted in decreases in the number of full-time positions. Although 77% of department chairs claimed they would prefer to replace all of their part-time faculty with one full-time tenure track faculty member. As colleges downsize, many health education programs are using more part-time faculty. Those faculty members who take part-time positions will likely be less involved in academic activities than their full-time peers. Thus, further research is needed on the effects of these changes on the quality of health education training and department productivity.

  16. What students learn about professionalism from faculty stories: an "appreciative inquiry" approach.

    Science.gov (United States)

    Quaintance, Jennifer L; Arnold, Louise; Thompson, George S

    2010-01-01

    To develop a method for teaching professionalism by enabling students and faculty members to share positive examples of professionalism in a comfortable environment that reflects the authentic experiences of physicians. Medical educators struggle with the teaching of professionalism. Professionalism definitions can guide what they teach, but they must also consider how they teach it, and constructs such as explicit role modeling, situated learning, and appreciative inquiry provide appropriate models. The project consisted of students interviewing faculty members about their experiences with professionalism and then reflecting on and writing about the teachers' stories. In 2004, 62 students interviewed 33 faculty members, and 193 students observed the interviews. Using a project Web site, 36 students wrote 132 narratives based on the faculty's stories, and each student offered his or her reflections on one narrative. The authors analyzed the content of the narratives and reflections via an iterative process of independent coding and discussion to resolve disagreements. Results showed that the narratives were rich and generally positive; they illustrated a broad range of the principles contained in many definitions of professionalism: humanism, accountability, altruism, and excellence. The students' reflections demonstrated awareness of the same major principles of professionalism that the faculty conveyed. The reflections served to spark new ideas about professionalism, reinforce the values of professionalism, deepen students' relationships with the faculty, and heighten students' commitment to behaving professionally. Narrative storytelling, as a variant of appreciative inquiry, seems to be effective in deepening students' understanding and appreciation of professionalism.

  17. Faculty ethics: ideal principles with practical applications.

    Science.gov (United States)

    Reybold, L Earle

    2009-01-01

    Ethics in higher education is the subject of intense public attention, with considerable focus on faculty roles and responsibilities. Media reports and scholarly research have documented egregious misconduct that includes plagiarism, falsification of data, illicit teacher-student relationships, and grading bias. These accounts of wrongdoing often portray faculty ethicality as only a legal issue of obeying rules and regulations, especially in the teaching and research roles. My discussion challenges this narrow perspective and argues that characterizations of faculty ethicality should take into account broader expectations for professionalism such as collegiality, respect, and freedom of inquiry. First, I review the general principles of faculty ethics developed by the American Association of University Professors, as well as professional codes of ethics in specific professional fields. Second, I juxtapose the experiences of women and minority faculty members in relation to these general codes of ethics. This section examines three issues that particularly affect women and minority faculty experiences of ethicality: "chilly and alienating" academic climates, "cultural taxation" of minority identity, and the snare of conventional reward systems. Third, I suggest practical strategies to reconcile faculty practice with codes of ethics. My challenge is to the faculty as a community of practice to engage professional ethics as social and political events, not just legal and moral failures.

  18. Faculty and Student Teams and National Laboratories: Expanding the Reach of Research Opportunities and Workforce Development

    Energy Technology Data Exchange (ETDEWEB)

    Blackburn,N.; White, K.; Stegman, M.

    2009-08-05

    The Faculty and Student Teams (FaST) Program, a cooperative effort between the US Department of Energy (DOE) Office of Science and the National Science Foundation (NSF), brings together collaborative research teams composed of a researcher at Brookhaven National Laboratory, and a faculty member with two or three undergraduate students from a college or university. Begun by the Department of Energy in 2000 with the primary goal of building research capacity at a faculty member's home institution, the FaST Program focuses its recruiting efforts on faculty from colleges and universities with limited research facilities and those institutions that serve populations under-represented in the fields of science, engineering and technology, particularly women and minorities. Once assembled, a FaST team spends a summer engaged in hands-on research working alongside a laboratory scientist. This intensely collaborative environment fosters sustainable relationships between the faulty members and BNL that allow faculty members and their BNL colleagues to submit joint proposals to federal agencies, publish papers in peer-reviewed journals, reform local curriculum, and develop new or expand existing research labs at their home institutions.

  19. PROGNOSTICATORS OF JOB SATISFACTION FOR FACULTY IN UNIVERSITIES

    Directory of Open Access Journals (Sweden)

    Jawwad AHMAD

    2012-01-01

    Full Text Available This study examines job satisfaction of teaching faculty working in universities at Pakistan. The study investigates job satisfaction in perspective of gender; organizational commitment; intrinsic and extrinsic rewards; organizational fairness; quality of coworkers’ integration; organizational fairness; and diversity. Data was collected from 203 respondents of 8 public and private sector teaching faculty members. Chi-Square Test, correlation and Ordinary least squares (OLS regression are used to test hypotheses. It is found that there is no significant difference between job satisfaction levels in context of gender; however, extrinsic rewards are primary motivators for job satisfaction of teaching faculty.

  20. Factors Affecting Part-Time Faculty Job Satisfaction in the Colorado Community College System

    Science.gov (United States)

    Cashwell, Allison L.

    2009-01-01

    How do part-time faculty members in community colleges view their roles? Data from part-time faculty responses regarding their experiences in higher education vary. Valadez and Antony (2001) analyzed data from 6,811 part-time faculty collected from the National Center for Education Statistics' (NCES) 1992-1993 National Survey of Postsecondary…

  1. The Role of Social Networking Sites in Creating Moral Crisis and the Role of the University in Confronting It from the View Point of Qassim University Faculty Members

    Science.gov (United States)

    Al-Smadi, Hend Sam'an Ibrahim

    2017-01-01

    The study aimed at recognizing the effect of the social networking sites (henceforth snss) in creating moral crisis and the role of the university in its confrontation from the view point of faculty members at Qassim University. Two tests were constructed; the first included (29 items) developed to identify the role of snss in creating moral…

  2. Publication Rates of Social and Administrative Sciences Pharmacy Faculty in Non-Research Intensive Pharmacy Schools.

    Science.gov (United States)

    Weathers, Trenna; Unni, Elizabeth

    2018-04-01

    Objective. To assess the level of publication rates from 2011 through 2015 by Social and Administrative Sciences (SAS) faculty at non-research intensive pharmacy schools. Methods. The Web of Science database was searched using faculty names identified from the American Association of Colleges of Pharmacy (AACP) faculty and professional staff roster. Publication rates of SAS faculty were calculated and compared using several demographic subcategories such as public/private school, part of an academic health center, schools with PhD program, funding status, etc. Results. The 208 SAS faculty members from 59 colleges contributed to 478 publications with a mean of 95.6 publications per year and 1.62 publications per institution per year. The number of publications increased 45% over the five years from 67 publications in 2011 to 122 in 2015.The average number of publications was 0.92 per year per SAS faculty compared to 0.82 publications per year per faculty from other basic pharmaceutical sciences divisions. The most commonly published research was research articles in the area of scholarship of teaching and learning. The significant predictors of publications were being part of an academic health center, having a PhD program, and higher percent of faculty members who are SAS faculty. Conclusion. Despite being affiliated with institutions with missions less targeted on research, this study showed SAS faculty members at non-research intensive institutions consistently contribute to published literature. Further studies are needed to examine reasons for the lack of publishing by almost half of the SAS faculty and ways to increase research and publication in the field of SAS.

  3. Divided Identity: Part-Time Faculty in Public Colleges and Universities

    Science.gov (United States)

    Levin, John S.; Montero Hernandez, Virginia

    2014-01-01

    This article addresses the identity claims of part-time faculty at three types of higher education institutions. Using culture theory and professional identity theory, the article documents that part-time faculty members across institutions have a divided sense of identity. On the one hand, they perceive themselves as professionals based on their…

  4. Navigating the Water: Community College Faculty and Work-Life Balance

    Science.gov (United States)

    Latz, Amanda O.; Rediger, James N.

    2015-01-01

    The purpose of this phenomenological study was to understand if and how community college faculty construct work-life balance, as our review of the literature pointed toward a lack of research on this topic. Twenty-eight community college faculty members were interviewed, and six major findings were generated through the data analysis. Metaphors…

  5. The Circumstances of Using Technological Applications Inside and Outside of the Faculty by Physicianand Nurse Candidates

    Directory of Open Access Journals (Sweden)

    Baris Sezer

    2014-12-01

    Full Text Available Aim: In this study the aim is to determine which technological applications are used by physician and nurse candidates; where, why and how they are used, based upon the technologic and educational context. Material and Method: The study was carried out pursuant to the design of case study method that is one of the qualitative research methods. The study group was determined by %u201Ceasily accessible case sampling%u201D and consisted of 78 freshman, sophomore and junior physician candidates from the Faculty of Medicine of Hacettepe University; 50 freshman, sophomore, junior and senior nurse candidates from the Nursing Program of the Faculty of Medical Sciences in Baskent University. A questionnaire and a semi-structured interview form created by the researchers were used in this study. The content analysis method was used in the data solution. Results and Discussion: Research participants stated that technological applications they used in daily life and for classes were different. This situation can be considered as an indication that we could not yet integrate technology into education. It was determined in the research that students used search engines and office programs the most. And they are willingness to take distance learning courses and use of social networks in their academic life.

  6. Promoting the teaching of critical thinking skills through faculty development.

    Science.gov (United States)

    Behar-Horenstein, Linda S; Schneider-Mitchell, Gail; Graff, Randy

    2009-06-01

    Practical and effective faculty development programs are vital to individual and institutional success. However, there is little evidence that program outcomes result in instructional changes. The purpose of this study was to determine if and how faculty development would enhance participants' use of critical thinking skills in instruction. Seven faculty members from the University of Florida College of Dentistry and one faculty member from another health science college participated in six weekly two-hour faculty development sessions in spring 2007 that focused on enhancing critical thinking skills in instruction. Kaufman's and Rachal's principles of andragogy (adult learning) were used to design the sessions. Participants used learning journals to respond to four instructor-assigned prompts and provided one presentation to peers. With the use of qualitative methods, eight themes emerged across the learning journals: teaching goals, critical thinking, awareness of learners, planned instructional change, teaching efficacy, self-doubt, external challenges, and changes made. Five of eight participants incorporated critical thinking skills into their presentations at a mean level of 2.4 or higher on a 5-point scale using Paul and Elder's behavioral definition of critical thinking skills. Faculty development opportunities that cause participants to reason through learning journals, peer presentations, and group discussion demonstrated the incorporation of critical thinking concepts in 63 percent of this cohort group's presentations, suggesting that if evidence-based pedagogies are followed, instructional changes can result from faculty development.

  7. Job satisfaction levels of physician assistant faculty in the United States.

    Science.gov (United States)

    Graeff, Evelyn C; Leafman, Joan S; Wallace, Lisa; Stewart, Gloria

    2014-01-01

    Understanding job satisfaction in academia is important in order to recruit and retain faculty. Faculty members with greater job dissatisfaction are more likely to leave than faculty members who are satisfied. Physician assistant (PA) faculty job satisfaction needs to be assessed to determine which job facets are satisfying or dissatisfying. A quantitative descriptive study was done using a Web-based survey sent to PA faculty. The Job Descriptive Index (JDI), a validated survey, was used to measure levels of job satisfaction. The means for each facet were calculated to indicate levels of satisfaction with the job overall, work, supervision, co-workers, pay, promotion, levels of stress, and trustworthiness in management. Correlations were run among demographic factors, salary, and overall job satisfaction. Of the 1,241 PA faculty that received the survey, 239 responses (19.3% response rate) met the criteria for study inclusion. The highest level of satisfaction was with one's co-workers (mean 46.83, range 0 to 54). The promotion facet received the lowest mean level of satisfaction with a 22.2 (range 0 to 54). A small correlation was found between job satisfaction and academic rank (r = -.153, P = .020). Job satisfaction is linked to increased productivity and performance. It is important to understand job satisfaction to make improvements in the appropriate areas. Overall, the results indicate that PA faculty are satisfied with their jobs. Further research is needed to understand the factors that contribute to satisfaction among PA faculty.

  8. Residents' Engagement and Empathy Associated With Their Perception of Faculty's Teaching Performance

    NARCIS (Netherlands)

    Lases, S. S. Lenny; Arah, Onyebuchi A.; Pierik, E. G. J. M. Robert; Heineman, Erik; Lombarts, M. J. M. H. Kiki

    2014-01-01

    Faculty members rely on residents' feedback about their teaching performance. The influence of residents' characteristics on evaluations of faculty is relatively unexplored. We aimed to evaluate the levels of work engagement and empathy among residents and the association of both characteristics

  9. Residents' engagement and empathy associated with their perception of faculty's teaching performance

    NARCIS (Netherlands)

    Lases, S. S. Lenny; Arah, Onyebuchi A.; Pierik, E. G. J. M. Robert; Heineman, Erik; Lombarts, M. J. M. H. Kiki

    2014-01-01

    Faculty members rely on residents' feedback about their teaching performance. The influence of residents' characteristics on evaluations of faculty is relatively unexplored. We aimed to evaluate the levels of work engagement and empathy among residents and the association of both characteristics

  10. Comparing the Distance Learning-Related Course Development Approach and Faculty Support and Rewards Structure at AACSB Accredited Institutions between 2001 and 2006

    Directory of Open Access Journals (Sweden)

    Heidi Perreault, Ed.D.

    2008-07-01

    Full Text Available The study compared the support and rewards provided faculty members for online course teaching and the development approaches used at business schools accredited by AACSB between 2001 and 2006. Data were collected from 81 professors in 2001 and 140 professors in 2006. The professors were involved in developing or teaching online courses at AACSB business schools across the United States. The findings indicate that faculty members received limited support and are not taking advantage of training options. Faculty members are most likely rewarded for their involvement in distance learning through stipends based on the number of online sections taught. Little has changed during the five-year period in regards to course development. Faculty members continue to use an individual instead of a team approach to course development and most faculty members learned online course development and delivery techniques on their own.

  11. Faculty role modeling of professional writing: one baccalaureate nursing program's experience.

    Science.gov (United States)

    Newton, Sarah E

    2008-01-01

    According to The Essentials of Baccalaureate Education for Professional Nursing Practice (American Association of Colleges of Nursing, 1998), professional writing is an important outcome of baccalaureate nursing education. Most baccalaureate nursing programs in the United States expect formally written student papers to adhere to the style requirements outlined in the Publication Manual of the American Psychological Association (APA, 2001). It is essential for the baccalaureate nursing faculty members who evaluate student papers to be role models for the desired writing behaviors to facilitate student attainment of professional writing outcomes. However, to what extent nursing faculty members' writing behaviors and knowledge of the APA style requirements impact student writing outcomes is not known because the issue has not been addressed in the literature. The purpose of this article is to describe one Midwestern baccalaureate nursing program's faculty development efforts to assess faculty familiarity with the APA style requirements and how such knowledge may impact baccalaureate nursing students' writing outcomes.

  12. Dental Student, Resident, and Faculty Attitudes Toward Treating Medicaid Patients.

    Science.gov (United States)

    Behar-Horenstein, Linda S; Feng, Xiaoying

    2017-11-01

    Failure to receive proper oral health care including both prevention and maintenance is influenced by myriad and complex social, economic, and dental factors, including access to care. Reducing oral health disparities requires changes in the preparation of future dentists as well as measuring and influencing the attitudes and knowledge of practicing dentists. The aim of this study was to determine the likelihood that future dentists (students and residents) and faculty members at one U.S. dental school would treat Medicaid participants. Attitudes were measured using the Deamonte Driver scenario survey, which assesses factors affecting dentists' participation in Medicaid. In October 2012, all 113 full-time faculty members were invited to participate, and 60 completed the survey, for a response rate of 53.1%. In January and February 2013, all 18 residents in the dental clinics and university hospital were invited to participate, and 16 completed the survey, for a response rate of 88.9%. From 2013 to 2015, all 267 students in three classes were invited to participate: first-year students in the Classes of 2017 and 2018 and fourth-year students in the Class of 2015. A total of 255 students completed the survey, for an overall student response rate of 95.5%. The results showed that the students were more likely to participate in caring for Medicaid patients than the faculty and residents. The white and male students had stronger negative stereotypes about Medicaid patients than the females and underrepresented minority students, while residents had stronger negative stereotypes about Medicaid patients than the students and faculty. Overall, the cultural competency skills, beliefs, and attitudes of these faculty members and residents were less developed than those of their students, signaling a need for broad educational and faculty development programs to fully prepare the future dental workforce to care for these patients.

  13. Protege Growth Themes Emergent in a Holistic, Undergraduate Peer-Mentoring Experience

    Science.gov (United States)

    Ward, Elijah G.; Thomas, Earl E.; Disch, William B.

    2012-01-01

    Two faculty members developed and implemented a successful, holistic, goal-oriented peer-mentoring project for two years at a midsize, urban university to enhance student success and retention. In year one, 12 juniors and seniors mentored 34 freshmen and sophomores; in year two, 14 upperclassmen mentored 40 underclassmen. A grounded theory…

  14. A Collaborative Approach to Helping Teacher Education Faculty Model Technology Integration in Their Courses: An Informal Case.

    Science.gov (United States)

    Zachariades, Iacovos; Roberts, Sherron Killingsworth

    1995-01-01

    Describes an innovative and collaborative approach to helping teacher educators better prepare preservice teachers to utilize technology for effective instruction. A mentoring program that paired graduate students in instructional technology with interested faculty members is discussed, and attitudes of the mentors and the faculty members are…

  15. 1997 NASA-ODU American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program

    Science.gov (United States)

    Tiwari, Surendra N. (Compiler); Young, Deborah B. (Compiler)

    1998-01-01

    Since 1964, the National Aeronautics and Space Administration (NASA) has supported a program of summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spend 10 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society for Engineering Education supervises the programs. Objectives of the program are as follows: (1) To further the professional knowledge of qualified engineering and science faculty members, (2) To stimulate and exchange ideas between participants and NASA; (3) To enrich and refresh the research and teaching activities of participants' institutions; and (4) To contribute to the research objectives of the NASA center. Program description is as follows: College or university faculty members will be appointed as Research Fellows to spend 10 weeks in cooperative research and study at the NASA Langley Research Center. The Fellow will devote approximately 90 percent of the time to a research problem and the remaining time to a study program. The study program will consist of lectures and seminars on topics of interest or that are directly relevant to the Fellows' research topics. The lectures and seminar leaders will be distinguished scientists and engineers from NASA, education, and industry.

  16. Investigating IT Faculty Resistance to Learning Management System Adoption Using Latent Variables in an Acceptance Technology Model.

    Science.gov (United States)

    Bousbahi, Fatiha; Alrazgan, Muna Saleh

    2015-01-01

    To enhance instruction in higher education, many universities in the Middle East have chosen to introduce learning management systems (LMS) to their institutions. However, this new educational technology is not being used at its full potential and faces resistance from faculty members. To investigate this phenomenon, we conducted an empirical research study to uncover factors influencing faculty members' acceptance of LMS. Thus, in the Fall semester of 2014, Information Technology faculty members were surveyed to better understand their perceptions of the incorporation of LMS into their courses. The results showed that personal factors such as motivation, load anxiety, and organizational support play important roles in the perception of the usefulness of LMS among IT faculty members. These findings suggest adding these constructs in order to extend the Technology acceptance model (TAM) for LMS acceptance, which can help stakeholders of the university to implement the use of this system. This may assist in planning and evaluating the use of e-learning.

  17. Latino Faculty in STEM Disciplines: Motivation to Engage in Research Activities

    Science.gov (United States)

    Lechuga, Vicente M.

    2012-01-01

    The scarcity of underrepresented faculty members in the science, technology, engineering, and mathematics (STEM) disciplines is an issue of great concern to education researchers and scholars alike. Despite their low representation, many minority faculty are able to remain motivated, even when facing barriers due to their ethnicity. I present…

  18. Effect of book reviewing workshop on awareness of, aptitude for and attitude toward book reviews in faculty members of faculty of management and medical information

    Science.gov (United States)

    Najafi, Nayere Sadat Soleimanzade; Ashrafi-rizi, Hasan; Yarmohammadian, Mohammad Hossein; Shahrzadi, Leila; Hasanzade, Akbar

    2014-01-01

    Introduction: Works evaluation and critique is one of the most important phases in scientific production cycle. Reviewers need some aptitude about rules and principles of writing good review. Considering the important role of books for storage and transferring the scientific findings, book reviewing is vital to scientific progress. Despite this fact, investigation of Isfahan University of Medical Science's journal, demonstrated the number of published book reviews to be very small. This study aims to investigate the influence of reviewing training courses on participants’ book reviewing awareness, attitude, and aptitude. Materials and Methods: The study method is experimental with two group design (with pre-test and post-test) and applied. Statistical population is of all faculty members of the faculty of management and medical information of Isfahan University of Medical Science, including both hired and contracted employees, which, according to faculty's department of Education, consists of 86 people. The sampling method used in this study is random. Number of samples in case and control groups was calculated using the following equation of n= (z1 + z2) 2 (2s2)/d2 and is 15 people. One checklist and two questionnaires were the means of data collection. Data were analyzed using SPSS 18.0 software and two level of descriptive (mean and SD) and inferential statistics (t-test and t-paired). Results: Findings showed that the mean score of awareness of book reviews in case group increased meaningfully after the training course (55.7) compared to the score prior to the intervention (33.1), P book reviews in control group remained mostly the same before (31.6) and after intervention (35.1), P = 0.35. The mean score of attitude toward book reviews showed no significant difference before and after intervention in both case group (71.4 before intervention and 74.4 after intervention, P = 0.11) and control group (70.9 before intervention and 74.4 after intervention, P = 0

  19. Elements related to attrition of women faculty at the University of Pittsburgh, School of Medicine: A case study

    Science.gov (United States)

    Gandhi, Pooja

    Recent studies have shown that the number of women faculty in academic medicine is much lesser than the number of women that are graduating from medical schools. Many academic institutes face the challenge of retaining talented faculty and this attrition from academic medicine prevents career advancement of women faculty. This case study attempts to identify some of the reasons for dissatisfaction that may be related to the attrition of women medical faculty at the University of Pittsburgh, School of Medicine. Data was collected using a job satisfaction survey, which consisted of various constructs that are part of a faculty's job and proxy measures to gather the faculty's intent to leave their current position at the University of Pittsburgh or academic medicine in general. The survey results showed that although women faculty were satisfied with their job at the University of Pittsburgh, there are some important factors that influenced their decision of potentially dropping out. The main reasons cited by the women faculty were related to funding pressures, work-life balance, mentoring of junior faculty and the amount of time spent on clinical responsibilities. The analysis of proxy measures showed that if women faculty decided to leave University of Pittsburgh, it would most probably be due to better opportunity elsewhere followed by pressure to get funding. The results of this study aim to provide the School of Medicine at the University of Pittsburgh with information related to attrition of its women faculty and provide suggestions for implications for policy to retain their women faculty.

  20. A collaboration among health sciences schools to enhance faculty development in teaching.

    Science.gov (United States)

    Sicat, Brigitte L; O'Kane Kreutzer, Kathy; Gary, Judy; Ivey, Carole K; Marlowe, Elizabeth P; Pellegrini, Joan M; Shuford, Veronica P; Simons, Dianne F

    2014-06-17

    Those involved in providing faculty development may be among only a few individuals for whom faculty development is an interest and priority within their work setting. Furthermore, funding to support faculty development is limited. In 2010, an interprofessional, self-formed, faculty learning community on faculty development in teaching was established to promote collaboration on faculty development initiatives that have transference to faculty members across disciplines and to share expertise and resources for wider impact. The organic structure and processes of the faculty learning community created an environment that has not only resulted in an increased offering of faculty development opportunities and resources across the health science campus, but has created a rich environment that combines the knowledge, innovation, and experience to promote collaborative efforts that benefit all. The background, structure, processes, successes, and lessons learned of the interprofessional faculty learning community on faculty development in teaching are described.

  1. Correlates of the health statuses of the faculty at midlife

    Directory of Open Access Journals (Sweden)

    Galvin Alaan Galeon

    2016-01-01

    Full Text Available Background: Between the school years of 2009-2012, the turnover record of the University of San Jose-Recoletos (USJ-R, Cebu City, Philippines showed that permanent faculty members who left the institution were all midlifers. Their reasons varied from health issues to greener pasture elsewhere. Materials and Methods: This study then sought to explore the health statuses of the faculty midlifers of the USJ-R. The data were collected through survey conducted among the 106 faculty midlifers of the university. This study applied multivariate analyses to the survey data using Pearson-moment of correlation to determine the relationship between the sociodemographic profile of the research participants and their health statuses. Results: This research revealed that faculty midlifers are generally well physically. They showed emotional maturity and have positive outlook toward midlife. More so, their health conditions are significantly related with their sex, age, years of teaching, educational attainment, and income. Conclusion: At midlife, the faculty members of USJ-R can still generally be considered physically well. Thus, if they are well-managed, they can become relevant and better contributors to the attainment of the basic goals and objectives of the educational institution and the educational system in general.

  2. A Brave New World: Imagining Faculty Development in the Global Era

    Science.gov (United States)

    VanZanten, Susan

    2015-01-01

    What might globalization and the demographic shift in Christianity mean for faculty development programs? What faculty members need most is the ability to imagine globalization as Christians. This article surveys and critiques the most powerful and persistent accounts in the current contest of narratives within the field of global education. These…

  3. Correlates of Work-Life Balance for Faculty across Racial/Ethnic Groups

    Science.gov (United States)

    Denson, Nida; Szelényi, Katalin; Bresonis, Kate

    2018-01-01

    Very few studies have examined issues of work-life balance among faculty of different racial/ethnic backgrounds. Utilizing data from Harvard University's Collaborative on Academic Careers in Higher Education project, this study examined predictors of work-life balance for 2953 faculty members from 69 institutions. The final sample consisted of…

  4. Eating Iguana: A Qualitative Analysis of Faculty Expectations and Assessments of a Mexican Sojourn.

    Science.gov (United States)

    Fuss-Reineck, Marilyn

    As part of a thrust to increase multiculturalism in the curriculum, Concordia-St. Paul faculty applied for summer sojourn grants, provided by the Bush Foundation. The rationale for the sojourn was that "change in faculty will affect change in the curriculum and in students" (Wentzel 1990). Sixteen faculty members who participated in a…

  5. Assuring Student Learning Outcomes Achievement through Faculty Development: An Online University Example

    Science.gov (United States)

    Lewis, Shelia; Ewing, Christopher

    2016-01-01

    Asynchronous discussions in the online teaching and learning environment significantly contributes to the achievement of student learning outcomes, which is dependent upon qualified and engaged faculty members. The discourse within this article addresses how an online university conducted faculty development through its unique Robust Learning…

  6. Identifying psychological contract breaches to guide improvements in faculty recruitment, retention, and development.

    Science.gov (United States)

    Peirce, Gretchen L; Desselle, Shane P; Draugalis, JoLaine R; Spies, Alan R; Davis, Tamra S; Bolino, Mark

    2012-08-10

    To identify pharmacy faculty members' perceptions of psychological contract breaches that can be used to guide improvements in faculty recruitment, retention, and development. A list of psychological contract breaches was developed using a Delphi procedure involving a panel of experts assembled through purposive sampling. The Delphi consisted of 4 rounds, the first of which elicited examples of psychological contract breaches in an open-ended format. The ensuing 3 rounds consisting of a survey and anonymous feedback on aggregated group responses. Usable responses were obtained from 11 of 12 faculty members who completed the Delphi procedure. The final list of psychological contract breaches included 27 items, after modifications based on participant feedback in subsequent rounds. The psychological contract breach items generated in this study provide guidance for colleges and schools of pharmacy regarding important aspects of faculty recruitment, retention, and development.

  7. Medical school faculty discontent: prevalence and predictors of intent to leave academic careers.

    Science.gov (United States)

    Lowenstein, Steven R; Fernandez, Genaro; Crane, Lori A

    2007-10-14

    Medical school faculty are less enthusiastic about their academic careers than ever before. In this study, we measured the prevalence and determinants of intent to leave academic medicine. A 75-question survey was administered to faculty at a School of Medicine. Questions addressed quality of life, faculty responsibilities, support for teaching, clinical work and scholarship, mentoring and participation in governance. Of 1,408 eligible faculty members, 532 (38%) participated. Among respondents, 224 (40%; CI95: 0.35, 0.44) reported that their careers were not progressing satisfactorily; 236 (42%; CI95: 0.38, 0.46) were "seriously considering leaving academic medicine in the next five years." Members of clinical departments (OR = 1.71; CI95: 1.01, 2.91) were more likely to consider leaving; members of inter-disciplinary centers were less likely (OR = 0.68; CI95: 0.47, 0.98). The predictors of "serious intent to leave" included: Difficulties balancing work and family (OR = 3.52; CI95: 2.34, 5.30); inability to comment on performance of institutional leaders (OR = 3.08; CI95: 2.07, 4.72); absence of faculty development programs (OR = 3.03; CI95: 2.00, 4.60); lack of recognition of clinical work (OR = 2.73; CI95: 1.60, 4.68) and teaching (OR = 2.47; CI95: 1.59, 3.83) in promotion evaluations; absence of "academic community" (OR = 2.67; CI95: 1.86, 3.83); and failure of chairs to evaluate academic progress regularly (OR = 2.60; CI95: 1.80, 3.74). Faculty are a medical school's key resource, but 42 percent are seriously considering leaving. Medical schools should refocus faculty retention efforts on professional development programs, regular performance feedback, balancing career and family, tangible recognition of teaching and clinical service and meaningful faculty participation in institutional governance.

  8. Sharing Special Education Strategies in Rural Kenya

    Science.gov (United States)

    Shamberger, Cynthia T.

    2014-01-01

    As a former special education teacher at the elementary, middle and high school levels, many unique and complex learning situations were encountered. The author, who was a junior faculty member on her initial trip to Kenya, experienced a very challenging, yet rewarding, learning opportunity with teachers gathered in a community located in rural…

  9. Smoking differences between university faculties in Tartu, Estonia, and Oulu, Finland, after the disruption of communism.

    Science.gov (United States)

    Heikkinen, Rauno; Kivastik, Jana; Kingisepp, Peet-Henn; Hirvonen, Leo; Näyhä, Simo

    2006-01-01

    To provide information on smoking differences between university faculties. Data from smoking surveys performed on 1,441 staff members and 2,308 students at the University of Tartu, Estonia, soon after the fall of communism, were analysed by faculties, using similar data from the University of Oulu, Finland (1,830 staff members, 5,947 students) for reference. Wide variations in smoking were found between faculties in Tartu, the prevalence being high among male students of theology (54%) and low among staff and students in the faculties of exercise & sports sciences (< 5%) and mathematics (< 15%). Less variation was seen in Oulu. The medical faculty showed low smoking rates in Oulu but not in Tartu. High percentages of smokers were typical of Tartu faculties representing disciplines closely connected with the country's transition (e.g. theology), and low percentages in faculties emphasising physical and mental performance (e.g. sports). The relatively high percentage of smokers in the Tartu medical faculty compared with that in Oulu can be interpreted as delayed diffusion of medical information beyond the former Iron Curtain.

  10. Leading Change: Faculty Development through Structured Collaboration

    Directory of Open Access Journals (Sweden)

    Suzanne Painter

    2015-06-01

    Full Text Available There are relentless calls for innovation in higher education programs in response to media and policy-makers attention to such concerns as instructional quality, relevance to employment, costs, and time-to-degree. At the same time, the individual course remains the primary unit of instruction and there is little evidence of faculty development strategies to assist with changing core instructional practices. We faced that dilemma when we led an innovative doctoral program in educational leadership. Soon after beginning, we implemented a regular meeting of all faculty members teaching and advising in the program to address upcoming events and review student progress. Our retrospective analysis indicates that these meetings evolved as a practical and sustainable framework for faculty development in support of deep change for instructional practices. Here we describe the challenge of faculty development for change and draw lessons learned from our four years of leadership centered on experiential learning and community sense-making. We hope that program leaders who aspire to promote faculty development in conjunction with graduate program implementation will find these lessons useful.

  11. Adversity in University: Cyberbullying and Its Impacts on Students, Faculty and Administrators

    OpenAIRE

    Cassidy, Wanda; Faucher, Chantal; Jackson, Margaret

    2017-01-01

    This paper offers a qualitative thematic analysis of the impacts of cyberbullying on post-secondary students, faculty, and administrators from four participating Canadian universities. These findings were drawn from data obtained from online surveys of students and faculty, student focus groups, and semi-structured interviews with faculty members and university administrators. The key themes discussed include: negative affect, impacts on mental and physical health, perceptions of self, impact...

  12. Human Resources Management in Educational Faculties of State Universities in Turkey

    Science.gov (United States)

    Öztürk, Sevim

    2016-01-01

    This study aims to evaluate the human resources management in the faculties of education of state universities in Turkey within the context of Human Resources Management Principles. The study population consisted of 40 academic members in the faculties of education of 20 different state universities and 10 academic unit administrators at different…

  13. Curated Collections for Educators: Five Key Papers on Evaluating Digital Scholarship.

    Science.gov (United States)

    Quinn, Antonia; Chan, Teresa M; Sampson, Christopher; Grossman, Catherine; Butts, Christine; Casey, John; Caretta-Weyer, Holly; Gottlieb, Michael

    2018-01-03

    Traditionally, scholarship that was recognized for promotion and tenure consisted of clinical research, bench research, and grant funding. Recent trends have allowed for differing approaches to scholarship, including digital publication. As increasing numbers of trainees and faculty turn to online educational resources, it is imperative to critically evaluate these resources. This article summarizes five key papers that address the appraisal of digital scholarship and describes their relevance to junior clinician educators and faculty developers. In May 2017, the Academic Life in Emergency Medicine Faculty Incubator program focused on the topic of digital scholarship, providing and discussing papers relevant to the topic. We augmented this list of papers with further suggestions by guest experts and by an open call via Twitter for other important papers. Through this process, we created a list of 38 papers in total on the topic of evaluating digital scholarship. In order to determine which of these papers best describe how to evaluate digital scholarship, the authorship group assessed the papers using a modified Delphi approach to build consensus. In this paper we present the five most highly rated papers from our process about evaluating digital scholarship. We summarize each paper and discuss its specific relevance to junior faculty members and to faculty developers. These papers provide a framework for assessing the quality of digital scholarship, so that junior faculty can recommend high-quality educational resources to their trainees. These papers help guide educators on how to produce high quality digital scholarship and maximize recognition and credit in respect to receiving promotion and tenure.

  14. 1978-79 Directory of Physics & Astronomy Staff Members.

    Science.gov (United States)

    American Inst. of Physics, New York, NY.

    This directory gives names, addresses, and telephone numbers of staff members of astronomy and physics departments. The listings are made under the following headings: (1) American Institute of Physics and its member societies; (2) geographic listing of academic institutions and faculty - U.S., Canada, Mexico, and Central America; (3) U.S.…

  15. Knowledge, Attitude and Faculty Members’ performance on e-Learning in Tehran University of Medical Sciences

    Directory of Open Access Journals (Sweden)

    Aeen Mohammadi

    2016-11-01

    Full Text Available Introduction : E-learning is used in the worldwide in higher education to improve the quality of the learning experience by students; at the same time using this approach requires behavioral changes in the faculty members. One of the steps in the implementation and monitoring of e-learning, is audience analysis using techniques such as knowledge, attitude and practices (KAP. This study investigates the knowledge, attitude and faculty members’ performance of Tehran University of Medical Sciences (TUMS on e-learning. Methods: This descriptive, cross-sectional study was conducted in 2014-15 through a research-made questionnaire. Face validity was determined by expert opinion, Cronbach’s alpha was measured to assess the reliability and its construct validity was investigated through exploratory factor analysis. . The questionnaire was e-mailed to all TUMS faculty members . 218 faculty members responded to the questionnaire. Results: The reliability score of the questionnaire was assessed using Cronbach alphs, and it was 0.79. Exploratory factor analysis of the attitude part of the questionnaire produced a single factor that explained 53% of the variance. The results showed the positive attitude of faculty members regarding e-learning, although their knowledge and practice scores was less than half of the total score. There wass not found any meaningful differences between knowledge, attitude and performance of the participants based on sex, rank and work experience. ANOVA test showed that the difference of scores among schools was statistically significant (  = 0.000;  = 0.003 and  = 0.000, respectively. Conclusion: The findings of this study showed the state of knowledge, attitude and faculty members’ performance of TUMS on e-learning. Over the past years, TUMS has established suitable e-learning infrastructure such as educational websites and virtual programs as well as training workshop for faculty members. The results of this study can

  16. A Desire for Growth: Online Full-Time Faculty's Perceptions of Evaluation Processes

    Directory of Open Access Journals (Sweden)

    Meredith DeCosta

    2015-07-01

    Full Text Available Post-secondary educational institutions use various means to evaluate the teaching performance of faculty members. There are benefits to effective faculty evaluation, including advancing the scholarship of teaching and learning, as well as improving the functionality and innovation of courses, curriculum, departments, and ultimately the broader community (Boyer, 1990; Glassick, Huber, & Maeroff, 1997. While there is a body of research related to the evaluation of faculty in traditional settings, there have been fewer studies examining online faculty members’ perceptions of evaluation processes. Further, due to the growth of online education, the existing evaluation scales, including those used in traditional settings, have been questioned (Berk, 2013; Hathorn & Hathorn, 2010; Rothman, Romeo, Brennan, & Mitchell, 2011. This qualitative study examines one university’s online full-time faculty and their perceptions of the tools and processes used to evaluate their teaching. Through a systematic content analysis of survey data, findings indicate that online faculty members have a desire to grow as instructors, infrequently focusing on modality or job expectations as a means for growth. Participants expressed an interest in holistic, descriptive evaluation feedback by a range of stakeholders, particularly those with content knowledge. Study findings have implications for administrators and other stakeholders related to online full-time faculty, including the processes and documents through which they are evaluated.

  17. A Desire for Growth: Online Full-Time Faculty's Perceptions of Evaluation Processes

    Directory of Open Access Journals (Sweden)

    Meredith DeCosta

    2016-07-01

    Full Text Available College and universities evaluate the teaching performance of faculty members in a variety of ways. Benefits to effective faculty evaluation include advancing the scholarship of teaching and learning, as well as improving the functionality and innovation of courses, curriculum, departments, and ultimately the broader community (Boyer, 1990; Glassick, Huber, & Maeroff, 1997. While there is ample research related to the evaluation of faculty in traditional settings, there have been fewer studies examining online faculty members’ perceptions of evaluation processes. Further, due to the growth of online education, the existing evaluation scales, including those used in traditional settings, have been called into question (Berk, 2013; Hathorn & Hathorn, 2010; Rothman, Romeo, Brennan, & Mitchell, 2011. This qualitative study examines one university’s online full-time faculty and their perceptions of the tools and processes used to evaluate their teaching. Through a systematic qualitative content analysis of survey data, findings indicate that online faculty members have a desire to grow as instructors, focusing little on modality or task-oriented expectations as a means for growth. Participants expressed an interest in holistic, descriptive evaluation feedback by a range of stakeholders, particularly those with content knowledge. Study findings have implications for administrators and other stakeholders related to online full-time faculty, including the processes and documents through which they are evaluated.

  18. Empowering Untenured Faculty through Mosaic Mentoring

    Science.gov (United States)

    Kanuka, Heather; Marini, Anthony

    2004-01-01

    Mentoring programs have consistently demonstrated their value in assisting new and early faculty members to make successful adjustments and productive contributions to the academy. Yet, mentoring programs have failed to be consistently implemented despite their efficacy and increasing levels of job dissatisfaction reported by new and early faculty…

  19. A Comparison of Athletic Movement Among Talent-Identified Juniors From Different Football Codes in Australia: Implications for Talent Development.

    Science.gov (United States)

    Woods, Carl T; Keller, Brad S; McKeown, Ian; Robertson, Sam

    2016-09-01

    Woods, CT, Keller, BS, McKeown, I, and Robertson, S. A comparison of athletic movement among talent-identified juniors from different football codes in Australia: implications for talent development. J Strength Cond Res 30(9): 2440-2445, 2016-This study aimed to compare the athletic movement skill of talent-identified (TID) junior Australian Rules football (ARF) and soccer players. The athletic movement skill of 17 TID junior ARF players (17.5-18.3 years) was compared against 17 TID junior soccer players (17.9-18.7 years). Players in both groups were members of an elite junior talent development program within their respective football codes. All players performed an athletic movement assessment that included an overhead squat, double lunge, single-leg Romanian deadlift (both movements performed on right and left legs), a push-up, and a chin-up. Each movement was scored across 3 essential assessment criteria using a 3-point scale. The total score for each movement (maximum of 9) and the overall total score (maximum of 63) were used as the criterion variables for analysis. A multivariate analysis of variance tested the main effect of football code (2 levels) on the criterion variables, whereas a 1-way analysis of variance identified where differences occurred. A significant effect was noted, with the TID junior ARF players outscoring their soccer counterparts when performing the overhead squat and push-up. No other criterions significantly differed according to the main effect. Practitioners should be aware that specific sporting requirements may incur slight differences in athletic movement skill among TID juniors from different football codes. However, given the low athletic movement skill noted in both football codes, developmental coaches should address the underlying movement skill capabilities of juniors when prescribing physical training in both codes.

  20. Knowledge processing and faculty engagement in multicultural university settings

    DEFF Research Database (Denmark)

    Selmer, Jan; Jonasson, Charlotte; Lauring, Jakob

    2014-01-01

    In educational studies much attention has been directed to engagement as a precondition for positive student outcomes. Very few studies, however, have focused on the engagement of the faculty members. This is a regrettable omission because engagement has been argued to lead to more satisfied, more...... – and faculty engagement. Our hypotheses are based on social learning theory and social exchange theory predicting that increased knowledge sharing activities could facilitate an environment in which faculty engagement thrives. In order to test our hypotheses we use multiple regression analysis. We assessed...... indicators of behavioural, cognitive and emotional engagement. Results showed consistent positive associations between group knowledge processing and all the studied faculty engagement indicators. Implications and suggestions for future research are discussed in detail....